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

Recording

>> Melissa Gray: Oh, good
evening, and welcome to the
August 3rd, 2026 academic school
board meeting for SAU 87. Uh,
we could start with the Pledge
of Allegiance. Jeff has the new
member will will do, Victor.
Lead us in the fledge, please.
To the.
flag of the United States of
America into the Republic for
which it stands one nation under
God, indivisible with liberty
and justice Earl. Thank you.
Make call to order. It is 6:01
p.m. So, any agenda adjustments
tonight?
Yes, under policy. If we could
add policy d-e-a-g. As an
expedited policy. All right.
And then there's a one Personnel
report number 25. You'll see
that I've I struck through
number 25. We're not quite ready
for prime time there, some
paperwork some paperwork that I
still need to solidify.
And then I've had known as a
couple names on that personal
report that were repeats.
Melissa.
Right, uh, date and time of our
next meeting. For the financial
meeting, we'll be August 17th,
2026. Here at the SAU offices.
Uh, do we have any we just now
look like we have anyone here
for the public we do not have
anyone online.
If anyone does show up and once
wishes to speak, we will allow
them to do so at that time in
all that time.
Um. I would like to welcome Jeff
Mahone as our newest school
board member. This his first
first meeting. I appreciate you
being willing to serve and
serving our communities. Would
also like to welcome Rob Clark
to his first meeting, as well as
principal principal of Boynton.
All right, shall we jump right
into the reports? Listen, you're
up first and. Oh, we do need to
review the minutes I didn't see
that on the agenda. Review the
minutes.
Anyone have any travel had a
chance to review them?
Questions, concerns anything. I
didn't see anything.
All in favor. Abstating, I'm
assuming. Uh, motion, uh passes
with. Of three years and one
abstention. Uh, right now on to
the reports to the board,
Okay, um. So, this evening,
you'll notice that Mr Clark is
here in our two other
administrators have submitted
their reports, and I'm happy to
bring back questions on those
reports. If the board has has
any a couple of things that I
want to start with is just a
thank you to our administrators
who are in our buildings through
the summer.
Um, they are ordering, like,
like Matt, to get materials
supplies curriculum all of
those things to our teachers,
um. You know, the the gym at
High Bridge Hill is like a a um?
Ups Warehouse with boxes just
along the sides, and then those
ladies get their carts, and
they load up all of the things,
and they deliver them around
like little fairies. In, and
uh, same sort of work happens at
the high schools and in the
middle school. Not quite to
that extent, but still a lot of
good work happens by those
people in the summertime to make
sure that we are ready to open
schools and we we can't do it
without them. Um, I met with
our Mentor coordinator last week
about new teacher orientation,
which will be a two-day program
this year. What we've learned
over?
Over my time with the district
has been that one day does a lot
for folks, but it's just not
enough time for them to be in
their classrooms for them to get
used to the technology for them
to get to know people in their
building, like their
administrators, a little bit
more. So, we've decided we've
we'll go for a two-day program
this year and intentionally
build in some periods of time,
where they can be with their
Mentor, where they can be with
their administrator, or they
can hear from someone who is
doing the technology work that
they will do. How do I use the
phone? How do I get lunch? How
do I go when do I go to the the
bathroom? All of those, all of
those things that teachers
struggle with so? Um, we are
going to have a lunch hour,
meet, and greet on the 19th at
the high school. The board is
welcome to join us for lunch.
I, I don't have a time here, but
if I had to guess somewhere
between 11, 30, and noon would
be a great time time to pop in
if you'd like. Um.
Uh, we received some news from
the Department of Education with
regarding our single audit. The
audit looks at our Federal Grant
and. Are are compliance with
the regulations and? ensures
that we remain eligible to
receive federal funds.
Again. Diane lagandra is our
grants person, she I do, the
things that require in-house,
she writes grants. She does the
reporting she makes sure our
paperwork is in order and it. It
is one piece of the the puzzle
that we really couldn't
do without. So, again, very
grateful. And that audit came
back with no, with no issues.
Um, so we're very excited about
that wart Camp. New England took
over. Messenic Regional High
School. Um, not last week, but
the week before. Um.
And they took over. They were in
every building every space all
over, but it is a well-oiled
machine.
I came into the SAU one morning,
and I got a report about all of
the doors are open at the high
school, and all of these things,
and I was, like, oh my,
goodness, what has happened? Mr
Pickering was out. Mr Reynolds
was out, Mr Traffic name and
traffic was was helping out and
doing all of the things and
nobody had said right. They had
said people are about people are
all over They're using using
the spaces which I expected. You
know, people are asking for
technology support expected, you
know, nothing, but I, I was
trying to find out if there was
a complaint. I hadn't heard
anything so.
I, I wasn't worried. And then I
got this. Everything's open.
It's exposed. I'm, like, oh, no,
I go flying
Well, I arrived to a very well
oiled machine. They had
everything set up nicely, The
doors were open, but someone was
stationed there and, and
essentially, they have work
Crews that went out into the
community and did their things,
and when they needed supplies,
they would come back. Pick up
the supplies from the stations
and then head back out onto the
back out to the job site, um.
And we had particular doors that
were locked in secured in the
building, like the server room
places that were off
administrator offices, those
kinds of things. So, while they
had access everywhere, they had
a, they had a procedure for
every little thing. When Mr
Reynolds returned, he said they
left it cleaner than it. But it
was, and that was a promise
they had made. When I spoke to
the director, she indicated
that Messinaic really fit their
knees, and they would like to
come back. There's a lot of
projects in the in the region
and the community they would
like to Um, so you know we look
forward to hearing whether they
they will follow through on
that. Um, and leaving it better
than they found it is really a
blessing, so we'll take it. Uh,
let's see. We are. It's end of
the year data review. That's
one of the responsibilities that
that our office has each summer
looking at what has been
reported for student
achievement. What has been
reported for?
For ADM, making sure all of
those numbers are within the
reasonable limits we
did have one error that needed
to be rectified, which we
caught. And so, we're in a good
place there.
Um, building trades. We picked
up Mr Pickering in a team Mr
traffic in another I think
Colin picked up. The the
handheld tools for building
trades program from Conant.
Those are Grant financial
items. They're funded through a
Perkins Grant, and so they
belong to the program, and when
we adopted the program again,
those materials come, come to
us, travel with it, and so we've
got a stack of hand healed
drills and saw operated tools.
Um, at at the high school, ready
for for you. So looking forward
to that.
Credit recovery 11 credits
recovered several students. Uh,
worked with Mrs Mackie this
summer for credit recovery and
to have 11 credits. Recovered
is significant. We've got a
couple of kids who are headed
back on track now from from,
maybe not. Not kind of
completing what they needed to
do so, it's really good to see
that, um, that these students
were able to get that many
credits. And then you will see.
Some report cards. In your old
and new report cards. For hybrid
chill, we talked a little bit
about trimester reporting last
time that we were together. We
did put out a flyer. I hope you
were able to see it. Mr Cleves
on trimester reporting. If you
haven't, I'll make sure to blast
it out again.
But we are putting more
information out in in redundancy
so that that folks will be able
to see what we're talking about
when we talk about trimester
reporting. But this evening,
you'll see the example of the
report card and how that's
changing to be both trimester
friendly in competency friendly.
Report. I just were hybrid just
for hybrids. Yes, yep, the
grading conversation at middle
and high school is a little bit
more different. High School
grading is much more complex,
and so when we talk about
competency based grading, it's a
there's a little bit more work
that we need to do, and so, um,
we're hoping to hire the
Consulting Group back this year
to specifically tackle that
project at the middle in high
school.
lot of Education all the way
around. Because when we talk
about making that shift, people
get worried about college
transcripts in in that kind of
stuff, specifically at the high
school, so more work on that to
to before we move in that
direction. And then after
school program.
healthy, healthy kids, is the
name of the new after school
program. They have started
enrollment already for the after
school program after care
program, they were working on
getting the before care program
up and running. There's a link
in my report this evening that
will take you to their website,
it'll show. Their pricing,
which I have listed in my report
and. And registration is open
for that after program already
so. Um, another good service
for our for our families, and
we're happy to have this
partnership.
Um, we, we had two people bid on
that, uh, we went with one
option last year. They
determined they weren't going to
come back this year. and so
this company was ready to to
pick up the ball. So very
excited about it. Yes, yeah.
And then a couple of dates first
day of school August 27th, first
day for
students August 31st, first day
for kindergarten, Pre-K and CTE
programs. So all good things to
come. Happy to answer any more
questions. Any other questions,
comments, concerns? No, um?
We've had a chance to read Mr
Pickering. Report. Anybody have
any questions concerns like me
directed towards Melissa passed
on if need be?
Nope. One of the things I'd like
to highlight in there if I may
Mr chair is the student
program. We've got a transition
program this year that Mr
Pickering has
been working on with with some
of the folks on his staff for
ninth graders. It is an
adventurer lore program.
Um, with with those ninth
graders coming in. And to
provide them a shared experience
so that they're they're ushered
in with ready to ready to take
on. You know, the big world of
high school together?
No, there's permission slips and
things that need to be signed,
and they turned for those
things. You might be good to
blast out, just a reminder to
get those
in um as the day gets a little
bit closer. Yeah, they will be
out shortly. All right, uh, Mr
Clark. Absolutely!
Food technology, so good
evening. So Ron Clark. Boy in
Middle School, it is a pleasure
to be back in the Scenic
District. I have to tell you
that, so I'm very. I feel very
comfortable, very supported, and
uh, excited for the year to
start. Um, but with that said,
we have a few things that we
have to still do. We only have
a few weeks left, as you can see
in the hiring update. We do
have. Very fortunate. I have
Jason Carl, our assistant
principal. From Farmington.
Uh, we did hire our teacher.
And fifth grade English and
fifth grade math, along with a.
Um, eighth grade social studies
slash ela teacher, so we're
excited those positions are
covered. However, we're still
looking for a computer science
teacher if anybody would like
to step in. Uh, two special
education case managers. And
that's, that's a heavy load.
Um, two pair of professionals
and two personal assistants, and
we do have some but?
Uh, in the pair of world, but
we're not, uh, kind of empty on
the computer So, if anybody
wants to come out of retirement,
I'd take. Um, so, like I said,
preparing for the school year,
we're working on the handbook.
We continue to work on that.
Um. The massive schedule this
year. Going into this year,
we've made some changes. We've
increased our core time to 60
minutes, and we have reduced our
wind time to 35 minutes. Um.
And so hopefully that. That'll
provide some more consistency in
the core classroom. And also.
The wind needs to be productive.
And so I think a 35-minute.
Will be a. A good change. We
don't like to waste time. We
want to use our time. We are
starting. I'll get the ckh in a
minute, but.
And right now, we're working on
operating procedures, the
emergency operating plan. I am
today. Jason and I were up at
Concord at. The SRO conference
and tomorrow, we'll be back and
we'll be going over the
emergency operation plan there.
Point is a very unique school.
Is a mystery to me and where
they go is a mystery to me, but
we'll figure that out and keep
them safe so. Um, we've had
some. Summer learning
opportunities. That um? We're
exciting to see. We had a group
go. A couple groups go down to
Boston. Uh, to the um.
On historical field trips. As
you can see, a good turnout.
teachers are taking their
vacation time to. Sports
students down there. That's,
that's a really good sign. We
also had a large group go to
Kimball farms in Westford and.
Kids had a great time there. So
those those opportunities for
kids during the summer, I think,
is, is very valuable. Um.
Uh, hiking group, um, throughout
the month. I don't, so all this
is new to me, so I have to
apologize if I skip to this and
don't know it as well as I
should,
but to see kids show up during
the week during the summer and a
big excited about going on
Adventure and then coming back
just as excited. This is really
nice to see. And thank you to
those, uh, staff members that
continue to support that. Um,
professional development. We
were Jason Lai.
Uh, Chris from hybridge. We're
down at the nhli summer
conference. Which was a very
good conference. Keynote speaker
John Spencer talked about about
empowering students. You know,
oftentimes, students don't have
to say in their education, and I
think we time that we started
to. Open the door to do that,
so it was a good start for me,
uh, good learning process for
me. Also looking at we have
Pace. And now they've moved it.
It's called the place performs
learning assessment Consortium
so? That was very interesting,
and I think that the school I
came from was competency based,
so I hope I look forward to that
that transition. Um, and how we
report out, and I know that. It
takes.
Some time and patience because
it is new. It is new.
Again, we're at the school
resource officer conference up
in Concord today and tomorrow.
Uh. And then. We have a
principles conference coming up
this Thursday and Friday, so
we'll be up in Meredith. Going
over all the changes in special
ed law. That we have to be very
careful about, um. One exciting
thing that? Along with all this
was capturing kids hearts, we
have capturing kids hearts
coming in. Um, it's a program
that really. Uh, promotes
relationships. Promotes, uh,
common language. Promotes a
positive attitude now. Program,
it could be PBIS. It could be.
Um.
Responsive classroom. All those
gear to a language and to a?
Um. Conscious effort to?
Relationships important, not
just coming in and?
Uh, being the sageans, the sage
on stage. Okay, then we're just
reporting out and kids who are
taking it in and then going to
the next class. It's really
important that we make
connections now. Again, just
coming in. I have a feeling
that. There's been really good.
Um, I, I feel that. Uh, and I
hear that, so that's good. We
want to capitalize on that. But
I also think they're one of the
things that have been. brought
to my attention. Consisting of
Behavior, consistency in dealing
with students.
Um, fairly, but consistent, and
I think that's something that
Jason that that definitely what
Jason and I are going to look to
do. We also. Sometimes we get
caught up as administrators in
the office. I'm one of my calls
is always okay. I'm gonna get
out more often. I'm going to to
get out more often. We get out
more often. Then there's more
and more and and more
paperwork. Well, we, uh, both
have. He has a cart that he he's
going to be using, and I a
rolling desk.
We have to be out okay, and if
if nothing I've learned that
it's too easy to get caught up
in my office. Now, I say that
here, and I say, a publicly that
I'm going to hold everybody.
to. I'm gonna hold myself to
that, and everybody can come in
and kick me in the shins when I
don't, but I think that's
developing. Not only
relationship with staff but with
students, and I think that.
It's going to be a good move at
that point. Um. Like, I would
just say if I can just interrupt
you a little bit.
Uh, capturing kids Hearts is a
is is a program that is, Rob
said. It focuses on community
right and focuses on on on the
classroom environment, the
structures
that are set up to help kids be
successful, but it's delivered
through some really strategic
and intentional steps that
teachers can take in the
classroom
to make sure that when we are,
we are behaving out. out which
is the language now, right? We
we can behave out of the
classroom after a certain, you
know?
Um, after after a while, right?
There's a protocol that you
follow, but you can behave out
and what I've behaved out.
There's a, there's a specific
response
and a specific response all the
way up to behaving out, and so
that consistency for kids when
I'm saying it when the classroom
teacher next door is saying it
when the one I see on the first
floor is saying it when everyone
in the building is
saying that same language kids
are then trained to say. Okay,
so she said that
the next step is this, and so
for everyone around, it creates
a sense of of safety, sense of
community, because.
they know that when the teacher
says X. The next stop is that,
so if somebody is not having
their very best day in the
teachers taking them through the
steps? They know, okay, she's
only going to say these things.
And then, they're going to
behave out of the classroom. And
that's, that's the natural
pathway. So, it sets that up
and and the work they're going
to do. These first two day back
These first two professional
development days is really going
to start start setting up that
structure, really get people on
board with with that work, and
it will continue all your year
long until we're really good at
it. So right,
thank you for having this is not
new. Some of the verbages, no,
or it's changed, but? Students
seem to be known, cared for, and
needed, right. I think they need
to know that they're important.
That has never changed. We have
never, or we have often looked.
Haven't put that as a Forefront.
And I think that before they can
learn they had to feel confident
and comfortable. And, um,
trust. the situation and the
classroom, the teacher, and the
the. Administration, so I think
that it's going to take a while.
Uh, because anything new? You
know, they often say three to
five years more on three to five
years. We want to get it
started, then we're going to do
the best we can to incorporate
it.
Um, fully. This year, ckh, we
did introduce up in Richards.
Uh, last year, and um, so I do
have experience with the
implementation of the program.
They support you all year long.
But they don't just come in two
days and then have a good have a
good year, and they support all
year long. There are monthly
meetings. Online meetings.
They'll come in, and uh.
Follow up training and a
leadership group, so I am
excited about how that will uh,
will be done at that point. I
think that we're ready for that.
We talked earlier. Earlier
banned course, we've sent out a
survey to see who's interested
in abandoned course. We're
giving it quite a few fifth
graders who are interested,
which is wonderful. Um, the
schedule itself. Didn't really?
Um, actually, I shouldn't say,
didn't really? Um, cut back at
some of the band course during
the day. So, we had to.
Reconfigure our our groups so
that band can be. Um, offered.
Every other day for two
quarters, and then once a day,
the other two quarters We kind
of adjusted that because of not
having a facts teacher to back
up band of course, we have to
be able to be creative in that
way. But um, we're excited
about that. We're excited about
the students who are still
interested and. We also fall
Sports. As you probably already
know, I'm just learning about.
Uh, is funded for this coming
year, so. We're excited about
that, too. Any questions I
apologize if I ran through that
too fast, but yeah, Rob. I have
a question about capturing kids
heart, it sounds like it's a
great program in your right. The
verbiage has changed. I've been
an education long enough to
say, oh, that sounds familiar,
different term, but anyways,
sounds like there's, um, great
training for the teachers other
students going to be introduced?
Yes. So, every morning, thank
you for having me jump in, but
every morning we we have about a
20 minute 18, 20 minute block of
block of time. We take our
attendance um, so forth, but?
Best devoted to ckh okay, and
so? Um, teachers can take that
time. There's agenda, they'll
they'll have. A topic for the
day. And I'll explain to this
their homerooms. Uh, what it is
and how they're going to go
about it each and every day.
Okay, so, yeah, oh great. Thank
you all right. Good question.
Thank you. And I will commend
you on the, uh, the
communication over the summer,
and so far, for all the
programs, I had a child who was
on the hiking program and the
from those leaders. Really spot
on and on top of everything, and
let us know what was laid out
for the week coming up. And if
there was going to be a weather
issue or something like that
they were on top of the
communication and gave us all
plenty of time and same with
the band in the fall Sports,
getting all that information out
out early and often here, so you
know, we know what's coming and
kind of where we're looking at
to get everything all lined up,
that we need to be. It really
appreciated. I think it's, it's
coming along in a much better
way than it was probably years
past. Well, I appreciate it.
Thank you continuing to do that.
And if I could actually ask
another question too, I forgot
about this one. Um, I have to
congratulate you on your new
hires because it. I know that
middle school is sometimes hard
positions to fill, so that's
great. You've got some a lot of
new hires, but I was kind of
curious as to, um, how did
things shake down, I know, you
know, back a few months ago with
the budget Cubs who were talking
about, you know, teachers, how
many teachers per grade what
teachers were teaching? What
subjects? What do you have for
how many teachers per grade, and
do you have teachers teaching
multiple subjects no? Um, I
couldn't figure that figure that
okay. So, to be honest with you,
so what we have, we have four
fifth grade teachers, okay, uh,
four cores. Then, we have, uh,
we have three teachers in each
of the six, seven, and eight
okay, um. Where, and I don't
have that right in front of me,
but we'll. Be teaching, uh?
Either social studies all
together. or Ela Ela will be in
eighth grade, and I believe Ela
will be. I, I don't have it.
Okay, that's okay. That's okay,
so they will, uh. They will
teach their core and then and
then pick up one of whatever the
odd you know, whether it's
social studies or ELA, okay,
keeping them together. Okay, so
most of it. So, the sixth,
seventh and eighth grade
teachers are all
teaching two subjects. They're
core one, plus an extra social
study. Okay, yeah, okay,
I can fill in a little bit of
detail there. If you'd like the
the sixth grade, had a, was it
existing team? And so, there
were people already in
Physicians positions there. And
so.
the open position was a social
studies position. So with that
grade, they they will share
social studies assignment. Um,
the Ela program for grades five
and.
Um, program because of the state
law around delivering
Foundational skills phonic
skills through through grade
five in in the program continued
through grade 6, and so it it
was the best instructional
decision for students, and so
we've gone that way. In 7th and
eighth grade. When we are, when
we are looking at instruction.
The social studies content.
Well, well, we can share that
responsibility. Oftentimes,
social studies just like math,
just like science, requires a
level
of expertise that not everyone
has this understanding.
deeply about timelines about the
historical events about the way
things are connected across all
of those, and while. I went
through social studies courses.
As a student, I am by no means a
social
studies teacher and so, what
ends up happening? Is the
content becomes less, um?
Robust, because we just are not
experts now. Can we do that? We
sure can, and people will do
their best and we'll provide
them what they need. However,
we were talking to the folks
there. They felt strongly that
they could handle the social
studies content and that Ela
would be a shared, uh, subject
And because? Most teachers who
are trained through through
grade 8 elementary levels have
been taught to teach reading and
reading is in all of our subject
areas. And as is writing, and
so that that lift is. It's
still a heavy lift, but it's a
little less. It's a little less
we can all take a novel. We can
all do a novel study. We can all
teach kids how to navigate
those reading standards because
we we do them as part of our
content anyway. And so, that's
the decision we ended up.
Hey there is to make sure that
teachers are given time to.
Develop their curriculum right,
and that just assume they're
going to find a time somewhere.
So, we're actually looking at
how we're going to schedule that
out. For that, okay, is there
some thought to, um? You know,
it's hard with social studies.
If it's a history, um, related,
but I think, is it geography at
sixth grade or something, but
is, is there some thought to
kids rotating through different?
Ela or different social studies,
so the teachers are only okay. I
really only got to know this.
Portion, and then I teach it
again. And then I teach it
again, and kids are rotating.
We do have teams talking about
how they're going to do. Okay,
that's one of the options. The
other, um, thing to know, is
that the sixth grade
social studies teacher who just
um went to resigned from us, uh,
left, left us a
really lovely treasure and
provided a lot of resources to
her team before she left so. so.
So they, they're well prepped
for this just this change.
Any other questions concerns for
Mr Clark? Yeah, just sort of a
general
question. Are you looking at SRO
district, or are we our
retargeting or reopening, yeah
none, um, the the state of New
Hampshire, the the police
officers Association SRO
Association, puts out a
conference every couple of
years, and we're invited to it.
And because we don't have an SRO
and not one in our sites, um,
that?
A conference that they offer,
not only to police officers,
sros, Etc, but to school
administrators, because a lot of
the many of the topics have
topmost are geared around
schools.
And you're looking at our SRO
for pointing right here. I'm
there. Good. Thank you.
Any highlights from Mr Saunders
report that you want to mention
or any questions if anyone's
had a chance to review? But
just briefly, Mr Saunders is is
looking for a couple of
positions as well, uh, the the
biggest.
Vulnerability for him is the
guide, the school school
counselor. So that's a position
we're looking for. That's a very
specialized position. You gotta
have a master's degree to be a
school counselor in the state of
New Hampshire, so we so we are
looking for someone certified or
look or nearly certified, um.
To fill that role. So, if we
know anyone who is interested in
working with really great kids
that are really great school?
Um, they there. Please encourage
them to apply because. Um,
we'll take it. We'll take it.
Anybody else?
But moving on to unfinished
business committee assignments.
Has anyone given any further
thought to what committees they
would like to be a part of? In
any way. Particular result of
that. It was, uh, well, Jeff
coming on. Is there any
committees that he wanted to be
involved in directly, I think
so? Uh, the co-curricular
committee is you, Ellen correct.
Is there a room for more on
there or there can be, but that
doesn't need? need to be, but
anyone's welcome policy
committee that was? You and I
Steve.
The wellness committee is Mitch.
I'm not sure if that requires
anyone additional for that
committee. Are you familiar? No,
sorry. That's pretty late, uh,
joint loss committee, uh, I'm
fine with that on myself. I
don't think that needs
anything. Facilities Committee I
think we were pointed at Jack
pointed at you and just hoping
you agree, uh, so the facilities
Committee will begin. You had
Assisting or not being full-on
member, but at least helping
outline necessary, uh, Steve.
He's not here. So, uh,
technology committee. Did
anybody have an interest in
joining Bessie on that in any
way?
No one he needs somebody. We
don't have anybody on it.
Currently, you're on the policy
you're on policy.
And then we already have two for
the teacher and para
negotiations committee, so.
we can't have a third there. So
looks like you're just stuck
with facilities Committee. So
this year?
this year, we are me, by the
way, I'm the negotiations we
are. We have been asked to meet
with Kathy. August 11th of time
because there's some. Here's
some questions that I'll think
been worked out, and that's
really around the Tas. Um,
traditionally, if you're a
negotiating with a lawyer on
negotiations the
quorum rule in the daylight role
is not applicable, so you really
don't have an if there's three
people there or four people
there it's? Considered, you
know, dialogue with an attorney
so? Right now, they're saying,
you know, let's get three of us
on there because when Mitch
leaves? We don't want to have
to backfill and and say, okay,
here's where we've come from.
So, yeah. Okay.
Uh, so we want to formalize this
list. Get it all filled in and
get it to where it needs to be.
Is it? Do we need to approve
this folks or I don't think
basically we do no? Okay, then,
yeah, we will get it filled in.
And then we will move forward,
right?
The only need to prove it with
any. We'd be listed to the
public, and so you're so you're
going to list. Okay, got it all
right, uh, moving on to new
business, uh, a, the October 5th
2026 meeting, um, my
understanding is that our
esteems chair, Mr Gluck, is not
going to be able to be present
yet, asked me to chair for that
meeting, but I I have to be out
of town on business that day, so
I will not be there.
Well, uh, Mitch did ask that
Ellen if you were available if
you could. Uh, chair the
meeting. If not, and you can
find somebody else, then I can
do that unless we want to
discuss having the meeting a
different day. But that's
totally given the time of year.
I think we didn't necessarily
want to want to go there. Cancel
the meeting, but I didn't know
if a different day that week or
either or later would be
preferable for everybody with
enough notice. I think we could
move it it to the sixth if that
was proverbal or the seventh
coach ever, um? I, I, what I
didn't want to do because it's
budget season is Skip the
meeting.
It's we are. We need every
minute we can get there now as
Mitch back on the sixth or he's
still gone. And what's Jeremy?
What's your schedule? I'm out
from the fifth to the eighth or
to the seventh, I would be
coming back on the eighth
eighth. I do not know what
Mitch's schedule is. I am. Do
not recall either, but I thought
through the tenth, okay. so we
really can't doesn't matter to
pick a different day, neither.
Okay, so a little stick with a
with the October 5th one. Thank
you, Ellen, really, really
appreciate them. How much I love
doing this? Right, uh, moving
on? Out of District placement.
Yes, I just want to give the
board an update to that, We
will have four students placed
out of district. They are going
to the same place, and so
Transportation will be combined
for those students. And um?
We've got a good partnership
here, one of them.
I think we'll be working on a
bit of a transition, but at the
moment I just wanted you to
know that there are four
students who will. We will be
paying out of District tuition.
Okay, how does that compare with
last year? We had one student
last year. Okay, so we're
looking at some significant
significant cost increase
system. significant.
All righty moving on the CSI.
Final summary report looks like
a chew again, Melissa's yes, I
just wanted to share that with
you. Mr Saunders did have a
little bit of this in his
report, um, overall. The CSI
process was, was, was, robust.
Mr Saunders spent a lot of time
with Mr Coots from the doe.
Regarding that comprehensive
support and Improvement plan and
the process and revising the
plan.
Mr Saunders took the lead in in
enacting that plan with staff
we've aligned resources through
the grant funding. We've got a
significant. We've made a
significant amount of progress.
With student intervention at the
elementary school with?
Identifying student need with
documenting data for students
and creating plans for
students. Uh, and there, and
the whole child actually so.
So that process. While it was
really robust benefited the
district quite a bit now if you
recall we were identified as a
CSI school under two categories,
one was Equity, and then the
other was. Well, that went
right out. So, under um?
Under the two get growth,
Equity, and growth. So, uh,
Equity refers to the the
performance of our students
farthest from proficiency and
how they compare to students
who are like them on the state
assessment. So those were our
students
who would be scoring in that one
range right substantially below
proficient and how they would
compare to to students who also.
Um. Were in that that range,
and we fell short a bit there.
Uh, fast forward from.
we were identified in how to
plan written in March and April,
and we were off the list with
the scores that we had two
months later,
Hybrids really turned that
around that designation went
right to their hearts and they
really just picked their picked
up any slack that they could
possibly now. Some of that
could come out of covid. Some of
that could have come out of a
lot of things, but regardless,
hybrid Hill really turned that
around in his capitalized.
We've got the book vending
machine now. We have got the
mail.
Um, the hybrid Hill post office
going there. We have got some
significant resources in place
across the district because of
this plan, so.
Well worth the efforts. Quite a
lot of work, but hybrid has done
a really nice job with it in
the district's benefit. It so
grateful to that, you'll see the
whole report there. Mr Kootz
recommendation for the kinds of
programs that are there. That
grant fund runs through
September 2027.
Um, once we get to September
2027, the some of those items.
If their fruitful will be things
that we'll need to adopt in our
in our general
ed budget. But again, we've had
a lot of success for kids. So,
um, so Mr Saunders and I will
be advocating for a couple of
couple of those resources going
forward. Um. And if there are
any questions about that, I'm
happy to answer them. Swimming.
Nope. Already moving on?
Fiscal year 26 fund balance
retention. A.
Um, let me just grab the report,
Mrs Anderson. Put this together
for you all, and I don't want to
speak out of turn. So, let let
me just get to her. To her
documents.
Okay, so just, um.
Uh, just a little bit of
historical piece here. March
2013, the voters approved a
warrant article for the district
to have the ability to retain
end of your
fund balance for emergency or
unanticipated expenses. The
amount to retain is up to two
and a half percent of the
current fiscal years net
assessment and Mrs Anderson
does a nice breakdown amount to.
To a portion 19 million to 269
394 dollars, less the state
eight of five million four
hundred and sixty four thousand
eighty six dollars. Local tax
assessment thirteen thousand,
eight hundred and five, three
hundred eight, the 2.5.
Retention she is seeking is 345
132.70 cents from. On Research
fund balance for FY? Uh, 27.
Any questions and concerns?
I have a motion to retain the
345 132.70 from the universal
fund balance for year 27. I'll
make that motion. All in favor.
Aye, hi. Ocean passes
unanimously.
Thank you! Alrighty moving on,
electric supply contract, Miss
Gray. Again. Another memo from
Mrs Anderson, around extra.
Supply, I'm sure you can guess.
Electric Supply rates are going
up, surprise. Uh, the current.
Um is for for August 1st. Well,
it's August 3rd, so too late,
um? 14 cents per kilowatt hour.
We are looking for. Um, there
are a couple of plans presented.
Let's see.
Mrs Anderson actually presents
three things, so if the board
believes the energy prices will
continue to stay high or
continue to increase, she would
recommend
locking in 48 month contract
with constellation energy, which
is providing an all-in-place
and is our current supplier. You
can see the rates attached to
her report if you scroll down.
48 months. Constellation energy
looks at 11.9. Since 11 oh,
about 12 cents per kilowatt
hour.
Option two. You could opt for
the board code, opt for two or
three year
contract to be more prudent in
the event that the that the
rates fluctuate. Typically,
they fluctuate in the wrong
direction, but the board may may
see differently. And then the
other option is. Just to go
with a short-term contract one
year, one year contract. Still,
let's than than eversource.
But we'd have to reassess again
in a year. The reason to lock
in as recommended? Um, here is
is. A number of things, right?
Global tension. Constant.
There's a constant escalation
there of energy prices, so.
Historic temperatures, whether
all of those kinds of things are
our concerns. Looking for?
Do you know if anything these
plans require up front pavement
costs on? That'd would be
greater than the 48 month? Like,
we'll be doing that now for the
entire 48, or is that just
locking in the rate? And that's
it. It locks in the range just
locks in the rate. Who's good
at predicting the future of
here? I'm sure you have to do a
lot.
The idea that it's kind of take
that kind of a diet, as it
didn't seem to be in the most
optimistical reports.
What what I can say is that if
you do a 12-month contract at
the the constellation Energy
price? We are looking at 13.
cents per kilowatt hour, which
adds about 33 000 to your annual
budget. If you do the 24 month
constellation energy package,
we're
talking about 12.8 cents per
kilowatt hour in that adds a 28,
525 dollars. If you do a 36
month const, uh, consolation,
energy.
12.3 cents at 23 564 and at 48
months constellation energy.
Uh, 12 cents per kilowatt a
little just under 12 cents a
kilowatt hour, 19, 392 dollars.
And I would tend to agree that,
you know, given the way current
climate is with regards to?
Energy. I would not foresee any
major policy shifts or changes
that would drag down the energy
costs, at least within the next
three. Maybe after three years,
but I don't see anything before
then, so I would recommend the
48. I don't know if anybody
else is adverse to it. I
wouldn't agree with that. Do I
have a
motion to accept the 48 month
contract to have a second? All
in favor. Okay, motion passes
unanimously. Thank you very
much.
All right Elementary report card
Miss gray? Yes, so you'll see in
the board folder. There are two
versions of this. Actually, let
me see if I can get them up on
the screen for you. Let's see.
See if I can get this.
Ariana, do you mind sneaking
over to that computer and just
hitting that X in the blue box?
Thank you so much. See if we
can? See this?
Okay. So our old report card.
This is the new report card that
I have up here. I'm just going
to talk about old and new
because I can't show them both
at the same time and you won't
be able to see a thing. But so
here's our here's our new
version of the report card. What
remains consistent at the top is
the name of the school with
with the demographic information
see. The assistant principle is
incorrectly labeled. We have
some back-end work that we will
turn that around So, so ignore
that, but important to know. On
the other side, you've got the
school year. We've got the
trimester now. The grade will
still be there the homeroom
teacher will still be there in
that box. On the left is a
picture of the student, which
remains and the attendance
information is now presented in
in trimesters right underneath
the, um. The purpose statement
is still there. The next
section of this, let's see if I
can. The next section here.
Speaks to competencies, and this
is where it starts to get a
little bit different. Okay, so
instead of going in our
traditional one, two, three,
four, and grading on standards
that are meant to be an end of
your acquisition for we start
talking about is competency.
And so the competencies are laid
out. Below you'll see them in
just a moment and this is the
way we communicate about the
competency. We talk about a
student being at the beginning
stage, and we've got the student
language there that says, I'm
just getting started just
learning, just figuring it out.
And then you see the
description. With ongrowing,
ongoing, guided and guided
support, the student recalls and
applies foundational content
knowledge and Skills.
Okay, the developing category is
the next one up from the bottom.
I'm getting there with support
along the way. The student
recalls, reproduces, and applies
foundational and essential
content, Knowledge, and Skills
in familiar tasks with minimal
support. Applying applying is
that level where, hey, I've got
the hang of this, and I
can do it, right? I get it, and
can do it on my own right, the
student recalls reproduces, and
applies foundational and
essential content, knowledge,
and Skills, and familiar tasks
extending I get it. I can use
it, and I can do it in
different ways. The student is
independent fluently and
consistently making connections
and applies foundational and
and
Skills in familiar and new
tasks. And so that those
descriptors are a little bit
different, right? So when we
talk about the skill of reading,
we we can say, oh yeah, you've
hit the target. Great, great.
What does that mean? What does
it mean when I say you've got a
two, or you've got a three?
This really is a much better
descriptor, much better
communication tool with
families this. Report is just
one piece of the conversation
that we'll have with families
their support, other supporting
documents that go with this that
speak to the details. Okay, I'm
going to scroll down just a
little bit more here. Here are
the competencies listed next.
Okay, English language arts.
There are four categories to
report on here foundational
skills. Well, what are those?
Those supporting documents go
into what those are, but those
are things like my letter
sounds. Those are things, like,
my sight, words. Those are
things like. Um, like, my, my,
um.
Ability to to break a part words
right to use picture cues. All
of those kinds of things,
Foundational skills, literary,
and informational text. That's
where we're going to start to
see how students are working
with books, right, working with
text writing in language,
speaking and listening, those
are the four reports under
English language arts pretty
consistent. Ellen, if you were
of high school. Those
categories are pretty consistent
all the way through mathematics
number sense, and systems
operations and algebraic
thinking. Geometry measurement
in data. Are the competencies
we're looking for there.
Science skills science
knowledge? Social studies,
inquiry, and communication.
Community and citizenship,
applying disciplinary tools.
There's some space here for
comments on this, this front
side of the document on the
back side of the document, you
get the same descriptors for
unified Arts unified Arts with
very specific language for
those. Then you've got the
competencies under each of those
domains.
And at the bottom of the back
page. We start getting into our
vision of a learner
competencies and so community
Builder, active collaborator,
self-directed learner developing
learner. They're here. Student
level. Is there? In
description, is there? Okay.
And so those those are the
competencies under vision of
alert.
This is that this is, uh, one of
the grades. There is another
another grade here that this
is. I'm gonna say this is. The
kindergarten one. What's
different? Is under mathematics
instead of it has all three of
those categories, but it also
has accounting and cardinality
as, for example.
Questions or comments about
report card? What is the? From
New Year. So, what is the
driving? Reason for moving
braids. But I would.
four, and now we're. But what's
the reason?
you're asking the most
complicated question in
education, but I'll I'll give
you a synthesis. So, the reason
where we we move to
competencies as opposed to those
letter grades. Is the letter
grades indicate a finality
we're done right when you get
that in? This happens with kids
all over the place, right? I'm
gonna my son is the student,
right? I I show up at high
school. He's very capable guy,
but in in can get A's if you
want to, but he's fine with a
c, so when he gets the sea, he's
done right, he's he's like,
yeah, I passed Seas get degrees.
I'm good moving on. In in that
sense of message, right? He's
not working for that day. He's
not driven for that because he
realizes that I win this game.
If I get a C, I don't have to
be the a. And I don't have to
be at the top, because what does
that mean really anyway?
And so that that piece of it
shifts. This is a communication
tool, right? It's, it's. It's
instead of saying to your
parent. Hit. This is how good
I'm doing at meeting the Target.
It's communicating better. I'm
meeting the targets, and here's
how well I'm meeting the targets
I can do it by myself, you know
what? I can't only just do it by
myself, I can. I can extend
beyond just doing it by myself,
the expectation or. Hey, I'm
really still working on this.
Or, I'm really just beginning
with this as opposed to their.
At the beginning of the year, or
there are one at the end of the
year that
that's failure. This is speaking
to a continuous progress of
learning as well, it changes
the tone of.
Of this. Now, this is
Elementary, right? The language
here is very Elementary This
isn't what it looks like at a
middle or a high school. There's
different different language
there.
But for elementary students that
building that pathway, it's it's
all foundational, right? And
so, you're you're continuing
whether? I don't. I don't know
how good you can be at your ABCs
if you know. You either know
them, or you don't right. You
met the standard, or you didn't.
So saying, I'm a one, two,
three, or four with my ABCs.
Doesn't really feel like. Uh,
it doesn't really feel like I'm
sending a different message, but
saying,
I'm just beginning learning my
ABCs or guess what? I, I know,
my ABCs, but I also can do
things with my ABCs. That's a
different language that's
different. That's a different
sentence to a parent. And once.
were very helpful, and then
that's always kind of told me
where the kids were. Yeah, along
with them, that's why it's just
curious. Yeah. And we're still,
we're not changing the report
card at this point at the middle
school and the high school.
We're still going to have a very
traditional. The ABC.
proposal? Is this something that
we're adopted? Uh, this is
something that's that is before
you. This evening, we'd like to
move forward with it. We have
adopted.
trimesters, we have adopted
competencies, and so this is the
final report that we would that
would accompany already, uh, two
pieces that we've already, uh,
two pieces that we've we've
adopted. Yeah, I have to
comment that I do. I do like
this change in language, and I
probably I'm not going to word
this as well as I'll go home and
thank go. I should have said it
this way instead, but I think
oftentimes parents that don't
understand the competencies. The
foundation you're laying at the
elementary elementary school
and their child doesn't get that
three. That really? Oh, my
goodness, you're not working
hard enough. You should be
getting a three, well, not no,
really, because you're
beginning. And you know, this
gives you the steps of where
you're going to go. That I
think is a parent. I would
understand. No, my child's not
going to be at the end game at
the beginning of the year. This
is where I expect them to
hopefully be by the end of the.
If that made sense, the other
piece I would add to that, Ellen
is, is that you've got buckets
here, right? Foundational
skills, but we're not listing
out out every standard or a
number of standards under that,
right? So? So, I'm not
reporting whether I'm a one,
two, three, or four on this
finite piece of information.
This granular piece I'm
fighting, I'm reporting on a
bucket right on a bucket of
foundational skills, and when I
think across the Spectrum of
skills. How is the student
performing as opposed to?
Your student has is is not doing
well here, and we're hyper
focused on the one that maybe
it's importance in the grand
scheme of things. Is, is
minimal, but it's not, but it,
because it's on the report card.
And
because it's a one, it becomes
really important. I think about
now. Now, things like, fact
fluency. Now, I'm not saying
they're not important. They're
very
important, but there are among a
number of very important skills,
and to say that I can solve
problems independently is a much
richer statement than I know
multiplication tables, right?
That. That's that gives me more
information about how I'm going
to proceed into algebra. I can
know those. But that doesn't
mean that I'm good at solving
problems. I just happen to be
able to recall those facts. I
have to be able to apply that.
You have to be able to to to
put that to work when it needs
to come to work, right? So, it's
like
The guy who shows up with the
very best toolbox on the job
site and knows turn that
ratchet, like anybody's
business, but you put them in
front of the the engine or in
front of the whatever they've
got to do. They haven't got it.
They need somebody standing over
them and saying, well, turn
that one and poke that one,
He got an A+ on his tool ballot,
right? Got a got a four? He got
an A? But boy, that application
didn't show up in that report
card. This tells a different
story.
I think I'm.
As in parents with a lot more
information, we know that that
first one. There are some
children who have been read to
and whatever and are well
advanced and understanding
Concepts and picturing things
right, and that first one, if
you get that bottom grade, you
know, concerned there's a stigma
and whatever you haven't really
measured anything you've just
come out of the gate and already
you, you know, you've gotten a
grade on. And I know we talked
about it a lot if it made more
sense to give the teachers more
time to educate and interact
with the students. And then,
you've got an assessment that
the parents can look at and
say, oh, okay, they've had some
time here. And I know where
they're strong, and I know
where they need to know, you
know? I think the language is
much more positive, too. Yeah,
there's no stigma attached to.
I'm just getting started Well,
we all get started at something.
Yeah, I think it's much more
positive language.
Instead of saying, f you failed,
and not that we want to to water
that down, because I think that
can be something that often
comes as a criticism of
If I'm not doing it, I'm not
showing competence. I'm not.
It's not that I failed. It's
that I didn't even start right,
right, that the, and, and
that's different, because the
how, as an educator, I'm going
to intervene with
a kid who didn't start, or a kid
who tried and failed very
different. A kid who didn't
start needs me to do something
different than a kid who tried
it, and it didn't work out,
right? I can do. I can. I can
move very differently with a kid
who tried it. Who needs me to
fix the mistakes, the errors,
then a kid who's not even trying
who doesn't want to be there,
right, right? But that F sends
the same message doesn't,
doesn't tell a tail, right? But
in the first case, the child
never has gotten a gate in the
second. You can say, okay,
here's what you gotta work on.
work on. Yeah, well, you got
someone who's playing and
someone who's not. That's right.
Right. I mean, you look at the
one on the old report card. It's
little understanding of grade
level skills and Concepts.
Performance shows little or
no awareness of grade level
test, and to me, that just feels
so negative. And you know, the
one on the other one is, well,
you're beginning. Okay, that's
great. Keep going, you know? So
I, I do like this change in
language. Looking at the report
card just on? Visual, you know?
Way it's sectioned out. So, the
first page has the cork
competencies with the comments.
And by Jeff. I think the
comments are just as important
as the the other information
that's being provided with
regards to the core
competencies, but are these
comments? Designed to speak
just towards.
The core competencies that are
above them, and there's really
no space for our comment. On
any of the other areas, the on
the. You know, on the unified
Arts or on the vision of a
learner, like, is there no
dialogue that's going to be
included with those to provide
any insight into how they are?
Progressing in those areas as
well. So currently, we don't
have space for our
unified art comments. However,
as just like our core competence
our core areas We do have those
supporting documents for
families who want to have that
additional information. There's
not necessarily space here to
add that to the
page. However, the vision of a
learner are taking place of
those citizenship and social
skills competencies, and so
those are going to be embedded
in that first page comment.
Okay, okay, I have another
question for you on the new
report
card, um, you give the example
under the English language arts.
Is it? it? One. One.
of want to call it raid, but I'm
going to call it a grade. Is
there one one designation for
all of English language arts, or
they broken down into different
categories, or you're just
looking at the big bucket?
Foundational skills is a bucket
literary and informational text
is another bucket you don't
see. The grades for all of
those, because this is a mock-up
Okay, but would you see the
grades? Yes. Any question?
Well, I have a motion to accept
this report card version, or do
we want to digest a little bit
more and think about it and come
back? I'm willing to make an
option. I think we've discussed
this over a number of meetings
and Melissa, I trust your
judgment. You know, you've gone
through it. You've talked to the
teachers you've talked parents,
and they seem to be well on
board. But Mr Saunders has been
through through this with with,
um. With Mr Heath Vincent in.
Uh, with through PowerSchool.
That's, that's a system that
that does this, um.
As I said, the components of
this are adopted, right?
Competencies are adopted
Trimesters are adopted already
in our moving forward. This is
the final documentation stage,
the reporting out phase. So?
Um. We'd like to get it kicked
off. We're going to. We gotta do
some training around how to
collect these kind of grades,
and we want to be able to train
our teachers with some
consistency in the
parent-teacher conference, and
what comes out of that in those
supporting documents that we
have as well. So I'm I am
looking designed by Mr Saunders,
Mr Saunders self, or was it a
collaborative effort with other
teachers and things within
highbridge, Mr Saunders, Mr
Vincent, and I. Yeah, yep, no
input from any of the people
would actually have to be
putting information into here
as to how, whether or not they
would the the buckets that you
see? There have were developed
over the entirety of last year
as we worked through
competencies, those those
buckets that you see? The
comments at the top isn't
language. That's they've been
working through for the
entirety of last year.
The core competencies, as well
as the the unified Arts. So,
while they have not, you're
right. They have not seen this
version. Um, and they will
receive training on how to
navigate this version, the
content that's here is content
that they've been working on for
over a year. Okay. Great
question! Like, Steve, I'm
ready to vote on it. I don't
know the motion.
Yeah, I made that motion one.
Second, I'll second that much.
Oh, in favor, aye, right?
Motion passes unanimously.
May we know there'll be bumps in
the urbanism, but you know
you've come through? many
months of review, and I think
this this takes us to an a level
and really level and really
being able to look at the
child's performance change is
hard, too, and and. Education
is an institution we've been. As
Jeff said, when he was in school
when I was in school since the
beginning of school, we've
always done it that way and so
when we are going to make
something as Monumental a change
of this, you should ask me a
lot of questions. You should be
poking at this. You should be
saying, but why, why, why now,
why now? And if we don't have a
good answer for then we should
be talking more about it. But
this is work that we have. We've
we've done for two years, and we
are
continuing to do because we
believe that we need to. We have
different children sitting in
front of us than we did 20 years
ago. They're they're receiving
and expressing information
differently, and they have
access to different
information sources, and so we
need to evolve the system to
better match what they're
coming in with, and we need to
be able to communicate about
that a
little bit differently. It's
less about whether I, whether I
just know it, and can say it,
or as I said, whether I show up
with the toolbox, or I can use
the tools in the toolbox.
Yeah, and I think the dimension
of the market. I mean, you know
this, this takes more years a
critical thinking in whatever
these worldly, great by itself,
itself. Unless, like you said,
unless those comments are really
good on the side? And we've
heard from industry for years
now for 20 years, at least that
are are.
We're graduating kiddos who are
are not self-starters who are
showing up, you know, I'm
looking for people to hire
because I need somebody who's
willing to work, who can take
some information that I give
them, and then go and apply it,
Not for me to do it too. To
stand there and observe and
watch and and say, okay, well,
now turn that one. Okay, go to
the left. Okay, turn that that
third one from the bot, right,
that kind of stuff, the kids who
can make change. Kids who who
can? We can sit and do the
workbook in class right to make
change. I was just at jono's a
couple of months back, and they
said to me. Is one thing, I'll
tell you, you got to teach these
kids to count coins. And I
said, we, we are.
He said, well, they they can't
make change when they come in
here. I can take all their money
because they don't know whether
I've given them all of it or
not. And I said, yeah, okay on
it, but that's the. That's the
the difference between. I hit
the, I can count the change on
the workbook page, or I can
apply this information outside
of that, right? I, I think it's
pretty memorization as education
more and more in the review
mirror. And I think that's good.
We're putting it in its place
where it belongs
Do I need to memorize my math
facts? 100 yeah, do I need to
know how my letters 100, but is
that the end of the game, so to
speak, or is that the most
important thing?
Okay, moving on! Thank you,
Melissa! Oh, me again! Student
and family handbook? Yes, yes.
Let me just make sure you have
got it in. Folder here.
we uploaded the 2026, 2027
student and family handbook. As
you can see it by and large, Mr
Saunders, Mr Clark and Mr
Pickering has have taken a
look, and um, reviewed
components of the front matter.
The there is a there are a
dendndums to this handbook, but
what you see presented for
before you tonight
are the policy pieces. This is
the part that facilitates our
conversations with
families around student
discipline a quote-unquote
conduct, um.
Plagiarism. All of the things
that that require us to. To be
able to. Do the business of
school, so to speak, and in
communicate that with families
The addendums are specific to
each school. Our principals are
meeting with both Dr Pogo and I
on Wednesday and one of our
topics of conversation is
unifying those across school so
that that we know that when I go
to the addendum on hybrids and
I'm looking for the schedule, I
will also find that at BMS and I
will also find that at Masonic,
if I'm looking for a staff list,
that it that it exists here,
but unifying those resources
across our three buildings will
is the next phase of this
project, so I'm asking for you
to take a look and to approve
this first part of the handbook,
and then we'll share the
addendums as they're ready.
Okay, I have a question for you
and I scroll over really
quickly, so it
may not be the only thing. But
if you go to page 50. Okay down
towards the bottom. Believe a
name needs to be updated. Did
we miss one?
And I, I haven't looked at it
thoroughly. I've just sitting
here scanning. I didn't even
look at it at home, so I'm not
sure if there's others.
Oh yes, we do. Oh yeah. Yes, we
do.
You probably could do a search
to see if that name appears
anywhere else. I, I think we
updated.
43 and we missed that one. Okay?
But we can. Certainly, if the
board would would approve this
with ensuring that names are
accurate in all of the places,
then I would be grateful. So,
are there any significant
updates that were made on July
28th, or is it just kind of
changing some names and adding
some policies? No significant
updates.
Yeah, no significant updates,
uh, there are a couple. Thank
you, uh, the the we've updated
the policy links to make sure
that they link to the board
folders as opposed to directly
to the the policies. Because the
policies are often often
updated mid-year and or whenever
they they need to be, um, per
statute, so. So, we thought, if
we go to the folder, that's a,
that's a much better way to
navigate those those direct
links.
The other is the names. We also
had a couple of instances where
number one food service
balances and participation in
those. Those extracurricular
events. Or those
extracurricular. Would be
contingent on having a positive
a positive account balance with
with
the district, so not things that
are academic related. But some
of those things
like is that a new camps, it's
it is, uh, it is part of a
practice that we, uh, we have
adopted over the last couple of
years with the increase in the
fund balance, but we haven't
really enforced it. We, we need
to message it before we before
we can enforce it, and so this
is. This is one of those steps
in in saying. Yes, yeah, okay.
Yep, instead of, you know,
holding folks accountable to
that the other is around
discipline and overnight field
trips or extended field trips,
and that that if a student has a
significant disciplinary and
conduct wanted to make sure
that, um.
That it was noticed to parents
that their behavior would be
subject to conversation before
they were. They were permitted
to attend.
It's things that present a
safety hazard for an overnight
field trip. So, if that's going
to be considered, if a student
is in the negative fund balance
for lunches or that behavior
issue, is that something that
will be pointed out to the
parent at the first step when it
first occurs because I bet you
parents aren't. Parents aren't
going to see that. No, we will
have other mechanisms for
messaging as well. Okay, but
I'll make a note to to talk with
the principles about this when
we meet Wednesday. Thank you.
You page six, page six. Regards
to?
Oh yeah. You've been promoted
Ellen? And Jeremy spend
demotive. I was, I was in the
program. Regret. Yes, I was
replaced. Yeah, thank you for
catching that Jeremy.
So, do we have a motion to
accept the? Student pin book.
As presented with the necessary
change.
As presented with the caveat
that it's desk check, because
page six also has that name
that I pointed out on page 50.
Yeah. Yes, thank you. So, just
for the final review, I think
the changes are de minimus. So,
yeah, okay, as long as.
Non-Material. Yeah, thank you.
Hey, have a second. I'll suck
at that, just like that. Aye,
motion passes unanimously.
I've never seen a new board
member jump on board, quite that
quickly. So good quickly. So
good for you. Usually, they
wait, and they go. He's gonna do
Or last thing for new business
life skills program approval?
Yes, so we finally, oh, me
again! Ariana's going to talk
with us? Uh, life skills
program approval. Um, we finally
got the official letter from
the Department of Education,
approving our life skills
program for students
through age 21 at Messenic
Regional High School. So that
program is? Um, up, and
running, we've got a teacher.
We'll be up and running. We have
a
teacher we have programs
waiting, and so we're looking
forward to being able to
support those students in-house
and eventually being able to
open that program to partner
districts, but not necessarily
this year for the not
necessarily this year. We've
we've got a brand new teacher
there, and a brand new program,
I think we should make sure
that we've got our solid
footing. But maybe in January,
you never know. Excellent.
That doesn't require any action
right now. Just information for
you already moving on to
policies that you have the
addendum, the agenda where we
are adding. Oh, this is gonna
be the first read for policy
eeag and to get an expedited
basis on it as well. To move it
forward, policy eeag is in a
large in large in large in
relation to the use of private
vehicles to transport students.
So, this is really a direct.
Um, response to some of the
funding issues we've had at
Boynton and being able to. Uh,
provide transportation there,
making sure that. On those
activities that? Cool,
sponsored. Uh, Transportation
remains with the district, but
those that are not will be
the responsibility of parents to
make sure that their children
get. Um. If you're looking to
do this on an expedit databases,
so this can be applicable for
fall Sports. Um.
Any questions or further
information you would like to
know about the policy or
anything else? Anything you'd
like to add Melissa anyway, just
that we worked with our
attorney on this one, uh,
because there are a couple of
nuances here that we wanted to
make sure that we addressed, you
know, we don't want to get away
in the way of school
transportation.
to from home into school does
not. Does that is not anything
to do with that. Essentially,
this is if the district provides
With permission, the
superintendent may allow for
private use of vehicles, but
it's, but it's explicit in it.
In it outlines what those
considerations are for
insurance waivers, Etc.
And um, but otherwise, if the
district doesn't provide, that's
really decisions It places
that. In the hands of families
as it should be, the other piece
in there is. Is about. There's
an underlying portion Jeremy
specifically about.
Parents making decisions
related. Let me just see. Um.
Oh, this is about, uh, School
District Personnel in trans and
transporting students, and that
it's a prohibited. teachers
don't drive students in their
personal vehicle.
Um, we have folks who are are
licensed or certified to drive
our vehicles their our
vehicles, not their personal
vehicles. Um, unless for unless
there is a reason, for example.
Um, a student is. It needs to
be transported to the hospital
at an ambulance, and they're the
parent can't arrive in time,
then then a than a a. Teacher
or someone could ride with the
student in the ambulance or a
company, The student on that,
but otherwise those are
prohibited actions, right? We're
not taking kids to a medical
appointments in our vehicles.
None of that kind of so that's
explicit in the policy as well.
All right. So, like, Melissa
said, this has been vetted by
our attorneys and. Really
comprehensive, uh? Given the
oncoming. Sports season and
sign ups, uh, to give. Uh,
parents. Uh, the most
information possible spell that
whether or not they want their
kids involved in the sports.
This policy kind of has to be
attached to, you know, what's
going on? So, we're looking to
expedite this and get it
approved tonight as opposed to
just a first reading in a second
reading.
This replaces the policy that we
had before. We do have a policy.
It's actually policy eead.
Your responsibility. It's
really, uh, the current policy
is eead and it. It
Provide us enough difference
between.
When we are not providing
Transportation, we needed to be
able to to say, you know, for
these athletic events, we are
not providing transportation.
And so, because we're not
providing that transportation
that's really now,
Parents Authority before that
the policy had us doing a lot of
that negotiating and, and we
were, we were in the place of
parents there, and so we needed
to be able to make sure that we
were outside of the parent place
and parents make those
decisions on Transportation when
transportation's not provided
when
transportation is provided. The
district makes those those that
known and those decisions are
on the district right. And for
most?
This really is going to apply
more towards Boynton than it is
towards Messenic Pretty much
all of the activities at
Messenic. We will be providing
Transportation for so you're not
going to be getting into an
issue with a student taking
their own vehicle or trying to
take more than other students
in their vehicle, too, because
they're not allowed to without
permission, which is never going
to be. Given more than likely.
So, this is really towards
Boynton, where it's going to be.
a parent who has the ability to
do the transportation the
student would have wouldn't have
the
Transport themselves anywhere,
given the grade level in the
ages. That massive question.
Yes, this is specific to
athletics. What about if
there's a altered education? All
activities.
Isn't there a distance or a
timely factor in this team? But
no, that's just part of
practice.
The is it going to be? The
superintendent will determine
what is a? Provided event what?
So, do I have a motion to
expedite this? And put it
forward for approval. Yeah, I, I
really think we have fun. You
need to have a second.
I was waiting for you, John. I
want to be fair.
All right, all in favor.
All right, Personnel report, uh,
Personnel, quite a long slate
25, right? Yeah, quite a long
slate there. Let me just double
check on that, and I thought I
saw a name. Two names
redundant, but now I'm only
seeing one, so it's number five
and number 23 same position,
same name.
You know, maybe it doesn't
matter that it's twice then. Oh
yeah, it does. What happened
is?
Uh, yep, so we can. We can
remove number 23 as well. You
can strike 23, uh, and 25.
23 is just redundant. As Ellen
said and 25 is not ready for
prime time yet, but we'll come
to you. Come to you soon. We're
consistency. I would strike
five, not 23. Okay, great.
No, I see mine. Okay, last
name's first one, yeah, just
consistent. Awesome!
All right. Do I have a motion to
accept the slate as presented
with the
indicated adjustments? I'll make
that motion to have a second all
in favor. Hi, Aye, motion
passes unanimously.
Yep, all right, so nothing else.
Final public comments. Still, no
one here in public or online
for public, so no final public
comments. Agenda building.
Anybody have anything that they
would like to add to either the
next agenda or future agendas to
come?
We really don't need to put on.
We were going to discuss
something I would be policies
to work with. That idea is that
we're just going to happen.
That'll be included in the
policies. Yeah.
Uh, ready. Then you said we did
have a matter of non-publican
just briefly, just something to
update you all on a matter.
That's that. We're we're working
on to get, uh, get rolling if
we can. But I didn't want to
give you a heads up. Need a
motion to go in a non-public
which particular reason, um,
matter of reputation?
Do I have a motion? Oh, RSA
91-say country on number two
good Johnston? Second.
I'll second that, oh, Rocco, yes
or no? Yes, yes, all right. It
is 731, we will We will be
going into non-public take.