TRSB Meeting 08/13/2026

Speakers are labeled SPEAKER_N. This transcript is machine-generated.

Recording

Thank you so much.
All right, I'm going to call this
meeting to order at 6:31. Thank you for
everybody that could get here earlier.
So, maybe we won't go till 2 o'clock in
the morning with this agenda. Can I
please get a roll call?
>> O'Neal.
>> Uh, he is absent.
>> Springer here. Paula Kane.
>> Yes.
>> Kick
>> here.
>> Sean Manthornne
>> Kate Kudson
>> here. Don Woodworth
>> Jack Sapia
>> Mark Sherwood.
>> Yes ma'am.
>> All right. Everyone stand for the
pledge, please.
>> I pledge algiance 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.
>> Right.
Next, we have some approval of some
minutes. We have our regular board
meeting that we had back on June 18th,
and then we have the special meeting for
July 16th. We'll do the June 18th
meeting minutes first.
Make a motion to accept the June 18th,
2026 um school board meeting minutes.
>> Motion by Shauna. Do I have a second?
>> Second.
>> Second by Alyssa. Does anybody have any
discussion on these meeting minutes?
>> Yep. I'd like to correct a couple things
on page two.
>> Yeah, go ahead.
>> Um it's just above the delegates and
individuals um statement um that I was
attended the premier and cont commented
on the very moving it should just say
end and how everything was very well
done.
>> Okay.
>> And then I believe it was Mr. Shwood who
thought that was
>> okay. [laughter]
Right. Any other
adjustments?
All right. All those in favor
64 opposed and then abstain.
Two abstains. All right. And then we're
going to do the July 16th payments.
We'll make a motion to approve the July
16th.
>> Thank you. I got a motion by Maryann. Do
I have a second?
>> Seconded by Alyssa.
Is there any discussion on this?
Seeing that there is none, all those in
favor?
Post and abstain. Two obstensions. All
right. Next, we have some delegates and
individuals. We have one. It's uh Kate
Rockford. Did I say that right?
>> Sorry.
>> Join the club. [laughter]
How do you say it?
>> Roford. Okay. You actually say the
>> All right. Good evening, ma'am.
>> Thank you.
[clears throat]
Thank you for this opportunity.
I'm Kate Roford. I reside at 5 Hemlock
Heights Road, Atinson. I am also the
president of the Atinson Historical
Society.
And first [clears throat] and foremost,
thank you for that wonderful job that
the Atinson Academy Belelffrey went
through. You did a It's phenomenal. We
love it. We're always showing it off. As
a matter of fact, we're doing a trolley
tour in October and that's one of the
stops, one of the last stops. So, thank
you. But as you put so much attention to
that, I have been slowly grabbing Jack
Sappia's ear saying
the historical society would like to
work with the school district as
consultants to help you move forward
with helping embracing the history of
the academy. The academy goes the 1803
building as you all know but you know
the academy was first built in the 1780s
that burned down on fire.
uh some of the rich history that academy
has. President John Adams
sent six of his grandchildren to the
academy and they probably lived at the
uh Kimble House which is the old Peabody
home from Reverend Peabuddy. John Adams
visited Atinson and stayed at the
Peabuddy home. So we're asking you to
work with us. [clears throat]
Let us work with you and help you
embellish the history of the academy.
one of our members, Pam Alexander, is
working on the history of the academy
that she she's on staff with you uh that
she wants to share with the students of
the academy and also with the residents.
So, there's so much that building could
bring to light and to embrace its
history to share with the students.
one as if you want to apply for grants
as the school embraces its history and
shares with the students helps the
grants they want to know that the school
history is being preserved.
So I'm just here to say we are not
volunteering to do it but as you know
[laughter] we're in the midst of the
schoolhouse. I don't know if you're
aware of the center schoolhouse
restoration in Atinson. We're restoring
Atinson's last one remaining school room
which is right across the street from
the academy and we're already talking to
teachers of what we're going to do in
the near future. So I'm here to offer
that service to help you move forward
with preserving the history.
>> Okay. Thank you. What hold on what um
would giving her getting you her email
address and that be the best thing?
>> Yeah, that would be that would be great.
>> I can't hear. if you could leave your
contact information um you could leave
it right with Kelly before you leave a
way that the district could contact you
um as we kind of explore opportunities
to see what resources we can partner.
>> Yeah. So if you don't mind just writing
your contact information down before you
leave and giving it to her like what Mr.
Kger said and then that we can start
corresponding back and forth with you
guys. Okay.
>> All right. I I just real quick I think
it's important the historical society
has a certain level of expertise of
getting resources on historical stuff. I
mean something that I I don't think we
commonly do. Uh so I I think this would
be a welcomed uh asset or welcomed uh
effort. Um so thank you K very much
>> and if you want to know more about us
just go to [laughter] our website
atinsonhistorical society.org.
Don, did you have something?
>> Well, a question and then give you some
ideas, but the question is about, you
know, down the road, you know, what what
what could did each town have as a
historical reference of this district
and you know what schools were even
prior to that. Similarly, you know, as
if we're going to be doing this uh some
type of thing through with the schools,
um it shouldn't be just about one town,
but about the whole district. Oh,
absolutely.
>> It would be nice to see what resources
we have. And I know that some of the
work of the librarian at the high school
>> uh and with one of the English teachers
and and the kids in in their research,
you know, it's already, you know, called
uh you know, information from people
that have been in the district for a
long time about, you know, the history
that they know of and how things change
over time. I think it's a great thing to
do. I would not limit it, you know, to,
you know, probably the most
significantly, you know, histo history
rich, you know, then John Adams, come
on. I mean, that's that's pretty
special. But, you know, you you you
learn a lot. I don't even know where
kids went to school uh in in in the rest
of our district, you know, prior to the
Timberland district being formed. So,
there's a lot of questions.
>> Great.
>> Thank you for your time. Please make
sure that she gets your information so
we can start that and good points as
well. We can reach out to our other
historical societies and see what else
they can offer. That would be [snorts] a
good thing to do.
>> All right. Uh do we have any other
delegates or individuals?
>> No. Okay. Can I get a motion to move the
27 minutes of uh delegates individuals
to the end of the meeting?
>> So moved.
>> Moved by uh Mark. Do have a second.
Second by no Shauna. So sorry my brain
is in fog. Uh any discussion? All those
in favor?
>> Okay. Un. All right. I don't like that.
>> Oh, 71.
>> I don't show.
>> Take it up with [laughter] conquered.
>> I know. It's not you guys.
>> Very well. Newly noted. 71. [laughter]
>> All right. First up for current
business, we have the athletics annual
report.
Come on up, Mr. Angelo.
>> Good evening, Angelo.
>> Hi, folks. How are you?
>> And I think you're also going to be
staying for the next
>> Yeah, you got three items. Okay.
>> I I promised I will. No, you're fine.
>> As I can. First, the uh the annual
report first on the agenda here. So, uh
just a couple of quick highlights. It's
great great great year. Last year, uh
during the 2526 school year, the
athletic department put on approximately
87 events between middle school and high
school for the year. That's not
including practices. That's just all
games, tournaments, playoffs, etc. Uh
throughout the year we had approximately
739 middle school and high school kids
participating in athletics. And out of
those student athletes, 41% played
multiple sports. Uh we had 433 kids in
one sport, 188 playing two and 118
playing three. So we're really happy
about that. Uh middle school athletic
update. And I want to thank Mr. Zach
Champion, the middle school coordinator
last year for this. Uh the Tim Middle
School athletic program is a member of
the Tri County League and competes
against schools from around the state in
New Hampshire. The purpose of the Tri
County League is to organize,
coordinate, and stimulate interest in
athletic activities while developing
young athletes at the middle school
level. The Tigers enjoyed an outstanding
athletic year with more than 312 student
athletes participating during the year.
and our student athletes and coaches
represented Timberlain with pride,
achieving success across multiple
sports. During the winter season, the
girls wrestling team made school history
by finishing second in the state
championship. It was the highest finish
uh in their program's history. Boys
basketball team uh had an exciting run
and made it to the finals uh for that
season. And in the spring, uh, the
continued momentum with several
impressive accomplishments. The girls a
softball team advanced to the finals.
Uh, and also, this is something that
we're really proud of. The girls track
and field team put together a dominant
season, winning every meet that they
competed in before capturing the Tri
County Championships. But here's the
wonderful thing. The championships were
especially meaningful as it was held at
Timberlain's new track and allowed us to
host the Tri County Championships for
the first time in more than a decade.
Um, at the high school level, uh, we are
we compete uh, in the New Hampshire
Interscolastic Athletic Association. You
know that as the NHIA, we are a
recognized division one athletic program
and we offer over 30 sports programs for
our kids. Uh, another thing that we're
very proud of is many of our student
athletes are also involved in a variety
of activities including band, music, and
student government.
The athletic program enjoyed tremendous
success throughout the year. The
wrestling team captured the division uh
one state championship and our winter
cheer team finished as runner-ups at the
state meet. Um, spring was incredible.
Uh, all of our sports teams qualified
for the state tournament. We had girls
lacrosse, baseball, and softball all
making it to the state semi-finals. It
was an exciting spring. Um, aside from
team honors, we had some really uh
impressive individual uh achievements.
We had uh [clears throat] rising senior
Danielle Bates, who was the state champ
in the high jump and the triple jump.
And uh recent graduate Charlotte Bowdin
was not just a state champ, but she
broke four school records in the process
during track. Um, also in lacrosse, we
had Laya Fitzgerald and Riley Donahue
reached milestones by scoring their
100th career goal. Um, this I am
especially proud of because I think we
should be uh honoring our coaches. So,
football coach Kevin Fitzgerald has been
awarded the 2025
NFHS football coaches award for the
state of New Hampshire. This award
recognizes outstanding football coaches
uh through its coaching association
awards and honoring coaches who
demonstrate excellence in coaching
ethics and sportsmanship. Coach
Fitzgerald will receive this award at
the upcoming fall annual meeting for the
NHIA of principles and athletic
directors. So he's reluctantly coming
with us because he's going to [laughter]
get his award. I'm not getting it for
him. That's what I told him. Um, also,
uh, senior scholar athletes, uh, 26 of
our senior scholar athletes were
recognized at the NHIA and NHDA,
um, for their accomplishments in the
classroom as well as on the playing
field. Uh, we took those kids to the
Capitol Center for the Arts last April
and their and their families uh, to be
honored. The governor was there to
present those awards uh, to our kids.
And at the conclusion of the school
year, the athletic department recognized
senior athletes with our award ceremony
took place in the gymnasium and we had
seniors Laya Fitzgerald and Matt
Fitzgerald who were named outstanding
female and male athletes of the year as
well as Taylor Alpurn and Michael
Santaaso were named outstanding female
and male leadership award winners. We
had uh four of our student athletes who
are going on to division one, division
two college um uh scholarships. Uh we
had Alli Harps going to Holy Cross for
soccer. Audrina Cordiero is going to the
University of Bridgeport for softball.
Landon Petri is going to for lacrosse
and Charlotte Bulron will also be going
to uh for track. And lastly, we continue
to create student leadership
opportunities for our life of an owl
program. We have introductory level um
workshops for younger student athletes.
Uh and when we can, we take our older
kids out on the ropes course and they do
some leadership opportunities out there.
Um so again, very proud of all of our
coaches, very proud of all our kids. Uh
really want to thank all of our
community. I want to thank you as well
for all your support that you show us.
Um, and I do I would be remiss if I
didn't say this, but Mr. Zach Champion,
uh, three years as middle school
athletic coordinator. He is stepping
down at the, uh, at this year. I am also
happy to announce Mr. Bill McCarthy,
who's behind me, will be stepping in as
the middle school coordinator. And
lastly, most importantly, I'd like to
say thank you to Amy Stewart, my admin
assistant. She does an incredible job.
So, that is our annual report. Thank
you. Any board members have any uh
comments about the annual report?
>> Yep. Go ahead, Jack.
>> You feels looked like they're in good
shape. Talk talk to us about I mean
we've come a long way, I think.
>> Hold on. Do you have anything about the
accomplishments of the athletic program
first?
>> Oh.
>> About what he reported out on.
>> I thought they were one and the same,
but no.
>> No, [laughter] they're not.
>> No, it's okay. All right. Anything else
about his report for the annuals? All
right.
>> Congratulations on a great year. Thank
you.
>> All right. Next,
>> emergency action plan.
>> Yep.
>> Okay. Just double checking. Uh so Senate
Bill 148FN was signed into law on August
10th, 2021. It took effect on September
1, 2022. And this bill requires all
athletic departments to create and
implement emergency action plans for
sport related injuries. the the
Timberlain Athletic Department continues
to collaborate with our athletic trainer
as well as other people in the community
to update our EAP. You I believe you
have a revised document from our EAP for
this year. Uh coaches and student
athletes from our middle school and high
school teams are required to practice
emergency drills in preparation for a
traumatic incident. Coaches assign roles
and responsibilities to members of the
team. The athletic trainer coordinates
drills for each team and feedback is
provided after each drill. We continue
to assess our emergency action plan for
relevance and best practices. The safety
and security of our coaches, student
athletes, and community members is our
highest priority. We believe that this
plan will help equip our student
athletes to respond quickly and
effectively in the event of an
emergency. I would be remiss if I also
didn't thank Mr. Mark Patterson uh
because last spring Mr. Pettison availed
himself to our coaches and we had a uh a
very very informative meeting about
safety procedures and just got everybody
thinking more about different scenarios.
Uh so thank you Mark for that. Um but
again we're starting our season
tomorrow. Football starts tomorrow.
Everything else starts on Monday. So
within the next I would say probably two
two and a half weeks uh we'll be
starting doing our drills once and for
signing goals.
>> I do have one thing on your action plan.
It's page 25 of the board packet. It's
page two of your EAP under local
hospitals and clinics.
>> Um, you have urgent care centers. You
have the plastile emergency room as an
urgent care center.
>> It is not an urgent care center. That is
very
>> second. I'm sorry. Hold on.
>> You're good. Page two of your EAP. It's
under local hospitals and clinics.
>> Gotcha. Okay. So, under urgent care B,
you have the plastile emergency room.
Uh, that is not an urgent care. That is
an emergency room. Um, if you want
another urgent care center to put down
there, convene MD is the other one in
town besides Clear Choice.
>> We will make that change.
>> Those are the only changes that I saw.
>> Did you see anything else?
>> No, but I was going to mention the same
thing. So, thank you for saying that.
>> Yes, I'll make that change and I'll make
sure everybody has that.
>> Yeah, that sounds great. And I just want
to say that um the plan the AP this is
really well thought out. I really like
the fact that at each of the instances
that you have where the AEDs are, who to
contact and everything like that, it's
very well thought out. It's very well
laid out. Um, so thank you for that and
Mr. Patterson for the [laughter]
>> I do want to thank you guys as well and
everybody that was involved, the nurses
and and the local um authorities in
terms of having those AEDs outside
>> on the school grounds. That has become a
big issue around the state with other
athletic directors trying to figure that
out. My suggestion to them was don't try
to figure it out yourself. Bring the
stakeholders together and and things get
done. So thank you so much. You guys
were great for that.
Did anybody else have anything on the
action plan?
>> Can I actually ask a quick question
about since you brought up the AED being
outside? Um,
>> I'm not sure about the other other
elementary schools, but I believe the
Pard one is inside.
If I'm I believe that's correct is
>> well, so I'm just thinking is it if it's
near the fields, can we move it outside?
We can bring that up in safety committee
because that was one of the safety
committee was the one that got the more
of these out and we housed it and stuff
like that. So that's something we can
bring up and we can talk to nurse Kate
about because I know that who's over
there.
>> Yeah. So
>> and if I may. Yep.
>> Those are in addition to the ones that
are inside on both the [snorts] middle
school and high school just so that you
know.
>> Um and and we have our locations for
inside as well as outside.
>> Um so just so that you know they are in
>> Yeah. Go ahead. M
>> question. Not certain whether it'd be
your belly work or someone else's.
Speaking of the AADS, uh the service or
maintenance schedule for them and
checking the pads haven't expired in
batteries is
>> they have they have um so all the nurses
I'm pretty sure are the ones who are
over that and they have a system they
probably have a check sheet that they
have to write it down and everything. I
know the AEDs that are outside they're
housed in really good cases um and
they're protected by the weather so you
don't have to worry about the gel pads
or stuff like that. but they are in a
rotation about maintenance and I'm
pretty sure whoever the uh that you all
bought the ads from probably comes out
and does maintenance on them or does a
yearly check or something on them.
>> So, yeah, they're they're very well
taken care of.
>> All right. I think the boosters is your
last thing.
>> All right. Here we go. [laughter] Last
one. Uh so, booster booster groups
wishing to display signed sponsorships
from businesses on school grounds must
have schoolboard approval. Per the
school board requests need to be made
every year. As a result, booster
presidents must complete the fundraising
form outlining their signed sponsorship
details, and I believe you have those.
To streamline the approval process, we
had asked that the school board approved
all signed sponsorships of booster
groups at the August meeting. Um, and
the information from each booster group
is attached uh and that's kept on file.
Uh, so I did reach out to them at the
close of uh last school year like I
normally do. Uh, and as soon as they
have their booster presidents, which
they did, um, I wanted to make sure that
we included everybody. So, the people
that are included are the ones that plan
on doing that. So, I would just ask your
approval for that.
>> Okay. [clears throat]
>> Yeah. Go ahead.
>> I'll make a motion to approve that
[cough]
to approve the boosters signage.
>> So, is your motion to approve the
booster sign sponsorships as provided in
the August 13 packet?
>> That's that's exactly what I was going
to say.
>> So, moved by Mr. Sapia. Do second by
Shauna. [laughter]
>> Any other questions?
>> I I only have one request.
>> Make sure those baseball ones don't go
at the top of the fence. [laughter]
>> You got it.
>> All right. Any other discussion on this?
>> Thank you to all the boosters that get
this work done so that we can make it
year after year
>> one uh one vote for them and all that
you do for the students too because
that's volunteer. So
>> yeah, we appreciate all the volunteers,
the boosters, the people on the council
for Tim Athletics. They do a super job
for our kids. So, we are very very
appreciative of them.
>> Yeah. Any other discussion?
>> All right. All those in favor? Opposed?
And abstain unanimous. All right. Thank
you so much.
>> Thank you folks.
Next is the uh suspension authorization.
Mr. Trigger.
>> Letter be a suspension authorization.
Again, this will be an annual thing that
comes before you. Uh the RSA that's lift
listed there in your packet um grants
the ability uh for myself to designate
um local administrators here to suspend
students for conduct in violation of any
code uh up to 10 days. Um what this is
in front of you is again the same RSA
but seeking permission from you as a
school board to designate me as the
individual who could extend any sort of
suspension an additional 10 days beyond
what's already provided in the statute.
Uh what this would comply with or or
provide for is removing students for
things that are raised to a very serious
nature. Uh things like firearms in
schools, things like destruction or
violence that's defined in 193D, things
like bullying that are not responsive to
uh mitigated measures and responses from
the school district or anything that
threatens the health, safety or wellness
of a student.
>> This is for anyone. This is RSA 1931 13
is what Mr. is referring to. Does
anybody have any questions about this?
>> I'm probably most qualified to talk
about this one. Um,
>> are you have you been suspended more
than 10 days? [laughter]
>> The house and the school now.
>> Go ahead, Jack.
>> Do we just make a motion to accept it?
>> Yep. It's
>> give him that direction.
>> So, make a motion to authorize the
superintendent for the school year 2026
2027 to suspend students for more than
10 days.
Jack
>> seconded by Jack. Any discussion on
this?
>> Just one real fast point of information.
I'm aware of it. This has been around
for a while. How often have you needed
to utilize this?
>> Uh I in my tenure here in four years. Uh
I have not executed this in terms of
instituting any additional days. It has
allowed us to call four meetings with
students and families to talk through
something that has risen to a level of
seriousness. The result was just not
assigning any more days to those
expenses.
>> So, it's a tool that you have to utilize
if needed.
>> Correct.
>> I was going to say the same question.
[laughter]
>> Does anybody else have any other
questions or comments about this?
>> All right. All those in favor
and abstain unanimous. All right.
I believe the middle school is going to
be Where'd they go? [sighs]
>> I think we skipped [clears throat] over
one. I think we got Mark next. secondary
culinary. That's right. Sorry.
>> I'll give them buy them some. [laughter]
>> Yeah.
>> Just making sure you paid attention.
>> Sorry about that.
>> Well, to be fair, the culinary teacher
is here, I think, in the audience. So,
that makes sense.
>> Throwing you off.
>> Good evening. For different reason.
>> Good evening.
>> I come to you tonight with the uh second
read, I believe, of the secondary
culinary courses. Some updates to
curriculum. Um, the major update, and I
believe this was explained last time, is
just simply we're removing a competency
that really focuses more on the
industry, the culinary industry, rather
than just the culinary skills that are
more homebased. And so, [clears throat]
because
>> real quick, for us, it shows that this
is a first read.
>> Oh, it is. Okay. First read. Sorry about
that.
>> Well, it says secondary in the very
beginning, so it's probably why.
[laughter] Okay, never mind. Sorry. Go
ahead. Just
>> losing track of the process. I
apologize.
>> No, you're okay. Sorry to interrupt.
>> Um, so this is a first read [laughter]
and like I was saying is our culinary
classes at the high school and middle
school are really designed for um, you
know, home culinary skills.
>> Um, it might get kids interested in say
doing this as a career, but we also send
kids to Salem CTE for career. And so
this one particular competency is really
focused on you know the career and as
you see it um you know food service
leadership and careers and so that is
not the main focus of those courses um
and so we wanted to remove that
competency so we weren't necessarily
focused on that particular competency in
our classes.
>> Okay,
>> makes sense.
>> Did you have something? No, I'll make a
motion to approve the first read of the
secondary culinary curriculum revisions.
>> Motion by Mary and do I have a second?
>> Second by Shauna. Any [clears throat]
discussion?
>> Yeah, I just think this is great because
my son went to Johnson and Wales, not
that he took the color, but there are so
many different aspects to that industry
and it's it's pretty eye opening. So
maybe it would create some some interest
from some students to go down because
when you look at you know the Marriotts
[clears throat] and Vegas and all these
opportunities that are
>> pretty good jobs.
>> Um so I I think this is a great a great
direction.
>> Sure. Any other discussion? All those in
favor
and abstain unanimous.
>> Thanks.
>> Now the middle school. [laughter]
You guys are excited for us to come join
>> Oh, yeah. So, Katie, go ahead. Just as
Mitch and his team are are sitting down,
I just wanted to kind of give you some
context and introduce the team. Good.
>> Um, want to welcome Principal Mitch
Manus of Timberline Regional Middle
School, Assistant Principal Bill
McCarthy, and as Shauna said, we are
fortunate to have also Sarah Toljen, who
is one of our family and consumer
science teachers. Um you may have seen
her when the school board uh battled uh
our students in the cookoff in the
spring. Um so just want to welcome them
and thank them for being here tonight.
They're here and they're going to talk
much more in detail about this, but we
invited them here to give you an update
on um a presentation that they made to
us at the curriculum and assessment
committee meeting um this month. Our
August meeting took place, was that last
week? I think it was last week. Um, and
they're going to be speaking to you
about uh some streamlining um and small
tweaks that they are making to the
middle school schedule to leverage um
their current structure to do accomplish
three different things. And one is to
expand access to student academic
supports through win. And they're going
to talk to you about what that is.
um they are looking to adjust um the way
four of their content areas um currently
are scheduled and this restructure came
to them from teachers. It's going to
accomplish a few things. One of them is
that it's going to um improve the
learning experience for students by
providing more consistency
um reducing the number of students that
our unified arts teachers in those
content areas have at one time to also
improve teachers ability to better
communicate with students um to provide
feedback in a more timely manner um and
uh strengthen instruction and then most
importantly it is a means to strengthen
student teacher relationships as well.
So, I know you have an executive
summary. They're going to speak to you
about it. Um, but our committee uh
endorsed this um this adjustment to
their schedule and we wanted them to
come here and speak to you about it. So,
I'm going to turn it over to you.
>> It's quite the introduction. [laughter]
>> Welcome.
>> Appreciate it. Uh so, a lot of the fun,
but to add on to that, uh as you can
imagine, it's summertime and we've been
meeting with the UA teachers impacted uh
by this tweak and Sarah said, "Summer
vacation. I'd love to go to a school
board meeting. [laughter]
And it can I even speak to it? She loves
speaking in front of the school board.
So if you have questions for her at a
later time, that's why she's here.
>> The face is saying it all. [laughter]
>> I can also feel some of it.
>> I thought it was happening. [laughter]
But we are here because we're excited
about every year we're looking at our
schedule. Just like education, we're
trying to figure out how we can deliver
best products and service for our kids,
staff, and families. And this is
something we've looked at for the past
couple years, as you've seen in your
packet. Uh we're trying to make our best
service for the kids. And uh in this
way, uh I also got notes from our
meeting last week that Jack said, make
sure to explain when block what I need.
That is our flexible opportunity. But in
this proposed schedule, kids have the
opportunity to get some more pointed
intervention en enrichment supports
built in. And as we've had success with
it, some kids would have it on every
other day basis. Although this schedule
would be every day, every kid every day.
We're very excited about that. The UA
impact is for just four of the unified
arts classes. And Bill McCarthy can help
me with the other ones as well because
he's been working hard at his schedule.
is art, steam, tech, and fax. And fax
stands for You took notes. I saw you
writing it down. [laughter]
>> Family and consumer science, but near
and dear as hard as cooking class.
>> You're going to pay for that.
>> That's [laughter] that's on the list.
Uh, and those are the four classes that
instead of being every other day would
be every day for a quarter. I don't know
if you have it right in front of you,
but does everybody have this?
>> We do. This is probably the most
impactful thing to see, understand, and
feel both as anybody who has been a
parent who has a kid who has come
through middle school or currently going
through middle school, which is just to
put you in the mindset of a student.
Looking at just that top half. Last
year's schedule, we grabbed random
student and imagine it's Monday morning.
They're going to school. They're going
to their advisory class. Then they have
PE and then they have their I'll say
core subjects. No offense of the UA
teachers of land, uh, ELA, science,
socialist, math. Then they have two more
UA opportunities, computer tech, and
steam. That's their Monday. Now they go
into their Tuesday
advisory. They happen to be a music
student. Wonderful music class. Then
they're going to ELA, science,
socialize, math. Again, notice the
consistency. Now they have facts
that family consumer science. I won't
call on them again.
And then wind block right after that are
what they need. I know. I know. I'm
building a tab here. Uh so over the
course of those two days, they have now
had 10 different classes.
>> And there's nothing wrong with that.
Nothing wrong with that at all. And it's
existed for a number of years, but we're
always evaluating is that best for our
kids. Feedback we get from staff is that
it's challenging because they're seeing
a number of kids. I I was going to put
in the spot a little bit ballpark number
of kids you'd have in this current model
last year over 150 over 200.
>> Um my number for this past semester was
192 the [clears throat] semester.
>> So that's a lot of kids to have on your
plate as I'm connected with those kids
uh despite various challenges they might
have. So that's also as an 11 12 13
years old. I mean by eighth grade they
can certainly handle a little more.
They're getting ready for high school,
but especially in that sixth and seventh
grade range, they're just managing a lot
of bosses. That's a ton. So, that's
something we've been trying to figure
out how we how we can improve it if we
can. So, now if you Oh, by the way, also
going that first schedule looking at the
top half that just repeats A and B and
we've done it. It It can work, but we're
always trying to see if it can do
better. So, now the proposed schedule is
that bottom half. same exact kid and
they're having the same classes.
Difference is is you'll notice the color
only exists where there's something
that's different from the Monday to
Tuesday. [clears throat] So now they
have their computer tech every day for a
quarter and their one block every day
for the quarter.
>> That's really what we're searching for
and it's it's accomplishing those three
bullet points that Sandy really well
illustrated.
>> How does your staff feel about this?
I would like Sarah to speak to that
since
>> well I know a joke was made about me
being here but I think it's well worth
giving up a single evening [laughter] to
have this change happen
make a huge difference.
>> Are your unified arts teachers having
the opportunity to be a part of those
wind blocks now?
>> So they're more integrated with the
the core as well. Okay.
>> All right. Yeah. I will say my daughter
she just went through sixth grade. She's
getting ready to be in seventh grade.
And if I could describe the first middle
school year, it was very rushed. Um, she
struggled heavily. And I mean, the
middle school team, you all did an
amazing job, but it was still, it was
rushed. The amount of time that she had
between classes, having to keep up with
things, it was very challenging. I mean,
she made it, but it was very challenging
for her. So, I know uh I've been talking
with her a lot about this and kind of
talked to her about this and she seemed
very excited that she was going to have
some more consistency throughout her
semester as opposed to having to keep up
with something a million classes between
A and B days.
>> I appreciate hearing that feedback. We
get that a lot from parents and I mean
it's already a huge challenge going from
elementary school to middle school and a
number of different ways. Uh elementary,
as you can imagine, it's their primary
teacher and then also going to their
unified arts and visiting and whatnot.
But when they come to middle school, we
do try to I'll say hold them by the hand
a little bit at the beginning to get
them ease through the transition. But
even when the training wheels are off,
it's just it's managing a lot as 11
12-year-old student and I'll focus on
the sixth graders like your daughter who
you said, it's just a lot to manage. So
if we can be more consistent with it, uh
especially by adding more consistency
with wind block, I feel like that could
help overall student outcomes as well.
Don and then Shauna.
>> Just how long are the um courses are
they uh [clears throat]
with for instance would computer tech,
math, social studies and science all
meet for the same amount of time?
>> Yeah. One of the things we love about
our schedules it's broken up so it's
even across the board.
>> 50 minutes or so?
>> 48. Yes.
>> We put in the two Hey, every minute
counts. Anyone schedule every single
minute. So we put in two minutes for
passing time. pass it through.
>> At one point it used to be that it ended
the same time
>> for except for going for fee or you know
might be outside of the the area that
the team is
>> they plan to have and come back because
uh we actually I don't love having bells
in a school. It's not my preferred
method. However, there's something to be
said for class is over two minutes and
then class starts so that we all know
the time to be there and two minutes is
necessary. At one point we've had many
schedules over time. It used to be it
ended at this time and also start at the
same time and nobody was transporting or
teleporting. So I was [laughter] like
maybe we should give them two minutes.
But yeah, every minute's very valuable,
>> um, so I'm sadly no longer a middle
school parent anymore because now both
of my kids are in high school. We'll
talk about that later. But I I do see a
lot of value in um this proposed
schedule for all the reasons that you
just shared, Mitch. But also, I'm
thinking in terms of like student
experience, my own kiddos experience,
7th grade, math was a deep, deep
challenge. And um having essentially
nine classes um was really a struggle.
And so when I communicated with Mr.
McCarthy as the assistant principal of
the seventh grade, we chatted about some
different ideas and he really did need
more support. and win. Um, but that
meant that he and that was wonderful and
he needed it at that time and you guys
were flexible about the schedule, but
then he had to give up something. Um,
and that was kind of, you know, one of
those conversations you have to have
with your kid and I know Bill worked
with him too to kind of say like what's
the priority right now, you know, and
um, this schedule would allow for that
opportunity to happen every day. And I
think as a board member outside of the
parent hat, I [clears throat] really
think the idea of kids having win, what
I need every day to provide really um
structured and targeted
supports um is a complement to a lot of
the work that you guys have already
initiated at the middle school about the
dreaded standardized testing and um
making those connections earlier on in
the year before you get to the testing
and assessment period.
will then um hopefully help with some um
competency increases in our our testing
overall. So, I think this is great and
um
I think it's a a really creative
solution [clears throat] to not
necessarily problem like you said
because it it was working but I love the
continuous uh evaluation and um hearing
the voices of this the teachers too to
be able to speak to this. So, thank you
for um bringing this to us because I
think it's going to be uh beneficial to
the students at the middle school.
>> And the staff as well, it sounds like.
So, that's good.
>> Yeah, Jack.
>> Yeah. Well, now that I'm on curriculum,
thank you very much, Sha. Um I get to
sit in and and first of all, I'd like to
thank the teachers. You guys were very
impressive, very polished. Mitch, not so
much, but how are you? [clears throat]
Uh, but no, there was a lot of work put
into this.
>> You can see that Sandy did a great job
of
>> introducing it just like she did
tonight. Um, I will tell you I I love
the win concept. I I think that's
fantastic. Uh, one of the things just
for everyone's edification, our biggest
enemy is not enough time, right? So,
that's that's an issue. Um,
let's see what else. So, one of the
concerns I have is, you know, you just
saw University of Michigan, their
freshman are all just going to get A's
or whatever, right? It's one grade.
I just wonder
just from a a parent standpoint and
seeing how kids are growing up now in
generations and living with your parents
till you're 35. Um [clears throat]
should we be challenging them more or
making it easier? And that's not a
critique of what you're doing, but it
was a question I had for myself. Uh the
kids are definitely older.
The teachers are on board with this. So
I I think those are all positive things.
Um, [clears throat]
I I don't agree with the fact that this
is just a tweak. The sixth graders won't
be impacted at all because they are new
to the middle school. So, there's really
no changes for them. Um,
it's not a tweak. It's it's a a change
in how you're delivering
curriculum. Um, and I [clears throat] I
I know this is down here forformational,
but I believe uh and it's been mentioned
and we talked about it at the curriculum
thing. Uh, whether this is the
day-to-day workings or whether this is I
mean there's a history of us if we
change a curric a book, we have two
[clears throat] reads. uh it's part of I
believe it's part of our governance and
only because this is substantial in my
opinion in the delivery of this um it's
it's very different than what we
experienced the prior two weeks. I I see
this as being apples and oranges.
>> Um so I would like the board to just
inform well formally take a vote on
this. I think you're going to get the
support.
>> [snorts]
>> Um, but I
>> make that motion.
>> Uh,
>> do it.
>> Well, I don't know how to [laughter] I
wasn't thinking about making a motion,
but I'll make the motion. Uh,
>> is there a motion to show support?
>> No. A motion to adopt the changes uh to
the UA schedule as uh as delivered
tonight.
>> I'll second that.
>> Motion made by Jack, seconded by Mark.
Any other discussion?
Did you see the motion again? [laughter]
>> I got to get even with you and
>> put facts in there.
>> Can you say the motion again? No, I'm
kidding.
>> Well, it was to uh adopt the changes to
the uh unified arts program as as
delivered tonight by Mitch Menus.
>> Marian, go ahead. Um, I think the word
adopt is a little bit too strong for
what we should be doing. Um, I think
that um it's up to the superintendent
and the district um
admin teams um to decide on changes and
that what we are should be doing is
endorsing them as opposed to adopting.
Um
>> yeah, I would I would respectfully
disagree with that only because if you
look at our history and what we do,
especially around, you know, the block
schedule and we took a vote on it. I I
[clears throat] our job is the governor.
I don't want to if we were moving math
from early in the morning to late in the
afternoon or extending the lunch period
or tweaking a schedule is as that word
used regularly, then I would say yes.
But this is the delivery of curriculum
that affects every single student in the
middle school. Um, so I think that's and
it's it's really our job and and there
are always we talked about it at the
meeting. There are gray areas uh that
that have been discussed at other school
boards across the country as to where
that day-to-day responsibilities end and
the governance starts. So uh this is
not track I I do not want to tell
someone what direction to cut the grass.
I don't want to tell somebody how to
teach math. But I I do when you have a
change like this, it's a change just
like when we change a book and
curriculum just so many other things.
And when you heard about the work that
went into this uh and the benefits to
it, they're substantial. So I think that
warrants are or changes are substantial.
So I think that belongs in the
governance lane, if you will. Um
so that's
>> Yep. Go ahead. So I have um one question
and then I want to maybe respond. Um as
you um enable the wind block to be every
day, does that for um students reduce
the number of UA opportunities that they
get within a school year?
>> When what we did was before when if you
model UAS ran the same time as win. So
kids would not automatically lose on one
the other depending. So yes, in theory,
kids could have less opportunity for
other UAS depending on if they're a
music kid or a foreign language kid. It
all depends on the tracks kids are. But
in sense that their journey through UAS
doesn't change. The curriculum is the
same. Whether it's went from every other
day to semester to every [clears throat]
quarter, it's still the same curriculum.
So the curriculum isn't changing. It's
just the consistency in which it is
deliverance. What's changing in terms of
you ways every kid will get a UA, you
know, if you like fax, you'll get fax.
If you like steam, you'll get steam. Is
there an opportunity to maybe not have
that depending on how their class is
kind of range at the foreign language or
music or both? Yes. Wrong way to say.
Um, my original thought, Jack, was you
mentioned if you were just moving math
from one time to another or something
like that. That's just a schedule
change. I don't know think that rises to
the point.
>> Um, this is kind of in between because
the curriculum isn't changing. Um but
the um
>> amount of exposure for a student is
changing and the the delivery.
>> Are you changing the way you deliver
music?
>> No.
math?
>> So the only thing that's changing is
what time of day, what semester these
kids are getting these classes. Correct.
>> Uh for the four out of the four hours
class, instead of that being every other
day, it's every day for a quarter.
>> Right. So delivery is not changing.
>> Well, it most certainly most certainly
is. And the other thing I would tell you
is if all of a sudden we they decided
that well we're going to do the
performing arts for half a year to make
things more balanced. I I know a few
members in this on this board be jumping
over their out of their skin, jumping
over the tables to to take a vote in the
other direction. And the other thing is
I just don't want to give up some more
of our governance responsibilities. It's
it's it's not a big deal. I just think
it's appropriate that I I mean if we
change a book, if we change a course,
>> but that's by
>> we vote on it.
>> But it's by policy. There's no policy.
>> Well, there's a
>> there's no policy that sets the
schedule,
>> but this isn't schedule. You So the game
is semantics, right? This is a tweak.
You just heard all the work that was
done. You just heard all the benefits to
it. There there are substantial benefits
to this. There are changes in the way
these kids are going to
the delivery of it. The delivery is
going to be for a quarter and then not
for a quarter and it's going to be moved
around. Um I I think there are certain
aspects of this that are absolutely
phenomenal and and I'll say that right
up front. I I have a few concerns but
>> Mark and then Marian
>> uh may I suggest that this is a topic it
should be a new agenda item for us to
discuss because this is a philosophical
divide among certain members of the
board. That being said, a motion was
made to show support for the change in
schedule as presented. I would like to I
would like to call the vote.
>> Marian is gonna do it and then we can
>> but I think Justin wants to So Maryanne
then Justin. The only thing I did look
for a policy and the only policy I
really saw about this was between the
board and the superintendent um policy
BDD and BDDR where um the board sets the
policy and the superintendent keeps the
board informed about the operations um
of the schools for the benefit of the
students and committee and to me
community and to my um from my
perspective we're being kept informed
and I think it's perfectly appropriate
first to endorse something. Um, but I
don't think we are
required by our policies to adopt a a
program.
>> So, I'd like to
>> Hold on. It's just
>> I'll close the discussion if I could
before the vote.
>> I'd like to amend my motion to say
adopt, not support. Adopt.
>> We have a responsibility of governance
and oversight. During that meeting, it
was determined by the very people that
we have oversight responsibility over
that. No, this is this is the board has
no authority over this. I I think that
that should be our decision. And of
course, there are those gray areas and
we are most certainly not trying to tell
anyone how to teach math. We're not
trying to tell and and if you look at
the history, what we will be doing is if
we don't do this, it will be thrown back
at us at some point in time or
potentially thrown back at us that well,
you didn't take an action over here.
Here's the history and the fact that we
have a history of when we change and go
to block scheduling or anything
substantial that affects every single
student in that middle school, how we're
delivering that on a daily basis. and
and and we heard the effects positive
and negative potentially ho how it will
impact the students. That's a governance
issue.
>> So did you say you were amending your
motion?
>> Yep. To adopt to adopt uh the proposed
changes.
>> You had already said your motion was it
not already adopt?
>> So you so were you amending it to
something else?
>> Did I say adoption?
>> How much support discussion about
changing? Did I say support or
>> No, you said adopt initially. Would you
like to change it to support? No,
>> I want to keep it at a [laughter] dos.
>> Just try.
>> Justin, did you want to close up?
>> I just want to share and make sure the
board has all the information that um
where I stand on this because I did
share it with the curriculum instruction
committee. So, I just want to share that
same information tonight. I do not think
it is the purview of the board to
approve and adopt daily building
schedules uh on an annual basis. Um I do
think that there is absolutely a way for
to keep people informed and weigh in.
But I do this I do view this as the
operational uh annual review of
schedules and talking with staff and
kits so we can design schedules year to
year as we're constant state of
improvement. So I want all the members
here to understand that position and I
share that with the committee that was
>> Yeah, I like what you said there. I
don't um I just I like the work that was
done here especially for me. This is
meaningful because I you [snorts] can
upset [clears throat] me uh in an
executive functioning capacity pretty
easily by messing up my schedule or by
giving me too like a scattered you know
I need essentialism like I need what am
I doing your schedule if you go in too
many so I like the ideas the ideas are
great in terms of what we're talking
about right now
um I don't know yeah I agree with what
Justin just said I think if it was a
curriculum change or Yeah,
>> books, everything else. I I think but I
would more rather I don't know enough
about this at the level that you guys
do. If it stinks and we're getting a lot
of bad feedback, that's when this well
and the superintendent hasn't address
that. I think we get involved. Now we're
talking a different story, but I I don't
fear that in this case. I think this is
I would love to empower the people that
put this together to do it and and and
drive this and see what positive changes
we have. It looks good to me.
Don,
>> I I do agree with Justin that I know and
maybe not with you in this case because
I don't don't think that it's our job to
do your job. Um, it's our job to give
you feedback when we get a presentation
and there are aspects of it that, you
know, bother us or or we feel aren't
fully expressed or we need more
information about it. Uh, to work on
some, we we'd ask you to do that. And
generally, you know, that type of
feedback is important for you to get,
you know, a sense of what's going on in
terms of the public, you know, response
to what's going on in the schools and
which we represent as a board. Um, and I
think they can really slow down progress
in a district if if the superintendent
isn't the CEO who's running the show and
ensuring that you're doing the work that
you you have demonstrated you've done.
you you've had a good process and you're
comfortable explaining it seem to have
support of staff. It's for the benefit
of students and it's nothing out
outrageous. It's it's actually just a
kind of a
>> school organization in order to provide
time for the kids who need it most um to
have their people have access to you
know their schedules uh to be be a part
of you know helping them on a daily
basis. So, you know, it's solid and and
it's uh u it's great that you're here to
to tell us that. So, I I would be very
happy to, you know, do a vote, but I
think it would be kind of relevant. And
I think that to show support, we could
all show support or or show the degree
of support that we have, you have that
information. That's kind of where I'm
at.
>> Yeah. And I'll just finish up with this.
It is a change in the delivery of the
curriculum that affects every student in
the school. We are not once we vote on
it which I believe it would be approved
then it's up to Justin to go just like
when we change a book just like when we
do anything else in here we have if we
I'm afraid if we give up some of this
authority which I believe we have and
again you could argue that this is a
gray issue but it is a change just said
it that substantially impacts the
students positively
every single student in that in that
middle school. Why wouldn't we vote to
approve that? We do it at every single
meeting. And and I just occasionally, I
mean, a few of you know how I feel about
some of this stuff. Um, ultimately we're
responsible. Ultimately, it is us and we
have oversight over the superintendent.
I I don't mean in a dictatorial kind of
way, but I mean that's the way it works.
This is more of a vote of confidence on
the work that they did [snorts] than
anything else. But it it if you don't if
you think this is just a tweak then why
we even why are we even having this
discussion? It's [clears throat] just a
scheduling change. But it's not. And and
so I I think it's a a change
a substantial change in the delivery of
the curriculum [clears throat] that
needs our approval because that's proper
governance.
In my opinion,
>> Don and then Maryanne,
>> you know, one of the things that was
most important to me ask when they did
evaluations of schools and districts,
you know, was the degree to which the
educators had autonomy, [clears throat]
uh the ability, you know, to make
decisions based on their background, uh
their experience and what they u can
demonstrate as uh best practice. Um, and
boards should be supportive of that
work. In general, if there's an issue
that uh needs to be voiced, board is
where it's going to happen. But once we
hire a superintendent,
>> yeah,
>> they're in position to be that person uh
to take a look at what the change is. um
coach the group uh if he sees loopholes,
things that aren't aren't well expressed
or things that aren't going to be clear
to the public or you know basically that
he doesn't agree with you know that's
that's where his experience expertise.
That's why we hire somebody there.
>> We're hiring the best person we can find
and we've done searches,
>> you know, and been very picky about who
we we choose and we struggle sometimes.
But you know what? If if you don't
respect that process, you're going to
lose the faith of the people that are
doing the work in the district.
>> And I would hate to see that happen.
>> Um I have a procedural question. How
does one
>> how does one um
>> support a program that is up as a motion
to be adopted when they [clears throat]
don't believe that the adoption is
appropriate?
>> So this is what could happen. one, Mark
can withdraw a second and if nobody else
seconds it, the motion dies. And then if
someone wants to make a motion for
support, that's fine. Or if people just
want to say, "Hey, we support you. Go
forth." That's also fine. If Mark
doesn't withdraw a second, Jack won't
amend his motion. If you don't believe
it, you can say, "Hey, I'm voting no."
Not because I don't believe in what
you're doing. I don't believe in the
motion. It can fail. And then if you
want to make a motion for support or
just say, "Hey, we support you all. Go
forth." You can do it that way. So those
are the two pathways. Go ahead, Mark.
>> Jack, would you be willing to uh change
the language in such a way that becomes
more nebulous so that we can leave this
for a further discussion? Uh I believe
the board in general is supportive. We
want to show that support. The work
they've done, the super is done. Again,
this is a different philosophical
question. I don't want the uh the
nuances of this to sidetrack or, you
know, give us an offramp that we don't
want. Would you be willing to uh change
the verbiage of your motion?
>> I understand where you're coming from,
Mark. I just want to read this one last
thing. I kind of wrote it down, so I
might as well read it. Uh the
superintendent has the authority to
manage the district. No one's Nobody
questions that. I don't question that.
>> Is that is my time up? [laughter]
>> The board has a responsibility to govern
it. When a proposal fundamentally
changes the educational program for
every middle school student, governance
requires that the board have the
opportunity to review the rationale,
evaluate the educational impact, and
determine whether the change aligns with
the district's goals and policies, which
I believe it does before the
implementation by a vote representing
the voice of the people they represent.
Um, this is about oversight. This isn't
about controlling what the
superintendent does daytoday. And
basically, if we approve this, which I
think we would by a vote, we're sending
we're saying good job. We're saying go
at it. But not to do that is I it it it
flies in the face of the history of the
20 years I've been over here. So, what
what were you thinking, Mark, as far as
an amendment? Because you know what an
open mind.
>> The board is supportive of the schedule
as as presented. We're supportive.
>> Yeah. Change, adopt to support.
>> If they want to change another thing, do
they have to come to us again? Like I
don't want to even part of that.
>> Even what you just read doesn't talk
about voting to to to uh
>> Well, I mean, everybody has a boss.
Everyone has to answer to somebody.
>> Yeah. And they
>> he's barely asking you to vote you to
maybe vote to support, not
>> adopt.
>> Are you willing to change the verbiage
to support, Jack?
>> That's what you read. That's what you
used as a, you know, as you're trying to
make your point that we have, we have a
responsibility to lend our voice to
>> can we determine whether or not we
support it.
>> No, we really need they they need to
know what direction they're going
because we
>> Well, they're going to go in that either
way they're going to go in that
>> So, so the whole thing is about not
having the vote.
>> So, okay. So, do
>> you know what? Let's do support. I I I
will amend that to support.
>> Okay. But I think that's a huge I I'm
telling you right now we're abdicating
some of our responsibilities that and
that's how I I feel very strongly about
>> So we're going to amend it from adopt to
>> All right.
>> Any further discussion?
>> Would you be kind enough to read the
motion [laughter]
>> just to make like ah so the original
motion was Mr. Mr. Sapia motion to adopt
the changes to the middle school UA
schedule as delivered by Mitch Menus
tonight. So it will be Mr. Sapia
supports supported supports to adoptive
supportive [laughter]
>> adopt needs to be taken out.
>> The middle school UA schedule
has to be taken out.
>> Yes. Okay.
>> Excellent.
>> All right. Any other discussion? All
right. All those in favor?
>> Opposed and abstaining from here.
>> 701.
Yeah.
>> Thank you all for coming. My daughter's
very excited for this. Thank you guys
for putting all the work in for it.
>> Have a good rest of your summer as you
have.
>> Thanks, guys. [laughter]
>> You started this by saying, "I don't
care which way the grass is mow." You do
care which way the grass is mowed. And
you've talked about it many times.
>> I care about [laughter] the grass is
growing.
>> Next up is deliberative session.
>> All right, guys. deliberative session
update. Um to kind of rewind and and get
everyone back, I believe it starts on
page 91 of your packets. Uh to bring you
through the process, you had visited the
board of selection with me in the
spring. We had asked for kind of their
partnership and help in getting that
survey out. Uh we had support from all
four towns. That survey was out and open
uh for about two months and closed on
June 30th. The results are there in
front of you. 525 submissions. The
breakdown generally across the board is
about 25% of folks still wanting an opt
for a Thursday time, 13% of folks opting
for a Friday time, and 62% of folks
opting for the Saturday time options
that were available there. You wanted to
see this information to kind of get a
dipstick of kind of where the community
is at and then discuss as a board maybe
next steps as we think about what date
we want to be setting for the delivery
session in 27.
All right. So, it looks like Saturday is
going to be the day.
>> Could Could you just repeat the
percentage for Saturday? I think you may
have misspoken, Mr. Kger.
>> Uh 62.
>> 62. Okay.
>> For the combination [clears throat] of
two times.
>> Yeah. The combination
>> we had. So, again, to be clear, we had
six options. And I'm just looking to
give high level information. How many
folks? Thursday, Friday, Saturday.
Again, the times I think were only
separated by an hour. The
>> start times,
>> right?
So,
>> yeah. Um yeah, Sean, go ahead. So, it
looks like we had some decent
participation from the four different
towns in the district. So, thank you to
the folks at home that um participated
in the survey because that's really
helpful for us. I know as a board um I
was the one that wanted it on the agenda
for the August meeting because I think
it's important for all of us, meaning
the board, the SAU team, the district,
as well as the voters to be able to
prep, plan, prepare well in advance. It
seems to me that it makes the most sense
to um move deliberative to a Saturday
morning. um
rise and shine early. So, I'll make a
motion to set the uh deliberative date
for Saturday, February 6th at 9:00 a.m.
6th.
>> Isn't it the first Saturday?
>> Am I wrong?
>> Why don't we Why don't we just make a
motion to vote for a Saturday and then
we can coordinate with the towns.
>> I was going to say that to figure out
which Saturday.
>> So, why don't you just make a motion?
I'll make a motion to um set the day of
the week for a deliberative to be a
Saturday.
>> I would like to second that.
>> Saturday at a certain time. Do you want
to do it then?
>> Okay. Just Saturday at that. Okay. So,
Shauna made the motion to set the day as
a Saturday for deliver session. Mark
second it. Discussion. Marian. Go ahead.
>> I think we had input from the towns that
the first Saturday of the window was
>> Yeah. Yeah, I think we need to do it the
second
>> and we needed the second Saturday of the
window. Do you have the date of the
window?
>> Yes, I couldn't remember what it was.
>> So, that's also my recollection, but I
would want to verify that we're going
back and confirming that with everybody.
>> Um,
>> yeah, but I think say go ahead and the
vote to set it for a Saturday, getting
that information, then we can come back
and then that way all the calendars can
be updated and I think and then we can
do the time at that point as well.
>> So, any other discussion on that? That's
not so much to question it
what it is, but then I'm looking at next
year basically we evaluate this, you
know, how it went, how was the turnout,
stuff like that conversation again.
>> Mhm. Oh yeah, 100%.
Okay.
>> Like tea time. So you're going to be
okay. [laughter]
It's
>> February, man.
Now it's 21.
>> All right. Any other discussion?
>> All right. All right. All those in favor
post and abstain. All right. Deliver
will be Saturday and we'll kind of
follow up whenever we can kind of get
some about some dates.
>> Yeah, I think with CMBB and probably
around the board second, but I think
we'll have it as an agenda item where we
can actually set the date when we bring
back some more information about what
the actual window is. It might give me
the time a month to get to the board of
select and just verify. Okay.
>> That there's our first.
>> That sounds great.
>> Thank you guys for sending out that um
evaluation that survey and thank you
again for all the people that uh
participated so that we could hear your
voice. All right. Next is elementary
enrollment update.
>> You've got that in front of you. I
believe that's page 94 perhaps of your
packet. Um there is no substantial
change uh from the last time in terms of
any recommendations from administration
at this point. Uh the one thing I do
want to point out is that we had a
position at Danville that was going to
account for a swing position as some
classrooms were getting close to
capacity. Um they're still close to
capacity. They're not over. And in that
same time period, uh, by policy, we've
had pard rise to a level where we needed
a staff member. So, we've taken that
swing position and moved that over the
pard. That's the only change that's in
front of you. But, we have nothing more
to suggest or act upon for you at this
time. We're just going to simply
continue to monitor it through the
beginning of school like we would always
do. And if there's a point to come back
and ask for any change to policy or any
other thing we would need to do as a
district to provide for the student
numbers, we would bring that back for
you and make a recommendation. And just
to cap, the swing position at Danville
is getting moved to Pard because Pard is
overclassized by policy, but Danville,
even though they're they're full,
they're not over policy.
>> That is exactly correct. It's a policy
driven decision.
>> Can I just clarify?
>> Where what's the position that is at the
fifth grade?
>> It's grade one.
>> Oh, grade one.
>> It was grade one. They were below 60.
>> Um with three sections and they went
over um by three. As you can see,
they're at 63 now. So by policy they
were exceeding 20 students per section
and so we increased.
>> Okay. Thank you.
>> Um I realize that's a position that's
moving. Um is that a new hire or is that
a person who was previously at Dan who
will move into a different school?
>> Uh
>> it's a new hire.
>> It's a new hire.
>> It's a new hire. We posted it um within
the past several weeks and um I believe
we were hopeful that you would be seeing
us a nomination tonight. Um so we're in
the process of hiring and filling up
[snorts] those right now. So
any other questions about the enrollment
update.
All right, moving on. Uh see we got two
requests for proposal. First one is
going to be the heating oil.
>> Yeah, I'll I'll present both on behalf
of Dr. Martin here. Um I believe first
one is a 96 of your packet
[clears throat] is for heating oil. Um
both of these also went through um the
facilities committee as well. So I don't
know if Jack and Mark will also have
some input. But with regard to heating
oil, uh it looks like there was that
we've served not all of our schools, but
the ones we do are identified there. Um,
and in compliance with DJ, uh, we're
looking to, uh, recommend Palmer Gas and
Oil to supply home heating oil, and
there's a firm price of 3.579 per
gallon. This is again an RFP that we
received one uh, single bid for.
>> Does anybody from facilities want to
speak to this since this came out of
that?
>> Mark, why don't you because I think you
did range thing, right?
>> Yeah. With the electric, not on the oil.
>> All right. See, it seems like uh the
what is it? The $3.57
a gallon. That's actually not too
terribly.
>> And it's for a single year.
>> Yeah. Okay. Make a motion to approve
entering into a one-year contract with
Palmer Gas and Oil for home heating oil
at a price of $3.579
per gallon.
>> Second. Second by Alyssa. Any other
discussion? All those in favor? Opposed?
and abstain. Unanimous. Okay. And then
next it looks like our sand down north
day tank.
>> Yep. Sand down north day tank. So the
day tank, what is a day tank? Uh a day
tank is a day a tank that sits above the
ground and sees the daytime. Um so we've
got a one that's uh um respective to the
age of the building. So it's kind of
pushing 20 years. It requires an annual
certification uh by folks that are not
school district personnel. Um, so this
is a matter of kind of just some
discussions with the fire chief that's
there who also serves as that fire
marshal. And it's at a point of of
placement right now that not only our
tech feels strongly about what could
possibly happen there in terms of fire,
uh, but we will not be able to get a
signature on it by the person who needs
to sign it that says it's in working
order. So, we're looking to uh, look to
the board. We went out, we had one bid.
It's at $32,900
and it's to replace that day tank with a
doublelinined tank. Anybody from
facilities want to talk about it?
>> There was a good deal of discussion
about this uh in talking with uh the
fire chiefs both from Plast and Sandown.
Essentially, it's a safety and
environmental issue. There's one tank
outside uh with one lining, not two
lining. So, if anything could fail uh or
does fail, it would be quite
problematic. Uh we are out of uh best
practices. Our chief for several years
has said, "Hey, it should be better.
improve it, but I'll sign off this
year." He's done that a couple times,
and at this point, he's saying, "I'm no
longer signing off. Uh it needs to be
done one way or the other. Unlike other
building ordinances, uh the the fire
when it comes to fire and safety, uh
tanks and other equipment are not
grandfathered in." So, uh in his
opinion, it is his purview and he's been
generous in, you know, stretching it and
allowing, you know, allowing to go
through for the past several years. It's
20 plus year old tank. He's not willing
to do it anymore. This is a must, not a
not a want, unfortunately.
>> Motion. Sure.
>> I will make a motion to approve entering
into contract with com tank to replace a
single walled day tank located at
Sandown North with a doublewalled unit
for $32,900.
>> Motion by Mark. Do I have a second?
Seconded by Don. Any other discussion?
>> Yeah, go ahead. Did I miss an RFP on
>> Uh the RFP it was should have been in
the board packet that you should have
been able to
>> see as the executive summary.
>> It's linked into detail.
>> It was linked.
Yeah, the one that we would have gotten
beforehand.
>> I just see anything mentioned in the
executive summary. Okay.
>> How many people responded that?
>> Just the one.
>> Just one.
>> Who knows?
>> That was
>> that was right. We had one response for
each of the separate
>> ah
>> we had one for oil and we had one for
the tank.
>> Great. Yeah. Cool. Thank you.
those in favor? Opposed? And abstain.
Okay. Moving along to
[gasps]
budget to actual report. Miss Watkins.
>> Good evening, Maria.
>> How are you?
>> You enjoying the meeting?
resume meetings. [snorts]
>> So, um I present the financial um report
for the end of the year as of June 2026
for the Timberland Regional School
District. Um I first wanted to know that
uh the dashboard includes
Ken, [laughter]
>> you weren't warming up on the exercise.
>> Maria dashboard.
>> Okay, thank you.
>> Isn't he cute?
>> It's okay. Dean struggle.
Dean is perfect. [laughter]
He's in Scandinavia, too. on his way.
>> He's always somewhere.
[snorts]
Which page
>> is 98 of the packet?
>> The chart. You just
>> 94.
>> Yeah, it's 98. Mine. Sorry.
>> Yeah, mine too.
>> So, in fiscal year 2026, uh we received
75,793,695
in revenue. that is 101% of what was
budgeted [cough]
and in expenses we have 82,36350
which is 99% of our expenses for the
year. So basically we utilize all the
money that was aortioned for the
district. Um,
I want to mention and
really express my gratitude to all the
employees of the district that help us
in one way or another to accomplish this
and to stay within our budget because it
was a challenge to very challenging year
financially. Uh I think it was a
collective effort of all of us to make
it happen and I cannot say enough how
much I appreciate and how much gratitude
I have towards that. Um
the revenue sources were uh 70 80% was
from taxpayers,
17% was from state and federal sources
and about 3% was from uh local sources.
the actual expenses.
Salaries counted for 45% of of the
expenses, benefits counted for 25% of
the expenses, and operating expenses
counted for 30% of expenses.
Um, compared to last year, the expenses
were uh almost $4 million $4 million
lower due to the as you all remember on
2025, we prepaid the f the first phase
of the lease. So basically that's what
counted for the for the deal
uh going into the cash flow.
Uh we ended the year with um $4.7
million in the budget. Uh this is the
other challenge that we have when our
budgets are so restricted because to
manage the cash flow is extremely
challenging.
Um,
ending up the year with $4.5 million in
a district this size is very
worrying and challenging because if when
you look at it, we ended June with $4.5
million in the bank and then in July our
dispersements were three and a half
million.
>> So if we did not receive payments from
the town in the month of July, then we
wouldn't we wouldn't end up with $1
million in the bank. So that's another
thing that I want to mention because it
I think it helps for people to
understand what the challenge is
managing a cash flow when the budgets
are so restricted.
Um I don't know if you have any
questions about that.
>> Does anybody have any questions for
Maria for the chart and then the cash
flow?
Okay. So, with that said, um our
unassigned fund balance [clears throat]
this year is 1.1 million uh one,62,786.
Um basically what contributed to that um
unassigned fund balance was the
additional revenue that we received over
the projected revenue. Uh the main
contributors to that were uh tuition
revenue which was $383,000,
Medicaid revenue which was $234,000
above what we were expecting special
education aid $135,000
interest income $135,000
state and federal which includes uh the
bill free grant that we applied for and
received and it also include another
grant that we applied for to get the
lead out of the water.
Um, that accounted for $50,000.
No, I'm sorry, for 46 for $50,000.
Uh, then we got [clears throat] a couple
of refunds from
the New Hampshire Retirement System and
Voya, which is the
the the
>> It's okay. the benefit that our
employees have to to put aside money for
medical or for or for uh child care, we
receive a refund for that as well. And
then vocational transportation, we
receive an additional $38,000. So
basically a million of that unassigned
fund balance was additional revenue.
So the portion of unassignment balance
that was directly related to the
operations of the district was under
$200,000 which is
2% of our budget.
>> And all the additional revenue that
racks up to a million dollars is stuff
that we didn't budget for. Right. It
went over what we thought it was going
to be.
>> Okay. [snorts]
>> Talk about threading a needle.
>> Go ahead. is the special education aid
that 135,000 is that beyond the
um unanticipated revenue that we got
approval to use or is that part of it?
>> Yeah. So it gives us a a a set amount of
used to be called catastrophic a now
special edition aid. So they give us an
amount and this $135,000 is beyond that.
So there are different probably Justin
can speak better to that.
>> It's it's both. It's beyond that. And
yes, it's exactly that's the revenue we
identified when we wrote to the governor
or sorry the um the commissioner about
spending additional revenue. Most of
that revenue Maria just went over is
exactly the revenue we identified to
spend if we needed to on required
expenses related to special education.
>> Wow.
>> Don, did you have something? Well, I
guess questions moving forward, you
know, what are we looking for in a
a warrant article to make it so you
don't have to luck out like we did at
the end of the game. [snorts] this we
have a
three [laughter]
3% uh article 13 instead of 2.5%
you know I mean what would be uh we'll
see where we stand at the end of the the
process but you know pretty pretty lucky
that we ended up be able to make it
>> is this number also before we vote on
the incumbrances
>> yes the bud the budget number that you
see for expenses are includes the
from that. Yes.
>> So if if we take that out of the
equation, we went over budget, but
because we have the incumbrances,
yeah, we pull over into the new year.
>> Mark, uh first of all, remarkable job.
Uh kind of scary how how tight this all
was. And so uh had it not been for that
additional revenue had you said it would
be 0.2%.
>> Uh in what was the recommendation
recommendation our auditors suggested uh
we end the year with our unexplained
>> or unexpected uh expenses. Was that in
the 5 to 7% range?
>> Yeah. And actually [clears throat]
there is a a document for best practices
in school districts which suggests that
a healthy balance to carry is about 12%.
So
>> and we were at what again?
>> 22
not even a whole one Jack.
>> So a couple questions and then just a
couple. [clears throat] How much do you
think we spent, Justin or Maria,
in administering
the additional like how much more time
did you guys have to put in dayto day
knowing that it was [snorts] where it
was, right? I mean, that comes at a
cost.
>> Not for Maria and I. [laughter]
>> No, no. Well, well, it does because you
know what? While you're doing that, you
could have been doing something else.
>> But maybe Yeah.
>> I'm the costic guy. So, and then the
other thing is one of the questions that
was asked, how come don't we know on the
button and you I think you answered it,
the unanticipated revenue, the
unanticipated expenses. I mean, think
about it. If we had a couple more
snowstorms or an event out back with a,
you know, where we had to do some
construction, which we typically always
do, that would have really put a monkey
wrench in into the into the wheel,
right? Um, but
when you say unexpected revenue, how
long like you brought up the u the grant
for the belfree? [clears throat]
Can you is that really unanticipated or
do we know we're getting it? Like
explain that because people like how
don't we know monthtomonth exactly where
the number is? So
>> could we use the bellree as an example?
>> Well, yeah. Well, that's why I Yeah,
>> because it's a great thing about time.
>> It's a question that gets asked all the
time. So when we are um crafting they
were making the budget projections for
revenue right we don't know yet Jack
that we are even going to apply for that
grant right or that piece as it moves
through and we apply for it and receive
it when it comes in it's not expected
revenue for us. There's no guarantee
it's going to show up. There's no
guarantee it's going to show up in the
year that we like. So it's unexpected.
we we don't know what's coming. If it's
an if it's going to happen in the same
cycle where we're projecting something,
>> then maybe we would want to we would
want to do that. But the danger for
saying you're going to get it and it
doesn't come in.
>> It's happened to us,
>> right? So like though that that's kind
of the balance that you want to play,
but it's unexpected if it's not
happening in the same cycle.
And I I [clears throat] still go back to
that RSA that says if the state
mandates, it's been a thorn in my side
now. If the state mandates us to do
something that there is an RSA that says
they have to fund it. You had the same
smile on your face the last time I said
>> But it does exist. And [clears throat]
is there any way we could
force that? I'm sure there isn't, or
else it would be being done. But I I
actually I think I gave everyone the RSA
and I'm like state mandates something
they have to fund it. And
why is that not exercised? I it's a
large discussion across public education
about why there are unfunded mandates.
>> There's a great deal of them.
>> All right. It seems like they're in
violation of their own.
>> Yes. Yes.
>> Right. So, but I I again for those
people that say when it comes to there
was a million bucks left over.
Well, that was after a lot of cutting,
a lot of hard work and and
let me ask you this.
>> Were there things we went without
>> that we should have had and could you
identify a few of those things if in
fact [clears throat] they
>> several staff members
I'm not talking to you right now. No,
>> what I'd ra Jack. What I'd rather do is
come back and report out. I think as we
had talked about before, there's really
two cycles to this. There's what did we
reduce to align to the voted budget
>> and then there's what did we not do
within the fiscal year this year so we
could move to get to this end point
where we surfaced above what? I mean, I
guess my point is, and I I watched some
deliberatives over the last because I
got nothing better to do with my life.
You know, there were people who walk
out, we can run the district for 50
million. No, the number 71.
And I don't want anyone to have the
false
idea that this was just something. See,
they did it. They pulled it off. We can
do it again. Um, [clears throat] as we
said the other day, we're here to
educate kids. We have unfunded mandates
that we've that we've that legally we
have got to do. Um,
and we ignored things for on the
facility side for 40 years and that
caught up to us. Um, if you look at the
interest, well, if you look at the
interest uh and inflation, how much I
can look at what we've done over the
last five to six years and say it cost
us $40 million,
right? It'd be nice to be nice to have
that. So, anyways, well, it would be
nice if the residents didn't have to
expend that money. That's a better way
of putting it.
Thank you, Maria.
Marian
>> um on the unassigned fund balance um why
is that fiscal year 26 encumbrances
different from the encumbrances that are
on the next page that you're going to
ask us to approve
>> because of the way the encumbrances that
you approve in 25 to bring over to 26
the incumbrances that I'm going to ask
you to approve today are the
incumbrances that going to go into 27
>> so that incumbrances piece goes back two
years
>> when we so one year you encumber
and on that year on the on that
following year that you encumbered the
ones from the prior year come back of
the financial come come out of the
financial statements and the ones for
that year increase the the budget
>> by that amount.
>> Any other questions for Maria?
Thank you guys for all the work that you
did with this year that was threading
very [laughter] small.
>> We also with that said uh this year is
the last year that we that you guys have
the option to retain any of that fund
balance uh because of the bills that
pass that is no longer an option. But
this year I confirm with the DR the
program administration that is the last
year that we that you guys can make the
decision to retain any of that. uh we
can retain up until 1.4 1,493,000.
So you have the ability to retain any of
that fund balance for emergencies. So I
just put it out there for your
consideration if you will consider that.
>> Just a little history I think that I
wrote to you before is that this is this
the warrant that passed this year. You
had the ability to retain some. There
was a citizens petition to kind of move
against that. There were some clarity
issues about whether you what people
meant but you've got the ability to
retain up to two and a half% moving
forward and Marie has given you that
dollar per year.
>> Do we have to decide tonight or can we
decide or is it another
>> you can decide in September? Not not
after September
>> but we could do it the f in September
that like
>> we decide before we set tax rates. So,
>> okay.
>> So, that mean
on this dateish next year, we're not
talking about this 2 and a half% return.
>> Correct. Not an option.
>> All right. So, this this comes back to
the taxpayers in some form or another.
>> Anyway,
>> just a little bit delayed. And I
understand every penny is important to
taxpayers and to the schools and
everything. I just wanted to get up
mental future because we can't do it.
It's just break pretty much, right?
other than incumbrances.
So I just yeah I want to be clear that
we're that you've got the same
information I think or understanding we
do [clears throat] right and
>> if you retain something Paul you could
let it I believe sit there all year and
then lapse back to taxpayers
>> right
>> you could also take a vote of the board
actually you could hold a public hearing
>> let them know what you want to use the
money for take a vote of the board to do
that um so you could also use that money
for anything that comes up in the future
as well by retaining it the voters have
already g they've given you the
authority to spend it. So, if you retain
it, you don't need to go back to the
voters and ask for their permission to
spend it. You need to inform them, yeah,
what you're going to do, and you need to
hold a vote to verify that.
>> But you got two options to to do, or you
can let it offset the just purely offset
the tax rate.
>> So, I would just say for the board, I
would um very much probably like to do
this in like September, maybe the first
meeting in September. That way it gives
the board plenty of time to meet with
Maria and Justin or and and talk and ask
their questions. That way you can make a
we can make a decision on that day
because like what they said, this is the
last year we can do it. Um we came in at
0.2%. That's not much of a safety net.
so is the board okay with doing that?
Waiting till September. Yeah. Okay. All
>> Would you do you guys need anything
other other information from us at that
September meeting to help with that
conversation or decision? any info that
might be helpful?
>> Well, by September, this might not be
have any change on what you just said,
but we will have already written a check
for $1 million payment to the lease. No.
Or what's the what's the what's the
thing there with that you had talked
about earlier?
>> So, we couldn't carry over the invoice
came out in June was due in July,
correct?
>> So, what where is that going in this car
thing? So we are using um you're gonna
help me with this after talking to the
author. [laughter]
>> I don't
>> She's like
I don't understand this.
>> That is just an an accounting entry. It
was a it was an audit entry.
>> To allocate the payment that we did in
June to July because it was it is due on
July. So basically, we're caught up with
our lease payments as of July of 26,
which is fiscal year 27.
>> All right. So, yeah. So, the money's
gone either way, but the but it's it's
this current year's budget that that
came out of.
>> Yes. It's going to come out of this
current year.
>> Okay. Got it. Okay. That that clears it
up for me.
>> Okay. Okay. So, I would just say between
now and that September, if anybody has
any questions, just email them either
directly to um Justin and Maria or me
and Mark, whatever you want to do. That
way that meeting, we can kind of make a
decision and see where we want to go
from there.
Any other questions about the cash flow,
any of the charts or in the um
unassigned fund balance that Maria's
presented so far today? All right.
Moving on to incumbrances.
>> Yes. So as every year um we are
requesting for you to approve the
encumbrances. Uh just to remind
everybody these encumbrances the they
have to fall into certain criteria. The
main one is that we do have to have um a
contract or a or a bounding um
contract to to be able to encumber this.
This year they are the lowest that I
have ever seen them since I work here is
366,875,35
cents. Um and they are again each of
them has a contract or a purchase orders
that find us uh on them throughout each
week.
Okay. Any questions about the
incumbrances?
>> Like to make a motion to approve the
fiscal year 2026 incumbrances in the
amount of $366,875.35.
Second by Paul. Any discussion?
All right. And then I think on the next
page you have
where the list with the account numbers
and everything. Okay. Any other
discussion on this? All right. All those
in favor
post and abstain unanimous. Thank you.
>> Thank you so much, Maria.
>> We're an M, guys. [laughter]
>> Schoolboard goals.
>> I did not receive them.
>> I [snorts] sent them.
>> Was she on that email?
>> I sent them to her this morning.
>> But then No, it's okay. But then also,
Maryanne, didn't you send an email? sent
him last yesterday. I think
>> I was going to make it.
>> It's okay. But I think
>> Sorry. No, it's it's okay. Um we've got
it on our phones. We can talk about it.
Uh but I think
>> you can pull it up on the TV if you
want.
>> Yeah. Well, Sandy and Justin are talking
on it.
>> Yeah. [laughter]
I'll look at my email. I'll put it in
the Google Drive. Um but at one of our
previous workshops we had asked um
Justin and Sandy to kind of review our
current goals that we have and just kind
of give a summary of um what they
thought about them, what the you know
operation operationalizing them and uh
so you get let you guys do that while
they're pulling up the goals.
>> Awesome. Well, I am going to have uh
Sandy walk through kind of a status
report of the four pieces of the
learning goals and then I will run
through the remaining eight pieces
there. And again, this is just kind of
our feedback of kind of really kind of
our checking in about where we think we
stand on some of these pieces.
>> Um, so
>> thank you. So
>> sorry, Sandy, go ahead.
>> No, that's okay. I want to make sure
you're all ready.
>> Okay. So, um, I think the document that
you are looking at right now, those are
draft goals, I believe.
>> Um, I'll be speaking to your goals from
last year through a reflective process.
So just want to acknowledge that what
you're looking at is not what all these
babies.
>> Thank you whenever [laughter] you can.
>> So uh although it looks like there is
similarity. So um just in the learning
uh area of the schoolboard goals from
2025 2026 um the first goal was
connected [clears throat] to enhancing
personalized learning through um a
variety of different learning pathways.
Those include ELOs's um dual enrollment,
AP courses, SEAL, CTE
um and uh the wording was also to expand
on that through [clears throat] policy
and budgetary development implementation
as reported by administration. So I
would say um this goal just as feedback
um aligned very well with the work that
we had been in process of that we worked
on last year that we will continue to
work [clears throat] on in the coming
year. Um just a few things of note. Um
some of this data I think we've been
fortunate to have Danielle Foley come
here multiple times to update us on um
the status of extended learning
opportunities evening division. Um
>> she talked about high set programming.
She has talked to us about somewhat
about CTE. We've had students come and
speak to their experience and we even
were fortunate to have parents come and
talk to us about that from a data
perspective. Um you may remember and it
should be posted on the website um but
it's certainly in a board packet on
January 22nd um I brought you some
updated data in the form of an academic
dashboard that looked similar um to the
financial dashboard that you see every
month. Um but some of that data
referenced how we have expanded some of
those programs. So just capturing a few
of those things because I I I
[clears throat] really want to highlight
this um and it will continue to be an
area of focus. We expanded our extending
learning opportunities at the high
school in 2022 23 from 14 to 31 and 2324
to 43 and 2425. Um and those were the
three years of data that we reported on
to you this past year. We'll continue to
update that um over the coming year.
Should this continue to be a goal,
should it not be an ongoing schoolboard
goal, it will still continue to be an
area of focus for us in learning. Um,
CTE likewise has expanded um,
exponentially as well. Just want to
acknowledge that our ability to expand
CTE programming is limited by the number
of seats that we as a district can
access at our regional CTE centers at
Salem and Pinkerton Academy. So, just
want to recognize that. So, um, we feel
that we had a high level of success in
accomplishing this goal. That said, um,
it will still continue to be an area of
focus. Uh, another piece that the school
spoke to is policy. Um, I just want to
recognize that you as a board had the
opportunity to review through the 306
changes that we spoke to you multiple
times about. Um, there were multiple
policies that came to you regarding
extended learning opportunities,
alternative pathways, um, requirements
that are now in place at the state level
through policy that we are in complete
compliance with. I feel that we are in
very good shape. um in many cases I
think we are ahead of other districts in
implementing policy. So as a board goal
related to your um approval of policies
connected to mandates that connect to
RSA and educational requirements. I'd
say we have met that. Um but again this
will be ongoing work. Uh the second goal
was around professional development
opportunities that align with enhancing
personalized learning. Um that again
will be an ongoing goal. We um plan our
PD. We try to take staff input but at
the same time move forward with um the
work that we've been doing for multiple
years around universal design for
learning, multi-tered systems of
support. Those are both structures and
systems that we've been working on for
several years. They connect to our
strategic plan. Um but they really help
us to promote and ensure that we're
providing levels of personalization
instructionally for all students. So
again, that will continue to be an
ongoing goal for us in the curriculum
[clears throat] lens. Um, so that is,
I'd say, in progress, but also met
regarding our annual goals that we set
for ourselves. Number three was
monitoring the alignment of
district-wide instruction, assessment,
and reporting um to build consistency.
That has been an ongoing goal. It will
remain one. Um, I really like to
highlight within this some of the
language around assessment and reporting
um to really focus in on the work that
we've been doing around competency based
um education also connected to the ED306
rules that are the minimum standards for
school approval. Um we will be moving
forward uh in two weeks once we open our
schools with um competencies for credit
at the high school. We've talked a lot
about that. We've invested a lot of time
um in professional development, in
collaboration um and things of that
nature to make sure that our teachers
feel equipped to um flip the switch on
this this coming year. They will have
additional time two weeks from now on
our PD days to um dig into that again.
again, ongoing, but uh we feel that
we're in a good position to to say that
we met that goal last year regarding all
of the work that came with the 306s,
which was extensive. And lastly, in
learning, uh the following, the last one
was around identifying a comparison
[clears throat] group of New Hampshire
school districts um to look at our state
assessment and achievement data. Uh
we've been doing that for five years.
I've been using the same set of 25
school districts that are really in the
southern tier of the state. They range
as far west as where they range as far
east as exit portsmith. Um and we
compare ourselves obviously against the
state average, but you had a a formal
presentation on January 22nd. We'll
continue to monitor our performance with
the data that is available to us. Um
we're starting to dig into that right
now. State assessment data is still
embargoed. it will remain so for a
couple months. Um but once we have that
available, we will once again bring that
back to you next year and report um our
performance against that same set of
schools across the district to see how
we are doing. So that's my update for
learning.
>> Did um anybody have any questions for
Sandy and what she talked about our
board goals met ongoing.
>> Mr. Even today's presentation about the
wind and the changes there are evidence
of us expanding that you know
personalization piece
>> you know
>> consistent with our goal
>> yeah good point on thank you
>> you have eight more goals had eight more
goals I guess uh so feedback on the two
for personnel um evaluating the
performance of the SAU I think you've
had that specifically that evaluation of
me those last years and I think we've
[clears throat] talked through some
ideas of how to maybe improve and
continue that system of feedback and
evaluation. I think you've definitely
been involved in the reorganization of
the school district. Uh think about the
addition of some positions,
facilitators, special education and
social workers. Think about the
reorganization of some of the SAU pieces
here. Uh and all the while um kind of
maintaining and the challenge of going
through reductions in forces, including
at the administrative level. Um, so I
think that is something that you're
going to want to continue to do is to
evaluate how the district is organized.
So I think that's an ongoing piece. I
wanted to point out some of those pieces
that I think you've checked off. Um, in
terms of ensuring implementation of or
organizational chart, that is something
that we have done and shown you. In
terms of succession plan, we have much
more of a of a preliminary one along
three or four levels of lines of
support. We've also used that to step up
in vacancies across the district as
well. Uh but in terms of um you know
using uh job descriptions and having
robust analytics for staff and those are
things that we need to be able to
improve on to be able to report to you
how those evaluation systems are
working. It is something Sandy and I
continually talk about. Um communities
uh and connections and pieces. The first
one there is about exploring uh uh
alternative methods for district
efficacy. Um, and I'm pointing out some
of the things that S did before about
the learning dashboard that she made and
all the other ways that we can kind of
bring to you that you've seen over the
course of the years. Um, ways that the
district is successful. One of the ways
that we are absolutely trying to do that
is to have people share their own
experiences with you, whether it's a
student or a staff or a family. And we
hoping that those real live anecdotal
things um are data points that we can't
collect otherwise and they only come
through conversation. So, we want to
continue to do those and we hope that
those are informative to you.
>> Uh, in terms of engaging families, I
think we've checked that off. It's a
it's a thing that's happening here. I
think it's in the culture. Our
administrators are used to be able to to
bring people forward, though. So, if
that disappears from the board goal,
that's going to continue to be something
that Sandy and I would want to bring
here. Uh, increase some engagement with
stakeholders. Um you guys a year ago had
the subcommittee uh not a subcommittee
but you had some opened sessions during
the budget cycle for school board
members where you had dropin sessions um
pointing that out. Maybe we continue to
do that but I think the next big
opportunity is what the board of
selectment has opened up for us in my
last visits about more partnering with
the school district and having education
system with residents around school
district issues. Um so I think that
could be something where we extend that
or you can extend that into the towns
itself. um and we can do that together.
Uh and lastly, there community has
developed the opportunities for parents,
students, staff, stakeholders to engage
around mental health uh and wellness. Um
we are clearly uh on the outfront with
that week that we organize over at the
high school, which is now becoming more
district-wide. And I think what's
happened is as teachers and staff see
your guys support of what's happened at
the high school, it allows them to do
dovetail off and build onto those
things. So, it is truly now a district
event uh versus just a high school
event. So, things that you can show up,
maybe run the 5K, uh do those things
that they would be would be helpful.
Facilities and learning environments. Uh
it's funny to read these right now.
[laughter] Uh
adopt and monitor current budget,
identifying concerns that may impact
student learning spaces. Uh the board is
at its conclusion of expending $25
million through the lease piece. I think
the next stage is about planning what we
need to do yeartoear so the district
isn't in a position where it has to get
all eggs in a basket 20 years from now
and I think there are people here on
this group that want to do that and can
have some skill sets to help us do that.
Uh and then lastly ensuring a
district-wide maintenance schedule. This
has a huge plus sign uh next to it. This
is something we need to do. Uh we don't
have this right now. We don't have a
long-term maintenance plan. We're
working on it. It's been a long time in
terms of having people here and not here
and here and not here. I think we are
now staffed and set up to do this with
you, but it's it's two bullet point
number one there too is we got to get
together and figure out what's the next
step in terms of long range planning. Um
particularly how do we protect all the
investment we've just done?
>> Anybody have any comments about what
Justin talked about? Just to that point,
I thought we did an audit to give us
direction to do exactly that.
Did we still have that?
>> We did. And and there were things that
were tagged uh and with barcodes on them
so that they automatically be reminded.
I think
>> Justin may have been referring to
something that was a bit more holistic
and larger rather than individual pieces
of equipment.
>> Correct. Yes. Yeah. Yeah. much a more
not a maintenance schedule for things or
how we're going to service individual
items, but what is this plan in terms of
long range planning for facilities? You
do not have that.
>> There are there are other audit tools to
do exactly that. um that you can get
help even from probably UNH because they
help educate you know people uh in their
u you know administrator administration
program to to use those you know to kind
of get consensus about what the
direction of the district is going to be
and to do an estimate of what it would
take you know to to get there. I think
it's been
[clears throat] you have to have a tool
to work with if you're going to do that
work and start to think about long
longterm
>> you know planning longterm work.
>> Yeah. So I had a document and it was it
was pretty insightful and it spoke to
facilities and doing those deep dives
and those 30-year forecasts and you
really
you can do it yourself. You can hire
firms to come in and do it. I mean, it
can be a very very deep and extensive
dive. It really comes down to how much
you want to invest on the front end. And
so maybe those are now maybe is the time
if if that's what we want to dedicate
ourselves to is to looking into those
options to say, okay, how much do we
want to commit to doing this? And I and
I think the return on the back end
justifies doing whatever we got to do.
But, you know, there are some realities
around that as well. So, um, yeah, I
I'll share that document with you guys.
It's great stuff. Thank you.
>> All right. Any other, um, comments about
what Justin Sandy reported out about our
current goals? If not, we're going to
Yeah. Oh, go ahead, Sean. Sorry. No, I
just thank you for this. This is really
helpful. I know I've been kind of asking
for for this for a little bit. Um, I
would love to see this be something that
we do annually from now on, like getting
this update. So before we consider our
goals that we have um some time and
consideration, it would be really great
if maybe even an executive summary or a
couple bullet points for each goal going
forward so that um as board members
change over at least it's like a
document that um shows a little bit of
historical knowledge of um past, present
and ongoing things that have been going
on. That's all I wanted to say. This was
really great and very helpful. Thank
>> All right. Um, so those were our current
goals. It seems like we've accomplished
quite a bit. And then there's also some
that if we decide no, we're not going to
do that, you guys are going to continue
doing it anyways.
>> So, [laughter]
well,
>> with your support,
>> well, is it safe to say that given that
it was a goal and a goal was met, it is
now a practice?
>> For the district.
>> I like that language.
>> Nice language.
But in saying that up on the board, uh
Shauna also uh everything we talked
about is really well written up here.
Shauna, do you want to talk about your
how you broke these up and how you came
to these?
>> Me I mean it was really that the last um
meeting where we had some collaborative
conversation, right? Reviewing sort of
the other plethora of goals and trying
to streamline the process more into sort
of those three headings um based on the
folks that were present for that
particular meeting. um the big focus
being learning, community connection and
communication and then facilities and
learning environments. We felt like
those were sort of the three um top
areas of um
of target for goals. And really what I
did was just jot down a bunch of notes
that people were seeing, things that had
gone well. Basically, you know, in in
terms of goals, they're either met,
ongoing, partially met, or need to be
revised. And so essentially what we did
was we had a conversation about some of
the things that we wanted to revise and
some things that are now current
practice in the district that we want to
continue to be a goal to um continue to
extend. And so essentially that's what I
did um was just try and capture all of
that um conversation
uh and create
three goals and and they are um needy.
Um, however, I know they are. They
really are. But I feel like they capture
um based on the the heading that they're
under, they capture encapsulate a lot of
um the areas that are have been concerns
for um the board and the community as
well as things that are going really
well in the district that we'd love to
see some continuation and expansion on.
>> Marian, I know you had one comment.
You've been emailing about it. Did you
want to one of the goals that you s
thought about?
>> Yeah. So my one thought was the one
under community connection and
communication.
>> Um that to me that's really two separate
things there. Strengthening engagement
with all me um member communities and
stakeholders as one and then maintain a
sustainable financial approach that
balances education excellence, taxpayer
affordability and long-term viability of
the district. Um to me making them into
one might make it appear that the
engagement piece is really about the
finan financial issues
so much about [laughter] um educational
excellence. So I think we need to engage
with all member communities for
everything not just financials.
>> What was your intentional thing? So the
the intent was exactly what you just
said that unless those those
communications are strong and and
holding then the educational excellence
and the sustainable financial approach
isn't going to happen. It won't sustain
long term. So it can certainly revise to
be more intentional but that we have the
same intention.
>> It's not to me it doesn't you know weak
of looking for ways to get a whole lot
of money.
>> [laughter]
>> And it's more a matter of getting enough
people involved so you have a
representation of the needs and uh goals
uh of the district in terms of the
quality of education we can afford.
>> That's what I was trying to convey. But
I'm
>> so I think it's great.
>> Maryanne, with that better explanation,
does that help you or are you still
wanting to have something change with
it? Um
because I think I think I think the way
that she's written it and the way that I
think it's the same thing. It's just the
way you two are seeing it. So
>> I mean I have a suggestion for Marian if
I could. If we cross out the beginning
just say maintain a sustainable
financial approach that balances
educational experience tax affordability
long-term viability of the district.
Period. Uh strengthen in uh to these end
strengthen engagement with all member
communities and stakeholders. In other
words, explain why we're doing it. I
think it's a cart horse thing.
>> Um, yeah. I think the way it's written
emphasizes the engagement and it puts
the meat, right?
>> What I consider me um as a separate
part. Um, I had I thought about what I
would was proposing and I thought if we
could have four goals and one being
long-term vis viability of the district
and this might tie in with the
district-wide maintenance plan that
you're talking about, but I didn't put
that in because I hadn't thought of
that. Um, long-term viability of the
district, maintain a sustain sustainable
education excellence and taxpayer
affordability. And then just separately
the community connection and
communication strengthen engagement with
all member communities and stakeholders.
Um and maybe put something at the end
that just um encapsulates everything
because we really want engagement with
stakeholders and comm um and communities
on everything we do. We want um we want
involvement from the staff and the
parents and the students on educational
um excellence and we want um input from
um residents taxpayers on financial
aspects and also to know what's going
on. So I think you know that piece kind
of for me stands alone.
So I think what you're looking for is
you like the strength engagement with
You also like the maintaining a sust
sustainable financial approach. I think
what you're looking for is something in
between, right? That's like because
you're wanting like what's something
that could be that one goal that's
>> [clears throat]
>> um like what to what you're talking
about. But I think the way that Shauna
has written it like her the verbiage
that she used I mean
strength image all member communities
say cultural ideas
>> I think you look at you're trying to
have the why you know why do you why do
you want to have good communication
>> you know so you can build the district
[clears throat] you want
>> you know that that that meets
everybody's needs and at cost we can
afford
>> and I I think it's a good bridge I think
it's a good way to go is to okay
>> you know talk with the you know the idea
of getting you know important people in
the room stakeholders in in the room to
to be a part of that that process to
understand what's at stake and how much
is it going to cost and what what does
it mean [clears throat] you know to be
able to provide a good education to kids
you know in terms of what's it going to
cost
>> how about we uh maintain a sustainable
financial approach continue it And then
uh oh just lost it. Dang it.
>> Sorry. I just about
>> increase. Yeah. Then at the se then put
uh increase engagement with all member
communities and stakeholders at the end
as a separate sentence.
>> Hold on Jack and then Paul. Sorry.
>> Oh go ahead Paul.
>> I might be totally off on everybody's
intent here.
>> No you're good.
>> But if we change the word while for me
anyway
I cross that out. in order to because
maintain and only I'm disagreeing with
you slightly only in your I get what
you're saying and I I believe in it
>> but for a goal I'm thinking this is very
intentional. We end up at these
deliberative sessions with like and it's
just the it's the loud it's just gets
loud and it's rooting for laundry and
it's not as productive as it could be.
However,
uh you could if we did strengthen the
engagement with the member with all
member communities and stakeholders in
order to maintain a sustainable
financial approach because that's the
big thing for the communities.
>> It balances educational excellence,
taxpayer affordability, and long-term
viability of the district. It kind of
encompasses all those things even though
they're not pointed out. I get what
you're saying. You want engagement and
communication, everything.
>> I wrote it down. Okay.
>> Yeah, that's all I'm saying. is just
that I think that's very specifically
worded or intended to say
>> let's not argue about every single
dollar somebody come walk 20 million you
guys will figure it out or I want to add
20 million we need we need to be
educated and engaged and and show what
we're doing and show what we need
>> not everybody's going to agree I get it
but I don't know I think that
>> so you say I I think that's a good point
Paul I think if we take out while and do
in order to maintain I think that to me
that feels like It's got more teeth in
it.
>> That sounds good to me. Um connecting it
that way.
>> To be sure,
>> my question is this is a school board
goal, right?
>> What are we going to do?
>> Do we have ideas about what we're going
to do to accomplish this goal?
>> Yeah. So the goals are meant to be kind
of broad sweeping and then that's when
they take our goals and they come up
with some in concurrence with us like so
we looked at you know doing the one of
the things that we did was during budget
season we were like okay hey in order to
better communicate let's do these drop
in office hours that was one of it and
that kind of concludes the goal. So if
it's a board goal,
>> we don't turn it over to the
administration to do we
>> they operationalize our goal.
>> So we kind of do turn it over.
>> Yeah, Jack, go ahead.
>> So to I was going right where you're
going. Here are some and I'm not being
Debbie the downer here, but here are
some realities. Probably about 85% of
the people unless you have a kid in the
district and those people have kids in
the district the specific right where
those kids are. I I keep telling people,
well, when your kids are in grammar
school, be looking at middle school.
When your kids are in middle school, be
looking at the high school because
before you know it, it's over, right?
So, I can't even get parents who have
kids that are engaged in school to stay
focused there. So, the question is, how
do you implement this? 70%
of our budget is salaries.
>> It's out of our control, right?
>> So, that's a challenge. Um, as we're
sitting here, you know, I like finding
solutions to problems. I'm like, do we
have should we put together another
committee? It's called the
communications committee. To to your
point, it's a schoolboard goal. So,
should we be because we're not going to
talk about outreach at every one of our
meetings, right?
>> Do I think it's important? Yes, I do. We
put together something with the
administration and come up with I mean,
I don't care. A fair a fair is a I mean,
like a big event that I've been
preaching out. That's a way to
communicate and get people involved
maybe in a fun way. Sandy, you had
talked about putting up if we did the
fair educational booths. Well, I don't
know if you remember doing that, but
when we had someone else here, you were
like, "Oh, yeah, you did." So, I'm just
wondering with 70% and I know I'm going
along, Marian. I'm sorry. 70% of our
budget being fixed, how much control do
we actually have? [clears throat] the
communication expert unless we're
committed to it.
It it's one of those things that you say
these I'm not into this little which
kind of do and then after deliberative
session's over to Paul's point
they come back to fight next year
>> we did have the meetings with all the
talents multiple times with Justin I
mean these are
>> no that's that those are good
>> yeah those would be examples for me but
I don't think there are goals
>> Shauna and then um Don
>> I was going to say that you're going as
a representative of your town to your
selecting meetings and having uh open
dialogue. I'm going to ask folks about
what's going on, what's interesting to
them, what are they concerned about or
give and giving them a report as
superintendent has done in each town. Um
and in many cases with board members,
you know, there to support that
conversation or take part depending on
how it goes. Um I, you know, I think
that's an important aspect of it. But I
have seen uh this school board in in
previous decades um attend uh at with a
table and artifacts for people to look
at the old you know old home days and
things like that in each town. you know,
being a presence in your town for who we
are as a board and what we're doing as a
district and encouraging feedback. You
know, suggestion box, you know, um
displaying, you know, some of the
artwork or, you know, things that were
created in the shop or whatever it is,
you know, those things go a long way to
um communicating, you know, kind of
randomly, you know, people who are uh in
your town. So, you know, I think there
there's a lot to be said for that type
of outreach. Yeah.
So to circle back,
>> so thanks, Don.
The the process of this is for us to um
and this is something that I had
mentioned pre in the last two meetings
as well is to set these goals and then
the hope being that our administration
takes the new set of goals and comes up
with their own benchmarks and comes back
to us and checks in because I think one
of the biggest things is how they're
interpreting our goals as well. That's
been a a conversation of we're setting
this goal. how do you interpret it?
Let's continue to have conversation
because then our role as the board just
like Jack was saying is to say like now
what's next, right? Like so that's great
that you're addressing this, but can we
beef this up so that it's more in a
collaborative manner? So I think we just
did like our little state of the union
or annual review of our goals. My hope
would be that there would be quarter
check-ins from now through the rest of
the year so that we can continue like um
Jack said to have oversight and and
collaboration on these goals because at
this point we're setting the goal and
we're asking you to interpret them with
your teams and come up with benchmarks
and come back to us and I think we're
going to continue to have these
conversations about community engagement
committees and and other different ways
and mechanisms for all of us to work
collaboratively to get this
accomplished.
>> Yeah. I I believe you need an action
plan to match the goal
>> and and [clears throat] I think that's
what you just described.
>> And that's what we're asking for in a
way from our district uh employees, you
know, too is, you know, have goals, have
have a way to uh make a plan to meet
those goals and have those things known.
So, you know, I think we're on the right
track there.
>> All right. So, for the goals on the
community one, we're going to change
while to in order to maintain.
Um, does anyone else have any other
questions? And just because we vote on
these goals tonight throughout the year,
we can revisit them at any point. We can
add things if we're like maybe those
were too broadreaching that one of the
check-ins they're like, "That's too
broadreaching. Maybe we need to get
something that's a little bit more f we
can absolutely do that." So, these
aren't just concrete, but this is we
have pushed this. We usually do this in
June so that they can do that. Um they
can make their goals to operationalize
our goals. So we do need to at least do
something with this tonight and then if
we feel like we need to revisit this
later on throughout the year at the
first check-in, then I think that would
be a a better thing. But at least that
way they have direction.
So what is um
>> motion here?
>> Yeah. Yeah. Go ahead. So, I'll make a
motion to accept the um Timberland
School Board goals as revised
um to eliminate while maintaining and
put in order to
>> maintain. Maintain
>> maintain.
>> Okay. Do I have a second? Seconded by
Mark. Any other discussion? We'll change
the title to 262.
>> Yes. Sorry. Change the title. Thanks,
Marian. [laughter]
>> I did it on the I did it as I saved the
document but didn't edit the document.
All right. Any other discussion? All
right. All those in favor? Opposed?
Abstain. All right, guys. We got through
a very long agenda.
>> We did. It was a very good discussion.
Good job, everyone. Now we're to
administrator's report.
>> Yeah. I'm sorry to have to break your
momentum, but we got [laughter] maybe 62
items.
>> Fine.
>> Like 17 at least.
>> Sy's got one item to run through with
you. We have a new teacher induction
next week. Uh, so we want to just brief
you on that. And I do not have 62. I
have two.
>> Well, hold on. First of all, I was
congratulating us, not you two.
>> Carry on. Carry on.
>> My apologies. [laughter] We have a very
short list to report out to the two. I
will start with Sandy just to highlight
new teacher.
>> I I will keep it very brief. Um, just
wanted Justin already announced. So,
next um Tuesday and Wednesday, we will
be welcoming all of our new teachers who
are able to attend um to two full days
of induction. Um it is our formal
welcome um to the district. They receive
some high level training and information
ranging from everything on
[clears throat] how to log into uh the
different uh systems that we use to
manage our our learning systems with
students um all the way to curriculum
documents [clears throat]
um assessment development working with a
mentor um exploring their buildings and
all all of the above. they get a tour, a
virtual tour of the district and all of
the schools regardless of the school
that they will be working in. So, um,
and I just want to also emphasize that
that program, our mentoring and new
teacher induction program is, um, almost
completely grant-f funded um, through
the title 2A federal grant. Um, and that
is an annual application that we write.
Um and so we are fortunate that we've
been able to sustain that. So um we're
looking forward to having them come.
Yes.
>> Real fast question just circling back.
It's a grant we're applying for and
lucky enough it's well written enough we
receive monies for those. Would those in
general be included with the unexpected
revenue because we don't budget in to
receive that?
>> I think the answer is no. Uh well, but
I'm not sure because it it it is a
program that we've maintained through
the title grant funding.
>> Um you do have to reapply every year. I
will tell you that the parameters change
every year. So in any case,
>> okay,
>> remember the three funds of your school
district. You have your general fund and
then you've got your grant funds and you
have your food service fund. And they
all three total together are that's the
total school district fund. But you it
just it depends on how we're talking
about it. Mark,
>> I guess I was saying if that hadn't been
received, would that 0.2%
be 0.198%?
>> if it wasn't received,
>> yes,
>> we would not be able to run that
>> Then we wouldn't be able to run. Okay,
understood.
>> Yeah, we are able to access those grant
funds to supplement what we provide, not
to supplant. So um that is a key and
fundamental um rule
>> around federal funding. Um that is grant
funding. So yeah,
>> thank you.
>> Y
>> this is a perfect segue. So we just went
over board goals about community
connection and about engaging with a
community and figuring out like how to
make this work. I think it's my job to
tell you there are two opportunities
coming up where you can engage
[laughter] with the community and I
think it may be your job to say, "Hey,
is that something I can do?" Um, so the
first day is August 18th. If you've got
any time during that day, you could just
um res uh RSVP to Kelly and Sandy and I
will work out um some way that you can
get in there and engage with some of the
new staff that are there. Preferably,
we'd like to do it in the AM um to have
all you guys there at once if you're
able to do, but it would be powerful if
we could introduce a few of you and you
could spend some time talking with them
and maybe giving them some direction and
welcoming them to the district.
>> Second opportunity is on opening day. A
lot of you have attended this before.
This will be the day that we're all at
the pack with the staff this year. So,
every person that works in our district
is in one physical location and we're
able to kind of rally everyone and set
the course. That will be August 26th. I
don't have an exact time for you, but I
think that it may be around 10:00 a.m.
And I think you could budget an hour or
an hour and a half for that time, and
you'd certainly be invited to stay for
lunch after that. Also, please RSVP to
Kelly just so we can plan uh and
announce your attendance and make sure
the staff is there.
>> Um other kind of just quick hits, pard
construction is rolling. We are still on
target to open and have staff back in
there on August 20th. Um there have been
no interruptions or delays or setbacks.
Uh so we are still projecting that date.
>> A lot of people working hard.
Um, I shared the budget committee
schedule with you previously, but I
wanted to just highlight for you those
two important dates that we have set and
established as joint meetings with the
school board. Again, those are September
24th
and November 23rd.
September 24th, November 24th, joint
meetings with the budget committee.
I wrote to you about House Bill 1300
that is now law. Yeah,
>> we haven't spoken about that publicly
yet, but I did want to at least do it
here so the community understands that
there will be a tax cap that will be put
in front of voters at the New Hampshire
general election uh both in 2026 in
November, in 2028 in November. Um it's
similar to what we've seen through the
school district voting process at our
annual meetings when we've had citizen
petition or warrant articles for a tax
cap. The difference here is that this
will not be presented through the
typical school district process annual
meeting through our designation as an
SB2 community, but will instead be part
of the New Hampshire general election.
Uh what it will look to do is cap uh the
current year or the the planned year
spending at the last tax levy rate. Um
and then it will adjust for two op two
occasions. Anything to do with inflation
and any anything to do with
construction. That law also caps SAU uh
spending and what's what a district can
expend on its SAU facilities and also
has some language around bonds. I've
shared with you your district legal
council's uh interpretation of that and
the things that are known right now and
some of also those open questions. Uh
but really pointing out the challenge
that we're going to have with the
inongruent timelines with regard to how
the election process will unfold and how
our school district budget and SP2
process unfolds. So something we got to
get our heads around that we're going to
work through with the budget committee.
I've also shared that same information
with them. I've also shared it with the
board of selectmen because I think that
this could also be another engagement
for us as a team to be working with the
board to understand that they as their
town are holding these elections that we
get to speak to the potential impact for
the school district.
Um we had our admin meeting uh time this
week. We had three days together, full
admin team together. I would like to let
you know that the general consensus was
that people left that after 3 days, not
feeling too overwhelmed, which I
couldn't believe because we talked about
some legal sessions with our with your
legal counsel and went over some
legislative changes.
We dedicated some times to branching
minds and how we're going to roll out
collectively our MTSS piece. We met with
members of the New Hampshire Attorney
General's office and did some
anti-discrimination work as a team. We
talked about tone and expectations as a
group of administrators about how we
work together and how we talk about kids
and how we talk about families. We did
some work with HR looking at some
contractual updates to make sure we're
all on the same page with that. We
reviewed our financials that we reviewed
with you this afternoon, so or this
evening. So, all of our board is on
that. We met with Katie Pagnata around
her work with our book study with our
admin team about brain and body work. We
had some special education work with
Ginger and her team and Mark led us
through some safety and some reification
stuff.
>> That is not an exhaustive admin time
over three days,
>> but I think it's a very strategic piece
and very well time spent here on campus
working together as a group because we
are welcoming kids. There's another
special day today, right? Two weeks from
today. Two weeks from today, we'll have
students in the building on day one of
their school. So, we're looking forward
to welcoming them when they arrive.
>> Look forward to giving my feral child
back. [laughter]
>> Let the record show.
That's it for the
>> Oh, all right. Cool. Uh personnel
report. So over the summer, um it's
board policy that um because we're not
meeting that there is three board
members that sign uh nomination and
resignation. Uh we do have to read them
into the record. Um yeah, Sha. Okay. So
please [snorts] include in the meeting
minutes the following names provided on
the electronically signed personnel
reports dated June 24th and June 26th,
July 7th, 10th, 14th, 21st, and July
24th, 2026. The professional nominations
of Brian Benson, science teacher,
Timberlane High School. Natasha Bibo,
elementary teacher, Danville Elementary.
Taylor Dunovan, school counselor,
Timberlane Middle School. Jessica
Winter, English teacher, Timberlane
Middle School. Samantha Cahill,
elementary teacher, Sandown North. Amy
Champion, elementary teacher,
Sandown North. Crystal Hat Zimmanololis,
ELA enrichment teacher, Timberlane
Middle School. Charles Anguin, out of
out of district coordinator, district.
Lisa Cartright, special education
teacher, Timberlane Middle School.
Lyanna Perkins, elementary teacher,
Danville Elementary.
And Alexander Proto, social studies
teacher, Timberlane High School.
Professional resignations. Kimberly
Rivers, early childhood coordinator,
TLC. Ashley Sarnney, EL ELA elementary
teacher. Oh, that doesn't look right.
ELA teacher, Timberlain Middle School.
Um, Jennifer Toth, library media
specialist, Atinson Academy. Elise
Merrill, elementary teacher, Danville
Elementary. Alexandra Stevens, social
studies teacher, Timberlane High School.
Nicole Dantis, elementary teacher,
Danville Elementary. Reomination of
Wendy Bowen, eleuse me, kindergarten
teacher, Pard School. And then we have
>> and I make a motion to accept the
professional um nomination of Amanda
Bonaventura, elementary teacher, Pard
School, and the professional
resignations of Danielle Morrison,
special education facilitator,
Timberland Middle School, and Jamie Dup,
special education teacher, Sandown
North.
>> I have a motion by Shauna. Do I have a
second?
>> Oh, second by Alyssa. Any discussion?
All those in favor? Opposed and abstain.
All right. Very well done, Shauna. Thank
you so much. [laughter]
>> Welcome aboard and thank you for your um
commitment to our students. Those are
moving on. All right. Committee reports.
Uh Maryanne, I'll start with you.
>> Uh so curriculum and assessment had um a
long meeting where we um talked about
the middle school change. Um also we're
reviewing curriculum um that will be
coming to the board um next month maybe
after our next um second read. So, um,
it was a very productive meeting even
during the summer when there were some
people on vacations. Um, and I had the
opportunity to attend a CIP meeting
which I'm sure Jack will talk about
instead. Sorry, that's all I have.
>> I have nothing.
>> Alyssa,
>> nothing. Shauna.
>> Um I don't have a committee report, but
I do have a schoolboard member report as
I went to visit our um extended school
year um programs um this year. So I was
able to go to TLC and see the younger
friends over on that side of um our
district and I saw so many amazing
things while I was there. smiles, a lot
of tears because we have some of our
younger population that are
transitioning into the three-year-old um
classrooms there. Um but what I saw was
a lot of collaboration and a lot of um
educators working together to build
connections with kiddos early on so that
the start of their school year is going
to be a better transition for them. And
I saw a lot of smiles. I got some hugs
which was super exciting. Um and then I
was able to um go over to the middle
school the next day and see um even more
with some of our older kiddos and
populations. Um there was a lot of
really cool programming happening over
there in terms of um sort of like a soft
start which has been I know a model at
um the elementary school. They really
brought that um to the um ESY experience
there. They had kiddos doing um like a
collaborative like physical activity. Um
I saw them playing kickball. Super fun.
There was a um situation where a friend
was out clearly in this umpire's
opinion. Um but the kids were divided on
it. And then there was this really
natural opportunity for them to problem
solve and and resolve the problem
themselves. And by the way, he was out
and and [laughter] that was okay because
the kids were part of that process,
which is really cool. And then I saw
them come in and engage in an art class.
And these are kiddos that are on, you
know, um some of our most vulnerable um
students that we serve um through the
district and they were doing the same
art activity but at their own individual
level which is really cool to see. A lot
of creativity, problem solving um
happening there. And then um it was some
really great math data collecting over
um which type of macaroni and cheese
flavor was the the best. So they
prepared the macaroni and cheese, they
prepped, planned, organized, and then
they did like a blindfold taste test
kind of situation and just all of those
fun activities that are really rooted in
building those, you know, keeping and
maintaining those academic skills. I
dare I say didn't seem like it was
school. It was more like fun. Um, but
I'm really glad that I got to stop by
and I'm really grateful for all of the
people that um, work with our kids over
the summer. Um, enjoy the next two weeks
that you have as a break. Um, get some
rest so that you can come back ready to
serve the rest of the gang when we all
start in two weeks from today. But, um,
it was awesome to see.
>> So, glad you got to go see all that.
>> It was fun.
>> Sean is being a bit modest. She did have
another community uh, report. We've been
here for the past five hours.
>> Oh, yeah.
>> I was letting you do that.
>> Yeah. TTA negotiations uh we met today
the groundwork has been laid uh where we
are in the preliminary stages are
reviewing some uh some of the items that
will be up for discussion there's a lot
of research that needs to be done I
think this will be another productive
collaborative effort uh for facilities
uh quite a busy busy facilities uh
meaning that we had had a lot of the
discussion around the uh day tank single
liners dual liners uh statute of
limitations
etc. We now know we need uh to get that
replacement tank. Spent a lot of time
talking about the siding. AL2 different
cons configurations for that. Uh
>> AL13.
>> AL13. Sorry. Yeah. AL2 is a catheter I
used to use. Sorry. [laughter]
>> Yeah. Little slip there. And a lot of
discussion about windows. So the windows
in the high school are 20 to 23 years
old.
>> uh they have a lot of them have seen
better days and number of them are uh
absolutely non-functioning. Uh when we
were talking about the envelope of the
building uh initially our thoughts had
been the envelope and in my thought
processes had not necessarily included
the windows. Uh the more we looked into
it the the more challenging the project
would be. So we have asked for pricing
on replacing the windows as well. uh
several different windows, window types,
window varieties, window construction,
uh what's the most expensive, what's the
most cost effective, uh and also uh
learn that there is a good deal of
maintenance that goes on with the
current windows that we have. They're
20some years old. Uh and anybody that
has an older home knows that there's a
lot of condensation that tends to build
on the inside, especially as the windows
get old, it drips down. And if you have
wood, which we do for our sills, the
wood rots, gets dry rot. So this is uh
some manh hours, some maintenance that
our maintenance staff has to address on
a yearly basis. So you know this is this
is a pill that nobody wants to take. Uh
but we're trying to educate ourselves as
much as possible and we're getting in
some uh some different pricing tiers for
the windows for the project with windows
project without windows which we will be
bringing forward also some visualization
for the uh for the outdoor project. uh
just to try to make certain that it uh
when we do replace the outside of the
buildings, it's something to be proud of
and not just a patch job. Uh
>> when are you all expecting to get that
that information?
>> Yeah, the go. So just a couple more
things. We had some very good news
around that topic that project. uh one
[laughter] uh it can be done
EI feels comfortable that it can be done
during the course of the summer which
was first questionable [clears throat]
Egyptian board uh the architect has
agreed that you know with the proper
application of blue skin that we don't
>> for the most part that is going to be
fine that was a big
>> yeah that was a big
>> big big [clears throat]
>> that was a big deal um so those are two
very positive things around the windows
I I invite anyone uh after school hours
or until school starts to drive around
the back and you can see the windows
failing and falling apart. I took some
pictures, but um so when that was
brought to our attention, as as
difficult as that is, uh it's something
that we're also addressing at the CIP
level that that was put in as as a
potential uh project or to to put into
the CIP depending on we're going to be
getting our numbers
in October for both the windows and the
project that's going out to bid. I'm not
misspeaking, am I, Justin? That That's
my understanding of it. Okay. So, and it
will actually we'll get the numbers the
day before the next school board
meeting.
>> So, it's going to go out to RFP, the
project itself, or should I say not out
to RFP, I apologize. Either
getting their numbers. I got the RFP of
the brain there. Uh, and the same thing
with the Windows. And I think they g the
architect came in, gave us a great
presentation on the windows, good,
better, best, uh, designs, colors, uh,
the multitude of options. And I I think
Mark and I were both in agreement on a
specific window and a specific style,
uh, color to be determined based on what
the design of the project is going to
be. Uh,
>> So that's Sorry.
>> Yeah. and and for public knowledge. I
think it's important that not only we
looking for two different price points
for the project depending on how large
in scope it needs to be, not that we
want it to be that it needs to be uh but
also two different we're asking for some
pretty complex uh financial analysis
depending on how much of the gypsum
board does need to be replaced. Uh we
have elected to go down the avenue of
not replacing all of it even though it
is you know uh many decades old. if it
doesn't need to be because if we
replaced it even though it didn't need
to be, if it's structurally doing what
it should be doing as a vapor barrier,
we don't want to replace it to make this
project as inexpensive as possible. I
think it's important for, you know, the
the few members of the public that that
are watching that are tuned into this
stuff. This is not just, you know, a car
blind type thing. We're trying to
nitpick and save every penny we can. Um,
also, uh, for the facilities, you know,
we talked about the oil contract. We
have an electric contract which is which
will be coming up. We received some
pricing uh by an energy vendor. Uh they
wanted to lock us in multi-year pricing.
Uh
Doc Martin is going out and and
contacting some other energy vendors to
see whether we can tighten that down
anymore. uh because the pricing they
gave us uh was
it guaranteed a nice number that we
could budget in but there was obviously
some uh fat built in there for their for
the liability they are assuming with
locking some in for something in for
multi-year contract but we're trying to
do what we can uh you know around the
margins so we hope next meeting to have
some of that information for you
>> okay
>> I assume there's going to be a map of
you know where you have gibson board
where you don't uh forever, you know,
available as you try to maintain a thing
that is differently put together around
the building.
>> When when you say what we
>> when you talk about, you know, areas
where you're going to be replacing an
area you're not,
>> we don't we've had troubles with is
knowing what we have because we had
>> Oh, I see what you're saying from the
getgo. I hate to see us,
>> you know, 20 years from now when we're
not here. Y
>> uh and our facility people are
different. uh you know we we we have the
information we need.
>> That's a good point, Don. I haven't
thought of it. That will absolutely be
brought up. That's that's a fantastic
idea.
>> I guess Don, my question to you is what?
So the first place where we took and and
looked into the wall, it was in a corner
underneath the flashing underneath the
entrance way out back right in the news
section.
>> He's talking about going forward, Jack.
I I think I think what he's trying to
say is that like as facilities when you
all are updating things are you keeping
a master list a master map that way like
10 years from now we're like what's
there what was done there you have a log
or whatever that can tell you what it
is. I guess my question I think that's
irrelevant because
and not to just because
>> No, no, no, no, no. Because most of what
we've taken off looks like brand new
because believe it or not, the tar paper
did an incredible job. I mean, it looks
brand new. The one place that was
compromised was about 16 square feet. It
was in a corner where the water ran in
behind the wall, right down the wall
that there's going to be a couple more
conditions like that. We have put in an
allowance of 400 square feet of
replacement gypsson board, but we're
going to be replacing it in kind and
hopefully the water I mean it's all
going to be protected with the same skim
coat. Uh it's called blue skin. So it's
all going to be exactly the same.
>> Yeah. Does that make sense?
>> No. [clears throat] Yeah, it does. I
think just what to what to uh Don's
thing is is just that making sure that
there is a running
>> list or something of like you know like
what you said like if that was all done
then make sure there's a note that hey
>> in 20 years they don't have to pull it
off and then go through the two months
that we did trying to figure out what
the project product was because we
didn't know what it was initially. If in
20 years we're pulling any of that off
other than maybe just up
>> contract would have elevation plans and
electrical plans and
>> certain we have we'll make certain that
so right now electronically
>> we want to mitigate the amount of gypson
we have to replace. So we're gonna we're
gonna
>> we're going to know.
>> All right. Did you have anything else?
>> All right. I don't have anything. Don,
did you have anything?
>> No. Jack, anything else?
>> CIP.
>> Oh, CIP.
>> CIP. Uh, first of all, before I go on
the CIP, I I want to say with the
curriculum committee, I'm enjoying my
time there because I'm surrounded by
talented people. Uh, Sandy, you are who
you are.
>> But I'll tell you, the board should
appreciate what Maryanne brings to the
table.
>> She's extremely talented and extremely
good. And maybe when everyone else is
picking on me, you'll take it easy on
me. Uh but no, it's a it's a pleasure to
have
someone that really is is that good on
on a on a committee. [clears throat]
CIP, I would say we had a spirited
discussion on CIP. Uh the first thing is
we had a gentleman come in and and this
is I know this is important. Daryl
Britain came in and talked about the
water sprinkler systems in both Danville
and Sandown. Um, Danville, uh, because
it's mostly masonry, uh, building could
be, uh, have a dry system. Sandown, on
the other hand, uh, is basically a bunch
a bunch of candlesticks. I mean, it's
it's it's all twigs. So, that's going to
have to be a wet system, which
incorporates a 30,000gallon sistern. Um,
but he ran the numbers. Uh, and what I
will tell you is the things that we're
struggling with is sandown is very
expensive and Danville is not to put in
that fire suppression system. Uh,
>> what's the water supply situation at
Danville?
>> I I Well, they talked about going with
the dry system. So, I think that would
>> So, what I mean
>> I am not a fire suppression guy and I
know you are.
>> So, the reason I ask is because Sandown
>> Yep. They don't have any water supply.
There's no hydrants. So if that building
>> catches on fire,
>> there's no sprinkler system, which means
that every minute that goes by, that
fire quadruples, triples, and then by
the time the fire department actually
gets there, which it could be fast, but
their tanks they have are only a
thousand gallons. You take the square
footage, divide by three, that tells you
if the whole entire thing was involved,
how many gallons a minute that you would
need.
>> So that's why the 30,000 gallon system
of water,
>> Right. Gets
will probably mitigate the impact until
the fire department gets there. Right.
>> And the idea like we talked like well
it's good. The good news is what I got
out of both of those there'll be no life
safety issues. But the problem
>> what
>> is that if you the sand down say we're
going to say sand down for instance if
that building catches on fire
>> it's going to burn to the ground
>> then what are you going to do with all
the students
>> well if if [laughter] if let me finish
the report so I know
>> that's the discussion that we had it's
what do you do with all those students
now we got into and and this is going to
be the second part of my thing we got
into does the are we insured does the
insurance company come in with a bunch
of mods. Do we have an alternative plan?
Is there are there R&D buildings around
here that aren't full [snorts] that we
So those were discussions that we had
that quite frankly that's a broader
discussion with more talented people.
Not that the people there aren't, but
when you're trying to justify the cost
or even justify doing a project like
that,
>> those are all considerations that were
discussed. Yeah. Marian, do you want to
because you were there? Oh,
>> she's like, "No." [laughter]
>> I mean, I think the progress was that
the number that had previously been
listed for the sandown sprinkler system
was way under under what it's going to
>> So, it was it was roughly to do this.
>> 2 and a half million. One of the
problems with CIP is we get projects,
and this is how backed up things are. We
get projects with a price tag on them
from 2016, right? So unless that project
moves to the top of the list, typically
we're not updating from a budgetary
standpoint each one of those projects.
>> Not to throw another wrench in the
system.
>> How many homes did Sandown just approve
to start building single family homes?
>> 200.
>> So
>> that's another consideration that we had
that this system that was designed for
the $2.5 million. It also allows for ex
potential expansion of what was it
20,000 square feet I think so
>> I think it was another 20,000 square
feet
>> and um I think the number was 2.1
million though
>> was it 2.1
I'm I'm mistaken
>> oh good yeah [laughter] I'll sleep
better at it tonight
>> save you some money
>> but anyways
>> I feel like the sandown I mean I feel
like especially the sandown that situ
situation with especially what's going
on. I don't think that's something CIP
like I don't think
>> was on the list.
>> No, I I agree with you, but I'm just
saying with the like the the homes that
are being built in that area, if it
catches on fire, there's not like you're
not going to put it out. I know it's not
a life safety thing, but then that's
hundreds of students that are displaced.
>> We had the dism
where the defend pads.
>> I'm serious though. you would have you'd
have a gap between you would be able to
rebuild.
>> So, we're looking at this as a warrant
article thing. I mean, that's it can't
be CI.
>> Well, let's let's put it this way.
>> It was on the list.
>> Yeah. We had no idea what the budget
number was.
>> We got the budget number and I'm
reporting that back to you. That's
>> you're like, I don't want to step in
this.
>> Don't kill. A It's not my Bailey Wick.
It's more your bailey wick than mine.
And and but those were all things that
we talked about. Um, the other thing I I
want to talk about briefly about the CIP
is again there seems to be
what the CIP does is it takes prop uh
requests from administrators or from
school board reps and they determine
whether it gets on the list or doesn't
get on the list and then we prioritize
it. And the only thing that we really
should be doing is when we bring
something and when it works its way up
through the years to the top of the
list, um, we have to vote that up or
down based on the information that we
have. I I feel like
there's a reason why we go through that
process. And that process was very well
thought out by by quite frankly Sue and
John Sherman. Uh, they put a lot of time
and hard work and and thought into it.
Um and and you just why spend the time
and the energy updating all those
budgetary numbers that on and the other
good news is we had that thing was deep.
There were hundreds of things. I
>> I don't think we have 50 now. I mean I
think it's less than 50.
>> It was about 30 I think.
>> Yeah. So so we've done a good job of
archiving those things. We never get rid
of them. Uh but we archive them just in
case. And the reason, the original
reason, just so everyone knows, because
some people think the CIP is kind of
fooled us. The problem that we had back,
I'm going to say 2012, 13, 14, is we
would come up with a project and
everyone say great and then we would get
deliberate session and people would
forget some of the things we were
talking about and some of those projects
fall into the abyss. So, or someone say,
well, I didn't know you needed that.
>> So, and I think the minimum, we raised
the minimum quite a bit. It's like up to
100,000 now I believe for a project.
>> So just an FYI.
>> Anything else for committee reports?
>> Okay. Any other business at this time?
>> Did you
>> do we want to add the sandown fire
suppression system as a future agenda
item?
>> I think we need to. I think it's
specifically for that town in general
because they're we're gonna with the
homes that are being built, they're
adding to their student population.
We're going to have to look at some
point about like what's our expansion
look like? What's
>> I mean, what's that? What is that going
to
>> That was another topic on the CIP
because it was on the list.
>> Somewhere in out of space exists a set
of drawings
>> somewhere [laughter]
>> somewhere and no one can find them. So,
let's say they let's say they don't
exist. So again, I defer to that as a a
broader Yeah. discussion uh beyond the
CIP.
>> Oh yeah, 100%. Yeah, I think I think uh
the agenda item for the sprinkler
systems at uh Sandown and then Danville
just because you mentioned it and then
also too we should probably be looking
at Sandown in general about like
expansion and like what that town's
future plans are just to kind of because
we don't want to wait till we have to.
We we should be planning.
>> How soon does NASDAQ get their hands on
[snorts] the you know demographics?
Well, that's a good question.
>> Good point. Just that they do that work
into it.
>> So, I I think this is an opportunity for
Justin and I also when we recoordinate
with uh the sand with a BOS and sand
down, they would have the most
up-to-date numbers and the building
permits and occupancies and
>> uh so that's something you and I can
work on.
>> I guess the question for me is when when
I because I struggle with the price tag
versus it burning to the ground.
>> If we were to have an event there,
right? Yeah.
>> How much does a fi fire suppression
system? Cuz those areas that are
>> most likely to something would occur
>> are sprinkled
>> like the boiler room, the kitchen, those
areas have some type of suppress
suppression system, but it is a tinder
box. So the question is if you do put in
the suppression system,
>> how much do you lose versus losing
everything?
>> Are we saving the basement by putting it
in? Right. Well, it just it depend it
depends. [clears throat] I mean, the
fact is is that's very old construction.
I mean, so I mean, it take I mean, it
could take off, but I'm telling you
right now, not having anything I mean,
you you're looking at losing the entire
building versus you might lose just a
>> Well, that's
>> Yeah. I mean, but yeah, that's a good
point. Good points to do.
>> Again, the only other thing I will say,
and I I say this all the time,
>> that is the only
>> when we do things on the cheap.
>> Right. Instead of putting that building
up masonry, which it probably should
have been done, we end up I can look at
just about every project we have done
and said if we' done it right in the
first place, we would have spent less
money.
>> Seen districts go to things like double
sessions where they would have, you
know, morning and an afternoon basically
population of students coming in. It's
[clears throat] a nightmare, you know,
just looking at hiring people.
I mean that you'd be forced to do some
[clears throat] traffic.
>> Yeah, we was. I would prefer not get
there. [laughter]
>> So don't tell that.
>> Say it with a smile.
>> The question that was unanswered was is
the building insured in the morning.
>> It is.
>> Yeah. All the buildings are insured.
>> That's what I assumed, but it was a
question.
>> All right. Any other business at this
time?
>> All right. We don't have a non-public.
I'm going to close this meeting at 9:15.
There's no other delegates.
>> Oh, there's no other delegates,
individuals. Thank you, Shauna. All
right, I'm closing this meeting at 9:15.
Good night, everybody.