HSD SBM 5/26/26

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

Recording

Welcome everyone. Today is Tuesday, May
Welcome everyone. Today is Tuesday, May 26, and the time is 7:05.
26, and the time is 7:05.
26, and the time is 7:05. We'll call this meeting to order. U
We'll call this meeting to order. U
We'll call this meeting to order. U Melissa, will you please take the role?
>> Okay. Melissa Denton,
>> Okay. Melissa Denton, Carl Hubner, Denise Meyer, Cho Poor,
Carl Hubner, Denise Meyer, Cho Poor,
Carl Hubner, Denise Meyer, Cho Poor, >> Bob Wyar, Pinkerton student school board
>> Bob Wyar, Pinkerton student school board
>> Bob Wyar, Pinkerton student school board member Elelliana Henry
member Elelliana Henry
member Elelliana Henry >> here.
>> here.
>> here. >> Thank you. And also seated at the board
>> Thank you. And also seated at the board
>> Thank you. And also seated at the board table is Superintendent Bob Thompson and
table is Superintendent Bob Thompson and
table is Superintendent Bob Thompson and CFO Jeff Dow.
CFO Jeff Dow.
CFO Jeff Dow. Please all rise for the pledge of
Please all rise for the pledge of
Please all rise for the pledge of allegiance.
I pledge allegiance to the flag of the
I pledge allegiance to the flag of the United States of America and to the
United States of America and to the
United States of America and to the republic for which it stands, one nation
republic for which it stands, one nation
republic for which it stands, one nation under God, indivisible, with liberty and
under God, indivisible, with liberty and
under God, indivisible, with liberty and justice for all.
Board members, please review the minutes
Board members, please review the minutes from the May 12th regular meeting and
from the May 12th regular meeting and
from the May 12th regular meeting and the non-public
now or no?
now or no? Okay. Um under summer hiring delegation,
Okay. Um under summer hiring delegation,
Okay. Um under summer hiring delegation, I just observed that um Dr. Poor
I just observed that um Dr. Poor
I just observed that um Dr. Poor nominated Dr. Dur and Dr. H the second.
nominated Dr. Dur and Dr. H the second.
nominated Dr. Dur and Dr. H the second. So, I just wondered if that was I mean,
So, I just wondered if that was I mean,
So, I just wondered if that was I mean, I'm not taking it away from him, but
I'm not taking it away from him, but
I'm not taking it away from him, but >> Okay. I just didn't know that.
>> So, if you really want to do something,
>> So, if you really want to do something, then say yes.
I'll make a motion to accept the May
I'll make a motion to accept the May 12th public and non-public minutes.
Melissa, do we have any wants come
Melissa, do we have any wants come forward for public comment this evening?
forward for public comment this evening?
forward for public comment this evening? Thank you.
All right, we will move right on to
All right, we will move right on to school highlights with HMS Principal
school highlights with HMS Principal
school highlights with HMS Principal Bernard.
Okay, good evening. Uh, so today I have
Okay, good evening. Uh, so today I have eighth graders Elsa Divine and Lena
eighth graders Elsa Divine and Lena
eighth graders Elsa Divine and Lena Cuchaloo who are going to give the
Cuchaloo who are going to give the
Cuchaloo who are going to give the middle school highlights. I'm very
middle school highlights. I'm very
middle school highlights. I'm very grateful for them coming today because
grateful for them coming today because
grateful for them coming today because they came straight from a golf match. So
they came straight from a golf match. So
they came straight from a golf match. So we're very lucky to have them. Come on
we're very lucky to have them. Come on
we're very lucky to have them. Come on up, ladies.
Transitions at HMS. At Hampton Middle
Transitions at HMS. At Hampton Middle School, we have been welcoming our
School, we have been welcoming our
School, we have been welcoming our incoming fifth grade students and
incoming fifth grade students and
incoming fifth grade students and families in many different ways. During
families in many different ways. During
families in many different ways. During this month, we debuted our new explore
this month, we debuted our new explore
this month, we debuted our new explore and soar program. This was the
and soar program. This was the
and soar program. This was the brainchild of our fifth grade math
brainchild of our fifth grade math
brainchild of our fifth grade math teacher, Head Tech, who, as you know,
teacher, Head Tech, who, as you know,
teacher, Head Tech, who, as you know, comes to HMS after many years as a
comes to HMS after many years as a
comes to HMS after many years as a fourth grade teacher. While Heather was
fourth grade teacher. While Heather was
fourth grade teacher. While Heather was Heather's valuable insight, welcomed
Heather's valuable insight, welcomed
Heather's valuable insight, welcomed each fourth grade class middle school to
each fourth grade class middle school to
each fourth grade class middle school to spend one hour with a core subteer,
spend one hour with a core subteer,
spend one hour with a core subteer, while also giving students this
while also giving students this
while also giving students this opportunity to experience a fifth grade
opportunity to experience a fifth grade
opportunity to experience a fifth grade class firsthand. Students then stayed
class firsthand. Students then stayed
class firsthand. Students then stayed for lunch and recessed with our current
for lunch and recessed with our current
for lunch and recessed with our current fittings. We received fantastic feedback
fittings. We received fantastic feedback
fittings. We received fantastic feedback about this chin to our transition
about this chin to our transition
about this chin to our transition activities. We're also incredibly proud
activities. We're also incredibly proud
activities. We're also incredibly proud of our fifth grade students who serve
of our fifth grade students who serve
of our fifth grade students who serve outstanding role models and demonstrated
outstanding role models and demonstrated
outstanding role models and demonstrated the expectations of the full student so
the expectations of the full student so
the expectations of the full student so well. On the evening of May 19th,
well. On the evening of May 19th,
well. On the evening of May 19th, welcomed our incoming fifth grade fans
welcomed our incoming fifth grade fans
welcomed our incoming fifth grade fans for a parent night. Families attend
for a parent night. Families attend
for a parent night. Families attend brief presentation all about middle
brief presentation all about middle
brief presentation all about middle school followed by tours of the building
school followed by tours of the building
school followed by tours of the building led by grade ambassadors. On June 12th,
led by grade ambassadors. On June 12th,
led by grade ambassadors. On June 12th, we will welcome the entire fourth grade
we will welcome the entire fourth grade
we will welcome the entire fourth grade class for our meet and gents
class for our meet and gents
class for our meet and gents and staff will greet the fourth graders
and staff will greet the fourth graders
and staff will greet the fourth graders with an exciting tation in the
with an exciting tation in the
with an exciting tation in the cafeteria. Students will highlights from
cafeteria. Students will highlights from
cafeteria. Students will highlights from the band and chorus performances and
the band and chorus performances and
the band and chorus performances and some of our clubs in action including
some of our clubs in action including
some of our clubs in action including the anti-in club after afterwards
the anti-in club after afterwards
the anti-in club after afterwards students will have opportunity to spend
students will have opportunity to spend
students will have opportunity to spend time with each of their core academic
time with each of their core academic
time with each of their core academic teachers. We believe that bringing our
teachers. We believe that bringing our
teachers. We believe that bringing our future to campus and giving them the
future to campus and giving them the
future to campus and giving them the opportunity to meet our staff students,
opportunity to meet our staff students,
opportunity to meet our staff students, we can help ease their fears excitement
we can help ease their fears excitement
we can help ease their fears excitement for the school year ahead. We would like
for the school year ahead. We would like
for the school year ahead. We would like huge shout out for school counselor
huge shout out for school counselor
huge shout out for school counselor Melissa Carpin who has been an
Melissa Carpin who has been an
Melissa Carpin who has been an instrumental success of in all events
instrumental success of in all events
instrumental success of in all events virtual classroom experience experiences
virtual classroom experience experiences
virtual classroom experience experiences for grade on Tuesday May 19th grade 5
for grade on Tuesday May 19th grade 5
for grade on Tuesday May 19th grade 5 student had the opportunity to meet
student had the opportunity to meet
student had the opportunity to meet virtually with three students from
virtually with three students from
virtually with three students from Athens Greece. Thanks to a connection
Athens Greece. Thanks to a connection
Athens Greece. Thanks to a connection made by the educator in Greece though
made by the educator in Greece though
made by the educator in Greece though Flynn last year this has become a
Flynn last year this has become a
Flynn last year this has become a two-year tradition during the 45minute
two-year tradition during the 45minute
two-year tradition during the 45minute Q&A session students exchanged questions
Q&A session students exchanged questions
Q&A session students exchanged questions prepared in advance by their teachers
prepared in advance by their teachers
prepared in advance by their teachers and learned about the school life meals
and learned about the school life meals
and learned about the school life meals food sports field trips and daily life
food sports field trips and daily life
food sports field trips and daily life in Greece final 15 minutes were special
in Greece final 15 minutes were special
in Greece final 15 minutes were special as students talked about current trends
as students talked about current trends
as students talked about current trends popular music and sports on Wednesday
popular music and sports on Wednesday
popular music and sports on Wednesday May 20th the grade 5 team participate
May 20th the grade 5 team participate
May 20th the grade 5 team participate powerful virtual presentation with a
powerful virtual presentation with a
powerful virtual presentation with a survivor of the Aber Aber Aberan
survivor of the Aber Aber Aberan
survivor of the Aber Aber Aberan disaster in Wales. On October 21st,
disaster in Wales. On October 21st,
disaster in Wales. On October 21st, 1966, a cold tip cap collapses from the
1966, a cold tip cap collapses from the
1966, a cold tip cap collapses from the mountain above Pant Glass Primary School
mountain above Pant Glass Primary School
mountain above Pant Glass Primary School in Abberan, Wales. Swept into school in
in Abberan, Wales. Swept into school in
in Abberan, Wales. Swept into school in part of the town, killing 116 children
part of the town, killing 116 children
part of the town, killing 116 children and 28 adults. Gainor Magdit is one of
and 28 adults. Gainor Magdit is one of
and 28 adults. Gainor Magdit is one of the three survivors from her grade
the three survivors from her grade
the three survivors from her grade school classes.
school classes.
school classes. She shared her story with the student.
She shared her story with the student.
She shared her story with the student. Jen Howard first connected with Gainor
Jen Howard first connected with Gainor
Jen Howard first connected with Gainor two years ago and invited her to speak
two years ago and invited her to speak
two years ago and invited her to speak virtually with students. This year marks
virtually with students. This year marks
virtually with students. This year marks the 60th anniversary of the tragedy and
the 60th anniversary of the tragedy and
the 60th anniversary of the tragedy and Gayner along with BBC reached out to Jen
Gayner along with BBC reached out to Jen
Gayner along with BBC reached out to Jen and reconnect and share their story once
and reconnect and share their story once
and reconnect and share their story once again. HMS students has previously
again. HMS students has previously
again. HMS students has previously studied the Abberan disaster in both
studied the Abberan disaster in both
studied the Abberan disaster in both science class as an example of a natural
science class as an example of a natural
science class as an example of a natural and human cause disaster and in social
and human cause disaster and in social
and human cause disaster and in social studies as a historic event. Hearing
studies as a historic event. Hearing
studies as a historic event. Hearing directly from primary source brought
directly from primary source brought
directly from primary source brought history brought history to life in a
history brought history to life in a
history brought history to life in a meaningful and unforgivable way for
meaningful and unforgivable way for
meaningful and unforgivable way for students.
HMS afternoon of service May 27th. We
HMS afternoon of service May 27th. We are excited to share that HMS students
are excited to share that HMS students
are excited to share that HMS students will participate in an afternoon of
will participate in an afternoon of
will participate in an afternoon of service tomorrow May 27th. Inspired by
service tomorrow May 27th. Inspired by
service tomorrow May 27th. Inspired by the work of our eighth grade teachers,
the work of our eighth grade teachers,
the work of our eighth grade teachers, under the leadership of Katie Wolf, our
under the leadership of Katie Wolf, our
under the leadership of Katie Wolf, our entire school will take part in
entire school will take part in
entire school will take part in activities focused on giving back to the
activities focused on giving back to the
activities focused on giving back to the community and developing empathy for
community and developing empathy for
community and developing empathy for others. Our eighth grade students
others. Our eighth grade students
others. Our eighth grade students participate in a variety of service
participate in a variety of service
participate in a variety of service opportunities, including volunteering at
opportunities, including volunteering at
opportunities, including volunteering at St. An's food pantry, visiting HCS for
St. An's food pantry, visiting HCS for
St. An's food pantry, visiting HCS for the mental health readaloud gizmos prim,
the mental health readaloud gizmos prim,
the mental health readaloud gizmos prim, assisting at the Hamstead public
assisting at the Hamstead public
assisting at the Hamstead public library, and helping with cleanup
library, and helping with cleanup
library, and helping with cleanup efforts on local conservation trails,
efforts on local conservation trails,
efforts on local conservation trails, town fields, and beaches. Our seventh
town fields, and beaches. Our seventh
town fields, and beaches. Our seventh grade students will remain on the HMS
grade students will remain on the HMS
grade students will remain on the HMS campus working alongside our facilities
campus working alongside our facilities
campus working alongside our facilities crew with campus cleanup projects. Our
crew with campus cleanup projects. Our
crew with campus cleanup projects. Our sixth grade students will participate in
sixth grade students will participate in
sixth grade students will participate in activities centered around kindness,
activities centered around kindness,
activities centered around kindness, including creating kindness rocks and
including creating kindness rocks and
including creating kindness rocks and writing letters to elderly community
writing letters to elderly community
writing letters to elderly community members.
members.
members. Lastly, our fifth grade students will
Lastly, our fifth grade students will
Lastly, our fifth grade students will focus on welcoming incoming fourth
focus on welcoming incoming fourth
focus on welcoming incoming fourth graders by creating an an advice wall
graders by creating an an advice wall
graders by creating an an advice wall for new students and decorating the
for new students and decorating the
for new students and decorating the hallways in participation for their
hallways in participation for their
hallways in participation for their arrival on June 12th. We are looking
arrival on June 12th. We are looking
arrival on June 12th. We are looking forward to spending the afternoon
forward to spending the afternoon
forward to spending the afternoon focused on service, community, and
focused on service, community, and
focused on service, community, and helping others. Upcoming events and
helping others. Upcoming events and
helping others. Upcoming events and activities. This Thursday is the mile
activities. This Thursday is the mile
activities. This Thursday is the mile run for all grades. And this June is the
run for all grades. And this June is the
run for all grades. And this June is the spring I ready testing.
spring I ready testing.
spring I ready testing. In for fifth grade, they have their Sec
In for fifth grade, they have their Sec
In for fifth grade, they have their Sec Co Science Center field trip. The sixth
Co Science Center field trip. The sixth
Co Science Center field trip. The sixth grade is going to the Freedom Trail.
grade is going to the Freedom Trail.
grade is going to the Freedom Trail. Seventh grade has their Strawberry Bank
Seventh grade has their Strawberry Bank
Seventh grade has their Strawberry Bank field trip and eighth grade goes to
field trip and eighth grade goes to
field trip and eighth grade goes to Canoby and has a beach cleanup day. On
Canoby and has a beach cleanup day. On
Canoby and has a beach cleanup day. On June 5th be an ice cream social for all
June 5th be an ice cream social for all
June 5th be an ice cream social for all the grades. June 10th is Hawk Awards
the grades. June 10th is Hawk Awards
the grades. June 10th is Hawk Awards which will be run by LCA and June 18th
which will be run by LCA and June 18th
which will be run by LCA and June 18th is the graduate all eighth graders.
Thank you ladies. any questions for them
Thank you ladies. any questions for them about their updates?
I have a a couple other things as well.
I have a a couple other things as well. Um you may notice that in my report I um
Um you may notice that in my report I um
Um you may notice that in my report I um gave an update on our open FCS position.
gave an update on our open FCS position.
gave an update on our open FCS position. Uh I am pleased to share that we have uh
Uh I am pleased to share that we have uh
Uh I am pleased to share that we have uh after I submitted this we had a uh
after I submitted this we had a uh
after I submitted this we had a uh excellent qualified candidate. Uh so we
excellent qualified candidate. Uh so we
excellent qualified candidate. Uh so we are moving forward with that process.
are moving forward with that process.
are moving forward with that process. So, we are working on a plan B in the
So, we are working on a plan B in the
So, we are working on a plan B in the event that um that work out, but I'm
event that um that work out, but I'm
event that um that work out, but I'm excited about that um the prospect of
excited about that um the prospect of
excited about that um the prospect of this candidate. So, stay tuned cuz
this candidate. So, stay tuned cuz
this candidate. So, stay tuned cuz hopefully by our June meeting have more
hopefully by our June meeting have more
hopefully by our June meeting have more information on that. Um also, I just
information on that. Um also, I just
information on that. Um also, I just want to that we wrapped up testing um
want to that we wrapped up testing um
want to that we wrapped up testing um just last week. Uh so uh the uh results
just last week. Uh so uh the uh results
just last week. Uh so uh the uh results are now available for parents uh online
are now available for parents uh online
are now available for parents uh online and we are now in the process of uh
and we are now in the process of uh
and we are now in the process of uh reviewing that information and being
reviewing that information and being
reviewing that information and being planned uh for placement for students um
planned uh for placement for students um
planned uh for placement for students um in enrichment and mention for next year
in enrichment and mention for next year
in enrichment and mention for next year and looking at um some areas of growth
and looking at um some areas of growth
and looking at um some areas of growth and opportunity in our instruction. Um
and opportunity in our instruction. Um
and opportunity in our instruction. Um so we're analyzing that data data
so we're analyzing that data data
so we're analyzing that data data currently. So, any other questions for
currently. So, any other questions for
currently. So, any other questions for me?
me?
me? >> That's just really awesome news about
>> That's just really awesome news about
>> That's just really awesome news about the fax feature and then helping the
the fax feature and then helping the
the fax feature and then helping the students come up and see the school and
students come up and see the school and
students come up and see the school and get used to it is such an important
get used to it is such an important
get used to it is such an important thing so that they don't have an
thing so that they don't have an
thing so that they don't have an anxiety. So, that's awesome. So, thank
anxiety. So, that's awesome. So, thank
anxiety. So, that's awesome. So, thank you.
you.
you. >> Yeah, you're welcome. And I have to say
>> Yeah, you're welcome. And I have to say
>> Yeah, you're welcome. And I have to say our fifth graders are doing such a great
our fifth graders are doing such a great
our fifth graders are doing such a great job being role models to the fourth
job being role models to the fourth
job being role models to the fourth grade students. In fact, um there as as
grade students. In fact, um there as as
grade students. In fact, um there as as these girls shared, uh the whole service
these girls shared, uh the whole service
these girls shared, uh the whole service project tomorrow is getting ready for
project tomorrow is getting ready for
project tomorrow is getting ready for the the fourth graders coming up. So,
the the fourth graders coming up. So,
the the fourth graders coming up. So, they're going to do an advice wall.
they're going to do an advice wall.
they're going to do an advice wall. They're going to decorate our whole uh
They're going to decorate our whole uh
They're going to decorate our whole uh the whole fifth grade hallway um for
the whole fifth grade hallway um for
the whole fifth grade hallway um for them. Um they're even going to start
them. Um they're even going to start
them. Um they're even going to start working on some letters uh because they
working on some letters uh because they
working on some letters uh because they met buddies because they were all
met buddies because they were all
met buddies because they were all assigned buddies. So, they're going to
assigned buddies. So, they're going to
assigned buddies. So, they're going to be writing them some letters. So, uh
be writing them some letters. So, uh
be writing them some letters. So, uh really exciting stuff.
really exciting stuff.
really exciting stuff. Thank you.
>> All right, updates for Pinkan Academy
>> All right, updates for Pinkan Academy student board member Elelliana Henry.
>> Good evening.
>> Good evening. As the school year is ending, we don't
As the school year is ending, we don't
As the school year is ending, we don't have too many updates or they're just
have too many updates or they're just
have too many updates or they're just becoming very repetitive. But we do have
becoming very repetitive. But we do have
becoming very repetitive. But we do have a spring instrument instrumental concert
a spring instrument instrumental concert
a spring instrument instrumental concert day, May 27th. A senior awards night
day, May 27th. A senior awards night
day, May 27th. A senior awards night Thursday, June 11th, and graduation is
Thursday, June 11th, and graduation is
Thursday, June 11th, and graduation is June 12th. Then exams for underassmen
June 12th. Then exams for underassmen
June 12th. Then exams for underassmen start on Thursday, June 11th. And today,
start on Thursday, June 11th. And today,
start on Thursday, June 11th. And today, the girls lacrosse team actually had a
the girls lacrosse team actually had a
the girls lacrosse team actually had a group of us from HMS come and do a
group of us from HMS come and do a
group of us from HMS come and do a little lacrosse clinic with us for about
little lacrosse clinic with us for about
little lacrosse clinic with us for about an hour and a half. So, we got to coach
an hour and a half. So, we got to coach
an hour and a half. So, we got to coach them and play with them, and that was
them and play with them, and that was
them and play with them, and that was really fun. And that's all I really
really fun. And that's all I really
really fun. And that's all I really have. So, thank you. Any questions?
>> Something from us to you for with us all
>> Something from us to you for with us all year as a board member. Just have a
year as a board member. Just have a
year as a board member. Just have a little letter wanted to read for you,
little letter wanted to read for you,
little letter wanted to read for you, Elelliana, before you depart for the
Elelliana, before you depart for the
Elelliana, before you depart for the summer. Um, so from collectively the
summer. Um, so from collectively the
summer. Um, so from collectively the board, we wish to express our sincere
board, we wish to express our sincere
board, we wish to express our sincere thanks and appreciation for service as a
thanks and appreciation for service as a
thanks and appreciation for service as a student board member and as um a part of
student board member and as um a part of
student board member and as um a part of our school board for the year. Your
our school board for the year. Your
our school board for the year. Your participation in our meetings will be
participation in our meetings will be
participation in our meetings will be helpful and the way that you represent
helpful and the way that you represent
helpful and the way that you represent yourself, Perat, and the student body is
yourself, Perat, and the student body is
yourself, Perat, and the student body is absolutely impressive. Uh we would be
absolutely impressive. Uh we would be
absolutely impressive. Uh we would be delighted to welcome you back again next
delighted to welcome you back again next
delighted to welcome you back again next year should you choose to return. And
year should you choose to return. And
year should you choose to return. And other than that, we just wish you an
other than that, we just wish you an
other than that, we just wish you an awesome summer. Thank you for joining
awesome summer. Thank you for joining
awesome summer. Thank you for joining us.
All right, moving to our next item,
All right, moving to our next item, student services update with Mrs.
student services update with Mrs.
student services update with Mrs. McDonald.
end of year budget update for you. Um
end of year budget update for you. Um just a quick reminder of our funding and
just a quick reminder of our funding and
just a quick reminder of our funding and revenue sources.
Um we have three specific areas that I
Um we have three specific areas that I like to highlight. The I federal grant
like to highlight. The I federal grant
like to highlight. The I federal grant which allocates allocations provided to
which allocates allocations provided to
which allocates allocations provided to district in the state annually. Um this
district in the state annually. Um this
district in the state annually. Um this is 27 month um grant. So we always have
is 27 month um grant. So we always have
is 27 month um grant. So we always have two open at the same time time as one is
two open at the same time time as one is
two open at the same time time as one is closing another stays in process and
closing another stays in process and
closing another stays in process and another one opens. Um special education
another one opens. Um special education
another one opens. Um special education aid. This is uh state fund reimbursement
aid. This is uh state fund reimbursement
aid. This is uh state fund reimbursement for district costs that offsets the tax
for district costs that offsets the tax
for district costs that offsets the tax rate in the form of revenue. Um, and
rate in the form of revenue. Um, and
rate in the form of revenue. Um, and then Medicaid to schools is a federal
then Medicaid to schools is a federal
then Medicaid to schools is a federal program that reimbures districts for
program that reimbures districts for
program that reimbures districts for student health related services. So,
student health related services. So,
student health related services. So, I'll get more specific with these as the
I'll get more specific with these as the
I'll get more specific with these as the slides continue.
Our IDA funding allocations. So, I did a
Our IDA funding allocations. So, I did a three-year overview. Um, IDA part B um
three-year overview. Um, IDA part B um
three-year overview. Um, IDA part B um is for kindergarten through grade 12
is for kindergarten through grade 12
is for kindergarten through grade 12 plus and then IDA preschool is specific
plus and then IDA preschool is specific
plus and then IDA preschool is specific to our ages 3 through 5 preschool. Um so
to our ages 3 through 5 preschool. Um so
to our ages 3 through 5 preschool. Um so you can see what the state has allocated
you can see what the state has allocated
you can see what the state has allocated in each of those areas to us
in each of those areas to us
in each of those areas to us specifically here in Hampstead um over
specifically here in Hampstead um over
specifically here in Hampstead um over these past three fiscal years. Um the
these past three fiscal years. Um the
these past three fiscal years. Um the money for the 27 26 27 um year has been
money for the 27 26 27 um year has been
money for the 27 26 27 um year has been provided to the state but not yet um
provided to the state but not yet um
provided to the state but not yet um released to the districts. So I will
released to the districts. So I will
released to the districts. So I will provide an update on that um next school
provide an update on that um next school
provide an update on that um next school year most likely in the fall.
Um our special education aid. So again,
Um our special education aid. So again, just trying to say stay consistent with
just trying to say stay consistent with
just trying to say stay consistent with the school years that I'm reviewing. Um
the school years that I'm reviewing. Um
the school years that I'm reviewing. Um the school years on the left, the next
the school years on the left, the next
the school years on the left, the next column over is the state average
column over is the state average
column over is the state average expenditure per pupil. Um and then as I
expenditure per pupil. Um and then as I
expenditure per pupil. Um and then as I had gone through in my fall presentation
had gone through in my fall presentation
had gone through in my fall presentation when I gave an example of um a student
when I gave an example of um a student
when I gave an example of um a student that costs three and a half um% the
that costs three and a half um% the
that costs three and a half um% the estimated cost per pupil cap. um that is
estimated cost per pupil cap. um that is
estimated cost per pupil cap. um that is the amount that we need to hit um per
the amount that we need to hit um per
the amount that we need to hit um per student in order to be able to submit
student in order to be able to submit
student in order to be able to submit for special education costs and receive
for special education costs and receive
for special education costs and receive money back. Um so the 2324 school year
money back. Um so the 2324 school year
money back. Um so the 2324 school year um the district received um 655,934.
Um, last school year you can see there
Um, last school year you can see there was a dip and that was because the
was a dip and that was because the
was a dip and that was because the former commissioner had changed the
former commissioner had changed the
former commissioner had changed the percentage back to school districts to
percentage back to school districts to
percentage back to school districts to be the 67.5%
be the 67.5%
be the 67.5% which significantly impacted us. Um,
which significantly impacted us. Um,
which significantly impacted us. Um, however, for this current school year,
however, for this current school year,
however, for this current school year, the current commissioner um allowed us
the current commissioner um allowed us
the current commissioner um allowed us to receive back 91% of what was um
to receive back 91% of what was um
to receive back 91% of what was um submitted. So, there was a significant
submitted. So, there was a significant
submitted. So, there was a significant increase in what we received back as a
increase in what we received back as a
increase in what we received back as a district at $916,13.
district at $916,13.
district at $916,13. Um we have not yet been informed of what
Um we have not yet been informed of what
Um we have not yet been informed of what the percentage will be for the 26 27
the percentage will be for the 26 27
the percentage will be for the 26 27 year. So I will provide an update when
year. So I will provide an update when
year. So I will provide an update when that is received.
>> Uh Medicaid to schools. This is not an
>> Uh Medicaid to schools. This is not an area where we collect as much. Um this
area where we collect as much. Um this
area where we collect as much. Um this amount varies based on student
amount varies based on student
amount varies based on student eligibility for Medicaid. Um what we
eligibility for Medicaid. Um what we
eligibility for Medicaid. Um what we bill for is more than we receive back.
bill for is more than we receive back.
bill for is more than we receive back. Um so um you can see that we did receive
Um so um you can see that we did receive
Um so um you can see that we did receive back more from the um moving from the 22
back more from the um moving from the 22
back more from the um moving from the 22 2324 school year into the 2425. Right
2324 school year into the 2425. Right
2324 school year into the 2425. Right now as of last Friday um what we have
now as of last Friday um what we have
now as of last Friday um what we have collected back is $6,516.15.
So um we can make the assumption that by
So um we can make the assumption that by June 30th we will have hopefully at
June 30th we will have hopefully at
June 30th we will have hopefully at least um collected back what we did last
least um collected back what we did last
least um collected back what we did last year if not a little bit more. Um when
year if not a little bit more. Um when
year if not a little bit more. Um when we have students eligible for IEP
we have students eligible for IEP
we have students eligible for IEP services, we explain to parents that the
services, we explain to parents that the
services, we explain to parents that the um related services or any medically
um related services or any medically
um related services or any medically necessary services they're receiving, we
necessary services they're receiving, we
necessary services they're receiving, we can bill Medicaid for. If they are
can bill Medicaid for. If they are
can bill Medicaid for. If they are eligible, then we receive money back. If
eligible, then we receive money back. If
eligible, then we receive money back. If they are not um we do not receive the
they are not um we do not receive the
they are not um we do not receive the money back.
So, so far this year, we have um
So, so far this year, we have um submitted a little over $18,000
submitted a little over $18,000
submitted a little over $18,000 to Medicaid and we've received back
to Medicaid and we've received back
to Medicaid and we've received back 6,500. I don't have I was going to say I
6,500. I don't have I was going to say I
6,500. I don't have I was going to say I don't have the math off the top of my
don't have the math off the top of my
don't have the math off the top of my head.
Last school year, we submitted a little
Last school year, we submitted a little over 19,000 received back 8,200 by June
over 19,000 received back 8,200 by June
over 19,000 received back 8,200 by June 30th.
Um and then our operational
Um and then our operational expenditures.
expenditures.
expenditures. So um the year before I came on board,
So um the year before I came on board,
So um the year before I came on board, the 2324 school year, you can see what
the 2324 school year, you can see what
the 2324 school year, you can see what was budgeted, what was spent. So it was
was budgeted, what was spent. So it was
was budgeted, what was spent. So it was within approximately 300,000 um of what
within approximately 300,000 um of what
within approximately 300,000 um of what had been budgeted for. Um the previous
had been budgeted for. Um the previous
had been budgeted for. Um the previous director had budgeted for last school
director had budgeted for last school
director had budgeted for last school year. So that had been increased a bit
year. So that had been increased a bit
year. So that had been increased a bit um based on need um to 5,855,000.
um based on need um to 5,855,000.
um based on need um to 5,855,000. Um what we spent by the end of the
Um what we spent by the end of the
Um what we spent by the end of the school year was 5,239,000
school year was 5,239,000
school year was 5,239,000 and that's between July 1st and June
and that's between July 1st and June
and that's between July 1st and June 30th. Um as you are aware, many of our
30th. Um as you are aware, many of our
30th. Um as you are aware, many of our students are attending um an out of
students are attending um an out of
students are attending um an out of district placement, transportation,
district placement, transportation,
district placement, transportation, extended school year all through those
extended school year all through those
extended school year all through those summer months. So, as soon as July 1st
summer months. So, as soon as July 1st
summer months. So, as soon as July 1st hits, um we are starting to spend on our
hits, um we are starting to spend on our
hits, um we are starting to spend on our budget. Um and then as of last Friday
budget. Um and then as of last Friday
budget. Um and then as of last Friday with our current um fiscal year, uh we
with our current um fiscal year, uh we
with our current um fiscal year, uh we walked into budgeting for this year
walked into budgeting for this year
walked into budgeting for this year 6,292,122.
um based on what's been encumbered, we
um based on what's been encumbered, we are on target to spend at least 75% more
are on target to spend at least 75% more
are on target to spend at least 75% more of that balance um by June 30th with the
of that balance um by June 30th with the
of that balance um by June 30th with the um possibility of even um spending
um possibility of even um spending
um possibility of even um spending closer down to that dollar amount with
closer down to that dollar amount with
closer down to that dollar amount with any additional unexpected costs that
any additional unexpected costs that
any additional unexpected costs that might come between now and June 30th.
Um what I don't have up there, if you
Um what I don't have up there, if you can go back for a second, thanks. um is
can go back for a second, thanks. um is
can go back for a second, thanks. um is our 2627.
our 2627.
our 2627. Now, I know we're going into a default
Now, I know we're going into a default
Now, I know we're going into a default budget. I don't have exactly what we'll
budget. I don't have exactly what we'll
budget. I don't have exactly what we'll um have in student services. I know what
um have in student services. I know what
um have in student services. I know what was budgeted for was $6,220,756,
which is um a little bit less, not a
which is um a little bit less, not a ton, but a little bit. Um
ton, but a little bit. Um
ton, but a little bit. Um I um what our unknowns are going into
I um what our unknowns are going into
I um what our unknowns are going into next school year is always the
next school year is always the
next school year is always the transportation needs. Um, as gas prices
transportation needs. Um, as gas prices
transportation needs. Um, as gas prices increase, our pricing for transportation
increase, our pricing for transportation
increase, our pricing for transportation can vary. Um, any additional indist
can vary. Um, any additional indist
can vary. Um, any additional indist um, specialized transportation company
um, specialized transportation company
um, specialized transportation company may not be able to um, meet would be um,
may not be able to um, meet would be um,
may not be able to um, meet would be um, contracted out to a smaller
contracted out to a smaller
contracted out to a smaller transportation company. Um, any
transportation company. Um, any
transportation company. Um, any additional out of district needs that we
additional out of district needs that we
additional out of district needs that we may not know about right now. um McKenna
may not know about right now. um McKenna
may not know about right now. um McKenna Vento, we are obligated to um make sure
Vento, we are obligated to um make sure
Vento, we are obligated to um make sure our students are educated and get to the
our students are educated and get to the
our students are educated and get to the district in which they're being
district in which they're being
district in which they're being educated, whether it is here, whether
educated, whether it is here, whether
educated, whether it is here, whether we're cost sharing with another district
we're cost sharing with another district
we're cost sharing with another district to send them closer to where they are
to send them closer to where they are
to send them closer to where they are located. Um so those are all our
located. Um so those are all our
located. Um so those are all our unknowns that can drive um that
unknowns that can drive um that
unknowns that can drive um that transportation need um up as much as we
transportation need um up as much as we
transportation need um up as much as we try to accurately budget. Um, contracted
try to accurately budget. Um, contracted
try to accurately budget. Um, contracted services, as I've mentioned before, out
services, as I've mentioned before, out
services, as I've mentioned before, out of district placements can vary. Um, it
of district placements can vary. Um, it
of district placements can vary. Um, it could be that there's an IEP with a need
could be that there's an IEP with a need
could be that there's an IEP with a need that they just don't have a staff member
that they just don't have a staff member
that they just don't have a staff member on hand for. So, we may have to contract
on hand for. So, we may have to contract
on hand for. So, we may have to contract that service into the out of district
that service into the out of district
that service into the out of district placement. Um, and that can be in the
placement. Um, and that can be in the
placement. Um, and that can be in the area of speech, occupational therapy,
area of speech, occupational therapy,
area of speech, occupational therapy, counseling, any of those services. Um,
counseling, any of those services. Um,
counseling, any of those services. Um, if a student is due for a triannual
if a student is due for a triannual
if a student is due for a triannual review, the um, school may or may not
review, the um, school may or may not
review, the um, school may or may not have staff on hand to be able to
have staff on hand to be able to
have staff on hand to be able to complete that. Um so we again would
complete that. Um so we again would
complete that. Um so we again would contract um the qualified professionals
contract um the qualified professionals
contract um the qualified professionals in to complete that assessment. Um and
in to complete that assessment. Um and
in to complete that assessment. Um and then any new needs that come into
then any new needs that come into
then any new needs that come into district whether it's students that move
district whether it's students that move
district whether it's students that move in whether it's current students that
in whether it's current students that
in whether it's current students that have um needs that arise and we find
have um needs that arise and we find
have um needs that arise and we find ourselves in a situation where we need
ourselves in a situation where we need
ourselves in a situation where we need to um either consider an out of district
to um either consider an out of district
to um either consider an out of district placement or consider a contracted
placement or consider a contracted
placement or consider a contracted service that we don't have currently on
service that we don't have currently on
service that we don't have currently on staff
staff
staff um without access to a special education
um without access to a special education
um without access to a special education trust. we are having to take into
trust. we are having to take into
trust. we are having to take into account all of these unknowns. So, we do
account all of these unknowns. So, we do
account all of these unknowns. So, we do budget a little bit high um higher to be
budget a little bit high um higher to be
budget a little bit high um higher to be fiscally responsible so that we can try
fiscally responsible so that we can try
fiscally responsible so that we can try and move um around within our budget
and move um around within our budget
and move um around within our budget lines to make sure that all of our needs
lines to make sure that all of our needs
lines to make sure that all of our needs and costs are captured. Um, however, I
and costs are captured. Um, however, I
and costs are captured. Um, however, I think that the reason for our slight de
think that the reason for our slight de
think that the reason for our slight de uh decrease in our proposed budget is
uh decrease in our proposed budget is
uh decrease in our proposed budget is because over the past year and a half,
because over the past year and a half,
because over the past year and a half, I've been able to take a more analytical
I've been able to take a more analytical
I've been able to take a more analytical view of where our budget drivers are and
view of where our budget drivers are and
view of where our budget drivers are and be able to reduce where we might have
be able to reduce where we might have
be able to reduce where we might have overaccounted for before and found we
overaccounted for before and found we
overaccounted for before and found we weren't spending from. Um, and in
weren't spending from. Um, and in
weren't spending from. Um, and in addition to a wonderful team that helps
addition to a wonderful team that helps
addition to a wonderful team that helps look at these on a daily basis as well.
>> No. Okay. Very good. Thank you very
>> No. Okay. Very good. Thank you very much.
much.
much. >> Thank you.
>> Thank you.
>> Thank you. >> And we'll move on to data governance
>> And we'll move on to data governance
>> And we'll move on to data governance plan with Mrs. Thomaselli.
>> Hi, good evening. In your packets, you
>> Hi, good evening. In your packets, you will find the 2627 proposed governance
will find the 2627 proposed governance
will find the 2627 proposed governance plan. I'm not going to project it as it
plan. I'm not going to project it as it
plan. I'm not going to project it as it is a limited release document.
It is quite a robust document. Love for
It is quite a robust document. Love for it to not be so many pages. It's about
it to not be so many pages. It's about
it to not be so many pages. It's about 48 pages right now. Been no substantial
48 pages right now. Been no substantial
48 pages right now. Been no substantial changes in the document here with the
changes in the document here with the
changes in the document here with the exception of page 8.
exception of page 8.
exception of page 8. um page includes
um page includes
um page includes under data compliance, it now includes
under data compliance, it now includes
under data compliance, it now includes the three policies that we've passed
the three policies that we've passed
the three policies that we've passed this year on that pertain to AI in the
this year on that pertain to AI in the
this year on that pertain to AI in the district. So you'll see the last three
district. So you'll see the last three
district. So you'll see the last three bullets are EH use of generative
bullets are EH use of generative
bullets are EH use of generative artificial intelligence, JICN, the
artificial intelligence, JICN, the
artificial intelligence, JICN, the prevent of identity theft and deep fake
prevent of identity theft and deep fake
prevent of identity theft and deep fake images and I the academic integrity and
images and I the academic integrity and
images and I the academic integrity and honesty policy. And then there's one
honesty policy. And then there's one
honesty policy. And then there's one little um sent there actually two
little um sent there actually two
little um sent there actually two sentences in the following paragraph
sentences in the following paragraph
sentences in the following paragraph about the the fact that the district
about the the fact that the district
about the the fact that the district recognizes that a and emerging
recognizes that a and emerging
recognizes that a and emerging technologies create new opportunities
technologies create new opportunities
technologies create new opportunities and responsibilities that relate to data
and responsibilities that relate to data
and responsibilities that relate to data privacy.
And uh for the people in the audience
And uh for the people in the audience who weren't watching a few months ago,
who weren't watching a few months ago,
who weren't watching a few months ago, we did make AI presentation and
we did make AI presentation and
we did make AI presentation and presented our new AI framework. That is
presented our new AI framework. That is
presented our new AI framework. That is not refed in this document because
not refed in this document because
not refed in this document because that's more of an instructional
that's more of an instructional
that's more of an instructional framework um and more of a vision. This
framework um and more of a vision. This
framework um and more of a vision. This is purely about how we manage data and
is purely about how we manage data and
is purely about how we manage data and software and security of the district.
software and security of the district.
software and security of the district. >> And this data gate governance plan is to
>> And this data gate governance plan is to
>> And this data gate governance plan is to surrounding districts. Correct.
surrounding districts. Correct.
surrounding districts. Correct. >> Yes. So this is um based off a template
>> Yes. So this is um based off a template
>> Yes. So this is um based off a template that is shared at the New Hampshire
that is shared at the New Hampshire
that is shared at the New Hampshire Chief Technology Officers Council that
Chief Technology Officers Council that
Chief Technology Officers Council that ours has evolved a little bit of years
ours has evolved a little bit of years
ours has evolved a little bit of years to kind of include Hamstead's system,
to kind of include Hamstead's system,
to kind of include Hamstead's system, but that's why it's so big. It's based
but that's why it's so big. It's based
but that's why it's so big. It's based off of a state template.
off of a state template.
off of a state template. >> So we take the template, put what the
>> So we take the template, put what the
>> So we take the template, put what the Hamstead stuff is in under different
Hamstead stuff is in under different
Hamstead stuff is in under different places so that it covers everything we
places so that it covers everything we
places so that it covers everything we use of it.
use of it.
use of it. >> Yes, it's required by um RCV9.
>> Yes, it's required by um RCV9.
>> Yes, it's required by um RCV9. It's um 6568 are all the privacy
It's um 6568 are all the privacy
It's um 6568 are all the privacy subsets of the law.
subsets of the law.
subsets of the law. >> And is New Hampshire data is that
>> And is New Hampshire data is that
>> And is New Hampshire data is that tighter than other states or looser than
tighter than other states or looser than
tighter than other states or looser than others?
others?
others? >> I think so. I I don't see how it could
>> I think so. I I don't see how it could
>> I think so. I I don't see how it could get tighter quite frankly. Like archers
get tighter quite frankly. Like archers
get tighter quite frankly. Like archers are not allowed to use websites until
are not allowed to use websites until
are not allowed to use websites until they're approved. We work with a state
they're approved. We work with a state
they're approved. We work with a state consortium, SDPC, which actually works
consortium, SDPC, which actually works
consortium, SDPC, which actually works with several states. There are states
with several states. There are states
with several states. There are states that not involved in that consortium. So
that not involved in that consortium. So
that not involved in that consortium. So I think we're pretty um I think New
I think we're pretty um I think New
I think we're pretty um I think New Hampshire is very effective and
Hampshire is very effective and
Hampshire is very effective and protective of individuals privacy.
protective of individuals privacy.
protective of individuals privacy. >> So there's a vetting process that goes
>> So there's a vetting process that goes
>> So there's a vetting process that goes even beyond the district and is at the
even beyond the district and is at the
even beyond the district and is at the very least statewide to make sure
very least statewide to make sure
very least statewide to make sure everybody is protected.
everybody is protected.
everybody is protected. >> Yes. Every community participates in
>> Yes. Every community participates in
>> Yes. Every community participates in SDPC. We pay for that service. Districts
SDPC. We pay for that service. Districts
SDPC. We pay for that service. Districts that don't pay for that consortium read
that don't pay for that consortium read
that don't pay for that consortium read the terms of agreement and the privacy
the terms of agreement and the privacy
the terms of agreement and the privacy statements of every tool and then that
statements of every tool and then that
statements of every tool and then that has to decide. So we're very fortunate
has to decide. So we're very fortunate
has to decide. So we're very fortunate to have fund for that consortium that
to have fund for that consortium that
to have fund for that consortium that kind of does that homework for us. We
kind of does that homework for us. We
kind of does that homework for us. We still make a vision internally. Do we
still make a vision internally. Do we
still make a vision internally. Do we want to support the use of this tool
want to support the use of this tool
want to support the use of this tool accomplish xyz?
accomplish xyz?
accomplish xyz? >> Thank you.
>> Any other questions?
>> Any other questions? >> So I'm looking for the board to make a
>> So I'm looking for the board to make a
>> So I'm looking for the board to make a proposal to reaffirm the adoption of
proposal to reaffirm the adoption of
proposal to reaffirm the adoption of plan this evening. an annual readoption.
plan this evening. an annual readoption.
plan this evening. an annual readoption. Just so you know,
Just so you know,
Just so you know, >> I'll make a motion read our data
>> I'll make a motion read our data
>> I'll make a motion read our data governance plan.
>> Second.
>> Second. All in favor? Oh, any discussion before
All in favor? Oh, any discussion before
All in favor? Oh, any discussion before we take a vote? Any discuss?
Okay,
Okay, no further discussion. Take a vote.
no further discussion. Take a vote.
no further discussion. Take a vote. All in favor?
>> Thank you.
>> Thank you. and on to school issued student tech
and on to school issued student tech
and on to school issued student tech device screen time data with
device screen time data with
device screen time data with superintendent Bob Pixson.
superintendent Bob Pixson.
superintendent Bob Pixson. >> Okay. Uh so at the last uh board meeting
>> Okay. Uh so at the last uh board meeting
>> Okay. Uh so at the last uh board meeting I was asked by the board to collect some
I was asked by the board to collect some
I was asked by the board to collect some data on um student um screen time and u
data on um student um screen time and u
data on um student um screen time and u technology use at school. So I did meet
technology use at school. So I did meet
technology use at school. So I did meet with leadership team um and we uh sort
with leadership team um and we uh sort
with leadership team um and we uh sort of uh collaborate in a survey. So, um,
of uh collaborate in a survey. So, um,
of uh collaborate in a survey. So, um, the survey went out to staff. We had,
the survey went out to staff. We had,
the survey went out to staff. We had, uh, 37 respondents or a district survey.
uh, 37 respondents or a district survey.
uh, 37 respondents or a district survey. That's actually not, uh, too bad. That
That's actually not, uh, too bad. That
That's actually not, uh, too bad. That represents about a third of our
represents about a third of our
represents about a third of our instructional teaching staff. Um, and so
instructional teaching staff. Um, and so
instructional teaching staff. Um, and so we wanted to keep it to 10 questions.
we wanted to keep it to 10 questions.
we wanted to keep it to 10 questions. There are a series of sort of liyker
There are a series of sort of liyker
There are a series of sort of liyker scale questions. Um, and then also some
scale questions. Um, and then also some
scale questions. Um, and then also some questions. And just to go through quick,
questions. And just to go through quick,
questions. And just to go through quick, the uh first question that we asked was
the uh first question that we asked was
the uh first question that we asked was what percentage of a given instructional
what percentage of a given instructional
what percentage of a given instructional week uh do students use schools telling
week uh do students use schools telling
week uh do students use schools telling your classroom? Uh you'll see that uh
your classroom? Uh you'll see that uh
your classroom? Uh you'll see that uh almost 50% says um indicate that that
almost 50% says um indicate that that
almost 50% says um indicate that that ranges from 0 to 10%. And again this is
ranges from 0 to 10%. And again this is
ranges from 0 to 10%. And again this is self-reporting.
self-reporting.
self-reporting. Next question. In your experience uh
Next question. In your experience uh
Next question. In your experience uh student issued devices positively
student issued devices positively
student issued devices positively support student learning. uh we had
support student learning. uh we had
support student learning. uh we had almost an identical response rate uh for
almost an identical response rate uh for
almost an identical response rate uh for strongly agree and agree it was almost
strongly agree and agree it was almost
strongly agree and agree it was almost half uh and we also had um about a third
half uh and we also had um about a third
half uh and we also had um about a third of uh teachers almost a third that's
of uh teachers almost a third that's
of uh teachers almost a third that's were neutral you can see the disagree
were neutral you can see the disagree
were neutral you can see the disagree and strong agree
and strong agree
and strong agree uh we asked in your experience student
uh we asked in your experience student
uh we asked in your experience student advices help students to engage in
advices help students to engage in
advices help students to engage in learning activities so again we had a
learning activities so again we had a
learning activities so again we had a less than uh 50% 45% that either
less than uh 50% 45% that either
less than uh 50% 45% that either strongly agreed. Agreed.
strongly agreed. Agreed.
strongly agreed. Agreed. And you see the numbers they're somewhat
And you see the numbers they're somewhat
And you see the numbers they're somewhat content with
content with
content with the previous question. Uh then we asked
the previous question. Uh then we asked
the previous question. Uh then we asked a checkbox question and that is which
a checkbox question and that is which
a checkbox question and that is which classroom activities students uh from
classroom activities students uh from
classroom activities students uh from having student issued devices. Uh number
having student issued devices. Uh number
having student issued devices. Uh number one at about 7% of the responses uh was
one at about 7% of the responses uh was
one at about 7% of the responses uh was research uh followed by writing at 51%.
research uh followed by writing at 51%.
research uh followed by writing at 51%. And then collaboration uh 16.2%.
And then collaboration uh 16.2%.
And then collaboration uh 16.2%. And um also high on the scale was
And um also high on the scale was
And um also high on the scale was personalized learning at 60.9%. We kind
personalized learning at 60.9%. We kind
personalized learning at 60.9%. We kind of left that little wide open.
of left that little wide open.
of left that little wide open. Um and then there's a variety of um
Um and then there's a variety of um
Um and then there's a variety of um activities that were included in the
activities that were included in the
activities that were included in the category of like other
category of like other
category of like other and the question do you believe the
and the question do you believe the
and the question do you believe the Hamstead school district should develop
Hamstead school district should develop
Hamstead school district should develop guidelines or limits regarding uh
guidelines or limits regarding uh
guidelines or limits regarding uh student screen time use? We had just
student screen time use? We had just
student screen time use? We had just over 50% of our staff who said yes.
over 50% of our staff who said yes.
over 50% of our staff who said yes. And then what I did, there was a series
And then what I did, there was a series
And then what I did, there was a series of open-ended questions. Uh but what uh
of open-ended questions. Uh but what uh
of open-ended questions. Uh but what uh and uh Nicole actually helped me with
and uh Nicole actually helped me with
and uh Nicole actually helped me with this. We actually did drop this into a
this. We actually did drop this into a
this. We actually did drop this into a uh just so we don't take credit for it,
uh just so we don't take credit for it,
uh just so we don't take credit for it, which we have to disclose on our
which we have to disclose on our
which we have to disclose on our governance plan um so that you get a
governance plan um so that you get a
governance plan um so that you get a response. So the very last page you can
response. So the very last page you can
response. So the very last page you can go through and I do encourage them to do
go through and I do encourage them to do
go through and I do encourage them to do so read each and every single response.
so read each and every single response.
so read each and every single response. Uh but if you're looking for a summary
Uh but if you're looking for a summary
Uh but if you're looking for a summary response um you'll find that on the last
response um you'll find that on the last
response um you'll find that on the last page and Mrs. Thomas did you want to
page and Mrs. Thomas did you want to
page and Mrs. Thomas did you want to comment about any of the summary
comment about any of the summary
comment about any of the summary responses on the last page.
responses on the last page.
responses on the last page. >> Sure. So what we as Bob said we dropped
>> Sure. So what we as Bob said we dropped
>> Sure. So what we as Bob said we dropped it into AI and we asked it to kind of
it into AI and we asked it to kind of
it into AI and we asked it to kind of consolidate the response per question.
consolidate the response per question.
consolidate the response per question. We went question by question into like
We went question by question into like
We went question by question into like three major areas of focus. So that's
three major areas of focus. So that's
three major areas of focus. So that's what the one, two, and three are that
what the one, two, and three are that
what the one, two, and three are that you see in your statement. Um the
you see in your statement. Um the
you see in your statement. Um the patterns in reading both the individual
patterns in reading both the individual
patterns in reading both the individual responses that are all spelled out.
responses that are all spelled out.
responses that are all spelled out. There were 37 staff members that
There were 37 staff members that
There were 37 staff members that responded from a variety of grades. Um
responded from a variety of grades. Um
responded from a variety of grades. Um but patterns that I kind of see is that
but patterns that I kind of see is that
but patterns that I kind of see is that our teachers would like to see a
our teachers would like to see a
our teachers would like to see a reduction in screen time um reliance on
reduction in screen time um reliance on
reduction in screen time um reliance on the onetoone
the onetoone
the onetoone more time spent hands-on learning
more time spent hands-on learning
more time spent hands-on learning collaboration outdoor activities they
collaboration outdoor activities they
collaboration outdoor activities they face. They are concerned that excessive
face. They are concerned that excessive
face. They are concerned that excessive screen time has a neg impact on our
screen time has a neg impact on our
screen time has a neg impact on our students level of focus. They are to
students level of focus. They are to
students level of focus. They are to span their perseverance. You'll see
span their perseverance. You'll see
span their perseverance. You'll see throughout concern about um fine motor
throughout concern about um fine motor
throughout concern about um fine motor social interactions, ability to
social interactions, ability to
social interactions, ability to self-regulate, but they also specified
self-regulate, but they also specified
self-regulate, but they also specified that this is not just due to inschool
that this is not just due to inschool
that this is not just due to inschool usage. This is also technologies habits
usage. This is also technologies habits
usage. This is also technologies habits outside of the school day. Um they're a
outside of the school day. Um they're a
outside of the school day. Um they're a little bit concerned about monitoring
little bit concerned about monitoring
little bit concerned about monitoring systems, but I feel like I need to point
systems, but I feel like I need to point
systems, but I feel like I need to point out that the good data governance plan
out that the good data governance plan
out that the good data governance plan that you just part of that law is
that you just part of that law is
that you just part of that law is requiring consent for any type of
requiring consent for any type of
requiring consent for any type of tracking or digital monitoring. So that
tracking or digital monitoring. So that
tracking or digital monitoring. So that puts our hands held a little bit
puts our hands held a little bit
puts our hands held a little bit guardian tools that you may have heard
guardian tools that you may have heard
guardian tools that you may have heard about that requ that that allow us to
about that requ that that allow us to
about that requ that that allow us to supervise multiple computers in a
supervise multiple computers in a
supervise multiple computers in a classroom setting. So we need to find
classroom setting. So we need to find
classroom setting. So we need to find other ways to monitor or the number of
other ways to monitor or the number of
other ways to monitor or the number of devices in a classroom at any given
devices in a classroom at any given
devices in a classroom at any given time. I think the
time. I think the
time. I think the clear focus is that they would bur
clear focus is that they would bur
clear focus is that they would bur technology and they cited many positive
technology and they cited many positive
technology and they cited many positive things about technology use in
things about technology use in
things about technology use in classrooms, but it had to be
classrooms, but it had to be
classrooms, but it had to be intentionally used as a learning tool in
intentionally used as a learning tool in
intentionally used as a learning tool in a thoughtful and deliberate choice. Um,
a thoughtful and deliberate choice. Um,
a thoughtful and deliberate choice. Um, and so I think these are great
and so I think these are great
and so I think these are great conversations for our teachers to be
conversations for our teachers to be
conversations for our teachers to be having.
board. I just want to thank our
board. I just want to thank our classroom educators for taking us in and
classroom educators for taking us in and
classroom educators for taking us in and giving us the insight. Um they're in
giving us the insight. Um they're in
giving us the insight. Um they're in there day after day with these children,
there day after day with these children,
there day after day with these children, spending many hours with them trying to
spending many hours with them trying to
spending many hours with them trying to >> guide them through. And I think me, you
>> guide them through. And I think me, you
>> guide them through. And I think me, you know, personally as a a parent, I see a
know, personally as a a parent, I see a
know, personally as a a parent, I see a lot of these behaviors in my own
lot of these behaviors in my own
lot of these behaviors in my own children.
children.
children. >> Um, you know, I think it's just
>> Um, you know, I think it's just
>> Um, you know, I think it's just important that we're cognizant of what's
important that we're cognizant of what's
important that we're cognizant of what's going on in the classroom. I will turn
going on in the classroom. I will turn
going on in the classroom. I will turn it over to any other board members that
it over to any other board members that
it over to any other board members that want to comment.
all the comments.
all the comments. >> So, thank you everyone that responded. I
>> So, thank you everyone that responded. I
>> So, thank you everyone that responded. I did read everything. Um, a question
did read everything. Um, a question
did read everything. Um, a question about the Go Guardian. Can you explain
about the Go Guardian. Can you explain
about the Go Guardian. Can you explain why with parental consent we're it seems
why with parental consent we're it seems
why with parental consent we're it seems like we're not using that anymore.
like we're not using that anymore.
like we're not using that anymore. >> Go Guardian had been used for years by
>> Go Guardian had been used for years by
>> Go Guardian had been used for years by New Hampshire school districts as a
New Hampshire school districts as a
New Hampshire school districts as a monitoring so the teacher can see on his
monitoring so the teacher can see on his
monitoring so the teacher can see on his or her desktop 20 plus screens at a
or her desktop 20 plus screens at a
or her desktop 20 plus screens at a time. And there was an era when it was
time. And there was an era when it was
time. And there was an era when it was popular to project those in your
popular to project those in your
popular to project those in your classroom. So in an assignment, you'd be
classroom. So in an assignment, you'd be
classroom. So in an assignment, you'd be able to walk around and you'd put the 20
able to walk around and you'd put the 20
able to walk around and you'd put the 20 screens and you can kind of kids can
screens and you can kind of kids can
screens and you can kind of kids can keep each other track, you can keep
keep each other track, you can keep
keep each other track, you can keep track of what screen they're on and if a
track of what screen they're on and if a
track of what screen they're on and if a kid or a student goes off task, you can
kid or a student goes off task, you can
kid or a student goes off task, you can pretty notily see it. Um I'm I'm not
pretty notily see it. Um I'm I'm not
pretty notily see it. Um I'm I'm not really a fan of that style of classroom
really a fan of that style of classroom
really a fan of that style of classroom management, be honest. But with the
management, be honest. But with the
management, be honest. But with the passing of 189
passing of 189
passing of 189 >> 68
>> 68
>> 68 >> 68
>> 68
>> 68 in there um
in there um
in there um parents need to be notified and consent
parents need to be notified and consent
parents need to be notified and consent in writing any type of tracking or
in writing any type of tracking or
in writing any type of tracking or digital monitoring
digital monitoring
digital monitoring >> and and that's only just to add to that
>> and and that's only just to add to that
>> and and that's only just to add to that because that's absolutely correct Nicole
because that's absolutely correct Nicole
because that's absolutely correct Nicole that's only after approval by local
that's only after approval by local
that's only after approval by local school board after a public hearing and
school board after a public hearing and
school board after a public hearing and has not been an appetite um for in
has not been an appetite um for in
has not been an appetite um for in previously for school boards to consider
previously for school boards to consider
previously for school boards to consider that uh service
that uh service
that uh service >> and I I'm not sure that I would
>> and I I'm not sure that I would
>> and I I'm not sure that I would recommend it although I think some of
recommend it although I think some of
recommend it although I think some of our teachers have indicated that they
our teachers have indicated that they
our teachers have indicated that they miss
miss
miss >> using go-karting they found a very
>> using go-karting they found a very
>> using go-karting they found a very helpful tool
helpful tool
helpful tool >> yeah
>> yeah
>> yeah know others we've been able to like see
know others we've been able to like see
know others we've been able to like see where they go and then sites off
where they go and then sites off
where they go and then sites off >> yes
>> yes
>> yes >> um is that not like an option on any
>> um is that not like an option on any
>> um is that not like an option on any level anymore or
level anymore or
level anymore or >> not without parental consent it should
>> not without parental consent it should
>> not without parental consent it should not be an option
not be an option
not be an option Do we offer parental?
Do we offer parental?
Do we offer parental? >> We do not.
>> We do not.
>> We do not. >> No, we don't use the tool anymore
>> No, we don't use the tool anymore
>> No, we don't use the tool anymore >> because Yeah. What would in prior before
>> because Yeah. What would in prior before
>> because Yeah. What would in prior before parental uh consent it would have to be
parental uh consent it would have to be
parental uh consent it would have to be approved by the local board and include
approved by the local board and include
approved by the local board and include a public you would have to hold a public
a public you would have to hold a public
a public you would have to hold a public hearing.
hearing.
hearing. >> I'm in education. I had no idea.
>> I'm in education. I had no idea.
>> I'm in education. I had no idea. >> Yeah. I think a lot of districts are
>> Yeah. I think a lot of districts are
>> Yeah. I think a lot of districts are still using it not realizing that it's
still using it not realizing that it's
still using it not realizing that it's illegal to do so without parental
illegal to do so without parental
illegal to do so without parental consent in a hearing. And so I've landed
consent in a hearing. And so I've landed
consent in a hearing. And so I've landed at the place where I think there's
at the place where I think there's
at the place where I think there's better ways to supervise and there's
better ways to supervise and there's
better ways to supervise and there's better lens to develop that involve more
better lens to develop that involve more
better lens to develop that involve more engagement and you know maybe 25 devices
engagement and you know maybe 25 devices
engagement and you know maybe 25 devices on at the same time isn't the best path.
on at the same time isn't the best path.
on at the same time isn't the best path. Maybe the best path is three or four and
Maybe the best path is three or four and
Maybe the best path is three or four and small targeted groups. And we're
small targeted groups. And we're
small targeted groups. And we're fortunate in K8 we're very good and
fortunate in K8 we're very good and
fortunate in K8 we're very good and adapt to doing small targeted
adapt to doing small targeted
adapt to doing small targeted instructional groups. So um that's how
instructional groups. So um that's how
instructional groups. So um that's how most of our teachers approach the
most of our teachers approach the
most of our teachers approach the technology in this room. very few
technology in this room. very few
technology in this room. very few classrooms you walk in and you see every
classrooms you walk in and you see every
classrooms you walk in and you see every device open at the same time. It's
device open at the same time. It's
device open at the same time. It's usually a um either you're with me,
usually a um either you're with me,
usually a um either you're with me, we're doing small guided instruction,
we're doing small guided instruction,
we're doing small guided instruction, you're working on something
you're working on something
you're working on something independently or in pairs and then a
independently or in pairs and then a
independently or in pairs and then a handful of kids are doing their
handful of kids are doing their
handful of kids are doing their intervention work and rotate through the
intervention work and rotate through the
intervention work and rotate through the block.
block.
block. Um the only other feedback I had is on
Um the only other feedback I had is on
Um the only other feedback I had is on the survey I would have love know I feel
the survey I would have love know I feel
the survey I would have love know I feel like I can kind of tell by reading the
like I can kind of tell by reading the
like I can kind of tell by reading the responses. I feel like maybe the primary
responses. I feel like maybe the primary
responses. I feel like maybe the primary teachers were responding. Um, but like
teachers were responding. Um, but like
teachers were responding. Um, but like where it said how often you're using it
where it said how often you're using it
where it said how often you're using it in the class, like the grade levels with
in the class, like the grade levels with
in the class, like the grade levels with that would have been.
that would have been.
that would have been. >> Yeah,
>> Yeah,
>> Yeah, >> we did ask the question, I believe it's
>> we did ask the question, I believe it's
>> we did ask the question, I believe it's the second question. What grade levels
the second question. What grade levels
the second question. What grade levels do you
do you
do you >> But with the percentage to be like, oh,
>> But with the percentage to be like, oh,
>> But with the percentage to be like, oh, in first grade we're using like
in first grade we're using like
in first grade we're using like >> Yeah, we'd have to see it more than 60%
>> Yeah, we'd have to see it more than 60%
>> Yeah, we'd have to see it more than 60% of the time. I want it to be like, is
of the time. I want it to be like, is
of the time. I want it to be like, is that the UA teacher? Yeah,
that the UA teacher? Yeah,
that the UA teacher? Yeah, >> it could very well be. We have a
>> it could very well be. We have a
>> it could very well be. We have a computer class at the middle school and
computer class at the middle school and
computer class at the middle school and they are on the computers quite a bit.
they are on the computers quite a bit.
they are on the computers quite a bit. >> That's good information.
I like I like the idea of a district
I like I like the idea of a district >> like creating like
>> like creating like
>> like creating like >> thank you
>> thank you
>> thank you >> a guide or like
>> a guide or like
>> a guide or like >> here's the or the lens right here's what
>> here's the or the lens right here's what
>> here's the or the lens right here's what we're looking for when you use tech and
we're looking for when you use tech and
we're looking for when you use tech and it it's going to give a common language
it it's going to give a common language
it it's going to give a common language and also it's going to give a little
and also it's going to give a little
and also it's going to give a little more comfort to the teachers like this
more comfort to the teachers like this
more comfort to the teachers like this is why I'm going in this direction and
is why I'm going in this direction and
is why I'm going in this direction and you know is it too much is it too little
you know is it too much is it too little
you know is it too much is it too little at least they have like an understanding
at least they have like an understanding
at least they have like an understanding and can have that conversation as
and can have that conversation as
and can have that conversation as opposed to like they're doing they think
opposed to like they're doing they think
opposed to like they're doing they think is best for kids and what they think the
is best for kids and what they think the
is best for kids and what they think the district wants but that's a little bit
district wants but that's a little bit
district wants but that's a little bit more nebulous. So I think that would be
more nebulous. So I think that would be
more nebulous. So I think that would be a good thing but very hard to put into
a good thing but very hard to put into
a good thing but very hard to put into words because
words because
words because >> yeah and I would just gauge too the
>> yeah and I would just gauge too the
>> yeah and I would just gauge too the level of experience of teacher you know
level of experience of teacher you know
level of experience of teacher you know we've had teachers that have been
we've had teachers that have been
we've had teachers that have been teaching here for long before the
teaching here for long before the
teaching here for long before the emergence of onetoone before all these
emergence of onetoone before all these
emergence of onetoone before all these classroom uh devices and there is uh an
classroom uh devices and there is uh an
classroom uh devices and there is uh an affinity and ana about what those days
affinity and ana about what those days
affinity and ana about what those days of teaching were like you know and then
of teaching were like you know and then
of teaching were like you know and then we have brand new fresh out of school
we have brand new fresh out of school
we have brand new fresh out of school teachers that can't imagine doing things
teachers that can't imagine doing things
teachers that can't imagine doing things on paper so we have the the range
Yeah. Um, I'd be interested in knowing
Yeah. Um, I'd be interested in knowing the breakdown of how many special needs
the breakdown of how many special needs
the breakdown of how many special needs teachers were responding. Was it a more
teachers were responding. Was it a more
teachers were responding. Was it a more than just a couple or was it a
than just a couple or was it a
than just a couple or was it a significant percentage of the total?
significant percentage of the total?
significant percentage of the total? >> So, I do want to clarify, Bob, that all
>> So, I do want to clarify, Bob, that all
>> So, I do want to clarify, Bob, that all of our teachers teach all of the
of our teachers teach all of the
of our teachers teach all of the students special ed. So every every
students special ed. So every every
students special ed. So every every student is a regular ed student first
student is a regular ed student first
student is a regular ed student first just so we're clear. Y
just so we're clear. Y
just so we're clear. Y >> um but I don't know that look that
>> um but I don't know that look that
>> um but I don't know that look that question down Bob do you? Yeah. So, um
question down Bob do you? Yeah. So, um
question down Bob do you? Yeah. So, um the board has uh the survey that's
the board has uh the survey that's
the board has uh the survey that's shared you go in and look kind of
shared you go in and look kind of
shared you go in and look kind of disagregate data uh by looking at the
disagregate data uh by looking at the
disagregate data uh by looking at the first question. If you could sc up
first question. If you could sc up
first question. If you could sc up Nicole like you can you can look at
Nicole like you can you can look at
Nicole like you can you can look at individual responses
individual responses
individual responses you so if you were to go actually Nicole
you so if you were to go actually Nicole
you so if you were to go actually Nicole click on responses go to says 37
click on responses go to says 37
click on responses go to says 37 and then look at like the like an
and then look at like the like an
and then look at like the like an individ you can see all of the
individ you can see all of the
individ you can see all of the individual answers.
individual answers.
individual answers. So if you go down like this is like
So if you go down like this is like
So if you go down like this is like there's a grade one that filled this out
there's a grade one that filled this out
there's a grade one that filled this out and this was their this these are their
and this was their this these are their
and this was their this these are their answers. So you can do that level of
answers. So you can do that level of
answers. So you can do that level of disagregation to be able to see the the
disagregation to be able to see the the
disagregation to be able to see the the one thing that we struggled when we were
one thing that we struggled when we were
one thing that we struggled when we were coming up with the So you know I came up
coming up with the So you know I came up
coming up with the So you know I came up survey questions and then I ran it
survey questions and then I ran it
survey questions and then I ran it actually by the people sitting at that
actually by the people sitting at that
actually by the people sitting at that table and they really really tore it
table and they really really tore it
table and they really really tore it apart in a good way. It's difficult
apart in a good way. It's difficult
apart in a good way. It's difficult because we have professional educators
because we have professional educators
because we have professional educators who are um who um an intervention class
who are um who um an intervention class
who are um who um an intervention class or they support within the classroom. So
or they support within the classroom. So
or they support within the classroom. So we really focused on people who are
we really focused on people who are
we really focused on people who are teaching in teaching a class that could
teaching in teaching a class that could
teaching in teaching a class that could be regular. It could be special ed uh or
be regular. It could be special ed uh or
be regular. It could be special ed uh or it could be a unifi like the definition
it could be a unifi like the definition
it could be a unifi like the definition of teaching um kind of means some
of teaching um kind of means some
of teaching um kind of means some different things but you can go through
different things but you can go through
different things but you can go through kind of break it down um by uh those
kind of break it down um by uh those
kind of break it down um by uh those three different categories.
Bob, did you have something?
Bob, did you have something? >> Well, if there aren't other questions, I
>> Well, if there aren't other questions, I
>> Well, if there aren't other questions, I may reend
may reend
may reend that um it's clear when we have more
that um it's clear when we have more
that um it's clear when we have more than 50% of our staff saying that they
than 50% of our staff saying that they
than 50% of our staff saying that they feel like they need guidelines. And I
feel like they need guidelines. And I
feel like they need guidelines. And I know this is uh you know, we're not
know this is uh you know, we're not
know this is uh you know, we're not voting here. We really
voting here. We really
voting here. We really want to honor what our editors are
want to honor what our editors are
want to honor what our editors are asking for. And I think also um honor
asking for. And I think also um honor
asking for. And I think also um honor what I think the board is trying to get
what I think the board is trying to get
what I think the board is trying to get at which you know there's a lot of data
at which you know there's a lot of data
at which you know there's a lot of data right now that says um devices screen
right now that says um devices screen
right now that says um devices screen time is having an app's effect on
time is having an app's effect on
time is having an app's effect on students and that extends even into the
students and that extends even into the
students and that extends even into the school. I I think the best course of
school. I I think the best course of
school. I I think the best course of action because I do think our policies
action because I do think our policies
action because I do think our policies are up to date. they're reflected um in
are up to date. they're reflected um in
are up to date. they're reflected um in the data governance plan is a really uh
the data governance plan is a really uh
the data governance plan is a really uh for the administration um to develop
for the administration um to develop
for the administration um to develop indoor guidelines by building and I and
indoor guidelines by building and I and
indoor guidelines by building and I and I think uh it was mentioned earlier that
I think uh it was mentioned earlier that
I think uh it was mentioned earlier that like the amount of screen time that we
like the amount of screen time that we
like the amount of screen time that we want a first grader to have um and how
want a first grader to have um and how
want a first grader to have um and how they're utilizing a school issued device
they're utilizing a school issued device
they're utilizing a school issued device is a lot different than how I'd uh with
is a lot different than how I'd uh with
is a lot different than how I'd uh with an eighth grader and I also think within
an eighth grader and I also think within
an eighth grader and I also think within those guidelines we can set parameters
those guidelines we can set parameters
those guidelines we can set parameters on what one to one looks like. Uh so you
on what one to one looks like. Uh so you
on what one to one looks like. Uh so you know for example we've gotten a lot of
know for example we've gotten a lot of
know for example we've gotten a lot of push back at the elementary school level
push back at the elementary school level
push back at the elementary school level with the idea of students bringing
with the idea of students bringing
with the idea of students bringing devices home uh because one they can be
devices home uh because one they can be
devices home uh because one they can be broken two they another 10 pounds to the
broken two they another 10 pounds to the
broken two they another 10 pounds to the backpack and u but that might be
backpack and u but that might be
backpack and u but that might be different in the middle school and I
different in the middle school and I
different in the middle school and I think if you were to give uh the the
think if you were to give uh the the
think if you were to give uh the the principles under the direction of the
principles under the direction of the
principles under the direction of the director and the superintendent um a
director and the superintendent um a
director and the superintendent um a little bit of flexibility so that we
little bit of flexibility so that we
little bit of flexibility so that we could come back like even in August
could come back like even in August
could come back like even in August um and have uh some guidelines and we've
um and have uh some guidelines and we've
um and have uh some guidelines and we've done this. We do this all the time. We
done this. We do this all the time. We
done this. We do this all the time. We you know did similar when we did uh
you know did similar when we did uh
you know did similar when we did uh guidelines for showing films in
guidelines for showing films in
guidelines for showing films in classrooms. So a process that would be
classrooms. So a process that would be
classrooms. So a process that would be similar to that
one devices and I know we're in the
one devices and I know we're in the second year of a budget and technology
second year of a budget and technology
second year of a budget and technology is so huge.
is so huge.
is so huge. I don't know where this fits into this
I don't know where this fits into this
I don't know where this fits into this discussion, but maybe we don't need to
discussion, but maybe we don't need to
discussion, but maybe we don't need to be one on a pre like do our preschoolers
be one on a pre like do our preschoolers
be one on a pre like do our preschoolers all have a device. I saw that in the
all have a device. I saw that in the
all have a device. I saw that in the comments about them doing lizard bagu at
comments about them doing lizard bagu at
comments about them doing lizard bagu at home online like maybe we don't
home online like maybe we don't
home online like maybe we don't devices at every grade level for
devices at every grade level for
devices at every grade level for everybody. I don't know just I don't
everybody. I don't know just I don't
everybody. I don't know just I don't know that where that fits into question
know that where that fits into question
know that where that fits into question but
but
but >> yeah I I kind of have the same thought
>> yeah I I kind of have the same thought
>> yeah I I kind of have the same thought um in terms of thinking about you know
um in terms of thinking about you know
um in terms of thinking about you know what what changes or um you know what
what what changes or um you know what
what what changes or um you know what guidelines would be recommended. I think
guidelines would be recommended. I think
guidelines would be recommended. I think you know getting into this we were um
you know getting into this we were um
you know getting into this we were um wanting to be part of the conversation
wanting to be part of the conversation
wanting to be part of the conversation and being prudent in our discussion
and being prudent in our discussion
and being prudent in our discussion about appropriate screen time based on
about appropriate screen time based on
about appropriate screen time based on age and where they are in the
age and where they are in the
age and where they are in the educational cycle. Um, but I think
educational cycle. Um, but I think
educational cycle. Um, but I think that's in the hands of the educators
that's in the hands of the educators
that's in the hands of the educators that do the the day-to-day, whatever
that do the the day-to-day, whatever
that do the the day-to-day, whatever guidance they think is appropriate. Do
guidance they think is appropriate. Do
guidance they think is appropriate. Do we also need remote learning days
we also need remote learning days
we also need remote learning days anymore? I mean, that came out also in
anymore? I mean, that came out also in
anymore? I mean, that came out also in the verbatims many times.
the verbatims many times.
the verbatims many times. >> Um, so I think it's a good point in time
>> Um, so I think it's a good point in time
>> Um, so I think it's a good point in time to kind of re-evaluate what we've been
to kind of re-evaluate what we've been
to kind of re-evaluate what we've been doing with tech and just hear the team
doing with tech and just hear the team
doing with tech and just hear the team what their recommendations are.
what their recommendations are.
what their recommendations are. >> Throw one more shocker out there.
>> Throw one more shocker out there.
>> Throw one more shocker out there. >> Yeah, go for it. That's what we're here
>> Yeah, go for it. That's what we're here
>> Yeah, go for it. That's what we're here for.
for.
for. >> This is just we're policy, but just I
>> This is just we're policy, but just I
>> This is just we're policy, but just I don't know. Do our kindergarters need to
don't know. Do our kindergarters need to
don't know. Do our kindergarters need to be taking I ready? Throw that out there.
be taking I ready? Throw that out there.
be taking I ready? Throw that out there. I know that's the reason they probably
I know that's the reason they probably
I know that's the reason they probably have devices, but
have devices, but
have devices, but feel like we have other data. Just
feel like we have other data. Just
feel like we have other data. Just throwing it out there to think about.
throwing it out there to think about.
throwing it out there to think about. >> Yeah, our data just I'm not sure Mr.
>> Yeah, our data just I'm not sure Mr.
>> Yeah, our data just I'm not sure Mr. Warmer if you're familiar with our SAS
Warmer if you're familiar with our SAS
Warmer if you're familiar with our SAS data picks up at grade three. So 3
data picks up at grade three. So 3
data picks up at grade three. So 3 through eight, we have state testing. We
through eight, we have state testing. We
through eight, we have state testing. We are responsible as a district to provide
are responsible as a district to provide
are responsible as a district to provide other means of testing. And so we choose
other means of testing. And so we choose
other means of testing. And so we choose to use I Ready K through 8. And then we
to use I Ready K through 8. And then we
to use I Ready K through 8. And then we also use um Acadians.
also use um Acadians.
also use um Acadians. One of the grants we're working on right
One of the grants we're working on right
One of the grants we're working on right now with the state is lean heavily
now with the state is lean heavily
now with the state is lean heavily towards a cadence but good data
towards a cadence but good data
towards a cadence but good data practices to triangulate. We don't ever
practices to triangulate. We don't ever
practices to triangulate. We don't ever want to be relying on one data source,
want to be relying on one data source,
want to be relying on one data source, one data point and make a lot of
one data point and make a lot of
one data point and make a lot of decisions about that one data point
decisions about that one data point
decisions about that one data point which is why we triangulate with I
which is why we triangulate with I
which is why we triangulate with I Ready. There is a lot of criticism about
Ready. There is a lot of criticism about
Ready. There is a lot of criticism about I Ready in the younger grades. However,
I Ready in the younger grades. However,
I Ready in the younger grades. However, um there are there is some data that we
um there are there is some data that we
um there are there is some data that we get from it and the students get
get from it and the students get
get from it and the students get familiar with the testing platform as
familiar with the testing platform as
familiar with the testing platform as they get older. There's a lot less
they get older. There's a lot less
they get older. There's a lot less struggle getting those irides done so we
struggle getting those irides done so we
struggle getting those irides done so we get the data we need to drive our
get the data we need to drive our
get the data we need to drive our instruction. So absolutely you'll see
instruction. So absolutely you'll see
instruction. So absolutely you'll see that in the results and you will see
that in the results and you will see
that in the results and you will see several comments about returning to
several comments about returning to
several comments about returning to traditional snow days instead of uh
traditional snow days instead of uh
traditional snow days instead of uh remote days.
remote days.
remote days. >> Yeah. Yeah. And and the issue with that
>> Yeah. Yeah. And and the issue with that
>> Yeah. Yeah. And and the issue with that too because I I the remote days have
too because I I the remote days have
too because I I the remote days have definitely become more uh unpopular
definitely become more uh unpopular
definitely become more uh unpopular um so to speak it's our collective
um so to speak it's our collective
um so to speak it's our collective bargaining units are required to have
bargaining units are required to have
bargaining units are required to have 180 school days. They're really it's
180 school days. They're really it's
180 school days. They're really it's that's difficult to get around and I
that's difficult to get around and I
that's difficult to get around and I know some districts are you know um
know some districts are you know um
know some districts are you know um looking at different models but they are
looking at different models but they are
looking at different models but they are all kind of predicated on less than 180
all kind of predicated on less than 180
all kind of predicated on less than 180 school days. And I think that that's
school days. And I think that that's
school days. And I think that that's something that just needs to be looked
something that just needs to be looked
something that just needs to be looked at for future uh bargaining purposes
at for future uh bargaining purposes
at for future uh bargaining purposes because first of all the school the
because first of all the school the
because first of all the school the state does not measure in um days or
state does not measure in um days or
state does not measure in um days or they measure in hours and uh so you know
they measure in hours and uh so you know
they measure in hours and uh so you know that would give greater flexibility for
that would give greater flexibility for
that would give greater flexibility for the board or the superant to say okay
the board or the superant to say okay
the board or the superant to say okay we're not going to do 180 days we'll you
we're not going to do 180 days we'll you
we're not going to do 180 days we'll you know do 75. So it's just something to
know do 75. So it's just something to
know do 75. So it's just something to something to think about.
Okay, thank you Paul. So Bob
Okay, thank you Paul. So Bob recommendations on steps.
recommendations on steps.
recommendations on steps. >> So what I would say is that um I can
>> So what I would say is that um I can
>> So what I would say is that um I can work with um the uh leadership team to
work with um the uh leadership team to
work with um the uh leadership team to begin that process of developing those
begin that process of developing those
begin that process of developing those guidelines. Definitely think that that's
guidelines. Definitely think that that's
guidelines. Definitely think that that's something that uh Joe would want some
something that uh Joe would want some
something that uh Joe would want some feedback in because it will impact. And
feedback in because it will impact. And
feedback in because it will impact. And then the other piece that I was going to
then the other piece that I was going to
then the other piece that I was going to say we were saying this is so
say we were saying this is so
say we were saying this is so and I don't want to open a can of worms
and I don't want to open a can of worms
and I don't want to open a can of worms but like so we have already been through
but like so we have already been through
but like so we have already been through the RFP process for the selection of our
the RFP process for the selection of our
the RFP process for the selection of our Chromebooks for next year. we've we've
Chromebooks for next year. we've we've
Chromebooks for next year. we've we've got an agreement like they've been
got an agreement like they've been
got an agreement like they've been ordered and you order them in advance,
ordered and you order them in advance,
ordered and you order them in advance, right? So they're coming now how they
right? So they're coming now how they
right? So they're coming now how they get deploy
get deploy
get deploy you know that's worthy of a conversation
you know that's worthy of a conversation
you know that's worthy of a conversation even if it's not the if the board's
even if it's not the if the board's
even if it's not the if the board's perspective is policy
perspective is policy
perspective is policy they'll have some input uh with how how
they'll have some input uh with how how
they'll have some input uh with how how those those devices are deployed I think
those those devices are deployed I think
those those devices are deployed I think is important the other piece too that I
is important the other piece too that I
is important the other piece too that I would suggest too is that if you're
would suggest too is that if you're
would suggest too is that if you're looking the following year to move away
looking the following year to move away
looking the following year to move away that idea of one to one do that during
that idea of one to one do that during
that idea of one to one do that during the budgeting process because as you
the budgeting process because as you
the budgeting process because as you know we spend a lot of money getting
know we spend a lot of money getting
know we spend a lot of money getting newes every year, adding protective
newes every year, adding protective
newes every year, adding protective cases, and that's really where I think
cases, and that's really where I think
cases, and that's really where I think you're going to want to have the
you're going to want to have the
you're going to want to have the conversation. Do we really want to have
conversation. Do we really want to have
conversation. Do we really want to have a five-year replacement process that
a five-year replacement process that
a five-year replacement process that begins to garden or do we want um to
begins to garden or do we want um to
begins to garden or do we want um to order less? In fact, the budget, I'm not
order less? In fact, the budget, I'm not
order less? In fact, the budget, I'm not trying to guide process, but the the
trying to guide process, but the the
trying to guide process, but the the budget tightening seeing over the last
budget tightening seeing over the last
budget tightening seeing over the last few years may help to answer the
few years may help to answer the
few years may help to answer the question for you. So, just a thought.
very much.
very much. All right, so the next item I actually
All right, so the next item I actually
All right, so the next item I actually jumped ahead in the agenda was to be
jumped ahead in the agenda was to be
jumped ahead in the agenda was to be where we graciously thank Elelliana for
where we graciously thank Elelliana for
where we graciously thank Elelliana for time. We already did that but deserves
time. We already did that but deserves
time. We already did that but deserves another round of thanks and uh we hope
another round of thanks and uh we hope
another round of thanks and uh we hope to see you next year.
to see you next year.
to see you next year. All right, with that we are moving on to
All right, with that we are moving on to
All right, with that we are moving on to general asurances discussion. Doubt
you can hear me. Okay. So the general
you can hear me. Okay. So the general assurances are or a set of assurances
assurances are or a set of assurances
assurances are or a set of assurances that we provide to the local department
that we provide to the local department
that we provide to the local department of education in New Hampshire certifying
of education in New Hampshire certifying
of education in New Hampshire certifying that we are complying with certain um
that we are complying with certain um
that we are complying with certain um things and you can Nicole down to page
things and you can Nicole down to page
things and you can Nicole down to page three. So these asurances go for and
three. So these asurances go for and
three. So these asurances go for and cover um many of our grant programs some
cover um many of our grant programs some
cover um many of our grant programs some specific asurances for some more
specific asurances for some more
specific asurances for some more specific programs but these cover pretty
specific programs but these cover pretty
specific programs but these cover pretty much all of our general general funded
much all of our general general funded
much all of our general general funded um
um
um I'm sharing these with you. Um this was
I'm sharing these with you. Um this was
I'm sharing these with you. Um this was a suggestion of the department head a
a suggestion of the department head a
a suggestion of the department head a few years ago and see um all of the laws
few years ago and see um all of the laws
few years ago and see um all of the laws and regulations that we have to uh abide
and regulations that we have to uh abide
and regulations that we have to uh abide by um ensuring that we'll comply with
by um ensuring that we'll comply with
by um ensuring that we'll comply with all kinds and if you hold the right
all kinds and if you hold the right
all kinds and if you hold the right there Nicole uh under nine uh we will
there Nicole uh under nine uh we will
there Nicole uh under nine uh we will comply with PL 93-34
comply with PL 93-34
comply with PL 93-34 regarding protection of human subjects
regarding protection of human subjects
regarding protection of human subjects involved in research development related
involved in research development related
involved in research development related activities. So we've got everything
activities. So we've got everything
activities. So we've got everything covered under these um asurances. If you
covered under these um asurances. If you
covered under these um asurances. If you proceed Nicole down,
proceed Nicole down,
proceed Nicole down, you can see all of again all of the
you can see all of again all of the
you can see all of again all of the obligations we have to the various laws
obligations we have to the various laws
obligations we have to the various laws and rules and regulations. Continue
and rules and regulations. Continue
and rules and regulations. Continue going to the next page.
going to the next page.
going to the next page. Um and to the next page in the Davis
Um and to the next page in the Davis
Um and to the next page in the Davis Bacon Act, I think you've just seen that
Bacon Act, I think you've just seen that
Bacon Act, I think you've just seen that that's something that we would comply
that's something that we would comply
that's something that we would comply with construction purposes if we are
with construction purposes if we are
with construction purposes if we are operating with the budgeted um funds to
operating with the budgeted um funds to
operating with the budgeted um funds to do that work. So you can see grants
do that work. So you can see grants
do that work. So you can see grants management requirements on you just go
management requirements on you just go
management requirements on you just go up in
up in
up in the uh financial management systems that
the uh financial management systems that
the uh financial management systems that we need to have in place.
we need to have in place.
we need to have in place. Uh next page
Uh next page
Uh next page you can also see the rules and
you can also see the rules and
you can also see the rules and procedures that we have that have to tie
procedures that we have that have to tie
procedures that we have that have to tie to well typically will tie to the
to well typically will tie to the
to well typically will tie to the federal regulate the work that we do. We
federal regulate the work that we do. We
federal regulate the work that we do. We have to have internal controls set up.
have to have internal controls set up.
have to have internal controls set up. Um next page
Um next page
Um next page we have certain um costs that we submit
we have certain um costs that we submit
we have certain um costs that we submit for reimbursement will comply with with
for reimbursement will comply with with
for reimbursement will comply with with what for example that they're allocated
what for example that they're allocated
what for example that they're allocated to our cost objective which is D in that
to our cost objective which is D in that
to our cost objective which is D in that subsection. it gets very very granular.
subsection. it gets very very granular.
subsection. it gets very very granular. It'll be subject to audits
It'll be subject to audits
It'll be subject to audits under number five and
uh we will implement uh certain audit
uh we will implement uh certain audit responsibilities.
responsibilities.
responsibilities. You can see that we have uh reports that
You can see that we have uh reports that
You can see that we have uh reports that we submit which are typically audit
we submit which are typically audit
we submit which are typically audit reports and decisions. Next page Nicole
um single audit certifications federal
um single audit certifications federal expenditures worksheets. Those are
expenditures worksheets. Those are
expenditures worksheets. Those are documents that I submit annually. Um,
documents that I submit annually. Um,
documents that I submit annually. Um, dearment, suspension, and other
dearment, suspension, and other
dearment, suspension, and other reasonable matters. Um, what this
reasonable matters. Um, what this
reasonable matters. Um, what this section speaks to is we will not do
section speaks to is we will not do
section speaks to is we will not do business with any entity that is
business with any entity that is
business with any entity that is debarred or otherwise suspended from
debarred or otherwise suspended from
debarred or otherwise suspended from doing business with the federal
doing business with the federal
doing business with the federal government. We actually check through
government. We actually check through
government. We actually check through our online system to ensure that all all
our online system to ensure that all all
our online system to ensure that all all vendors we work with over a certain
vendors we work with over a certain
vendors we work with over a certain threshold are in fact not debarred or
threshold are in fact not debarred or
threshold are in fact not debarred or suspended.
will operate a drug fleet or com commit
will operate a drug fleet or com commit to operating drug free workplace.
to operating drug free workplace.
to operating drug free workplace. next page.
next page.
next page. Um that there are rules um including
Um that there are rules um including
Um that there are rules um including gunfree gunfree schools act of 94
gunfree gunfree schools act of 94
gunfree gunfree schools act of 94 um that we will adhere to and these are
um that we will adhere to and these are
um that we will adhere to and these are things that don't often impact actual
things that don't often impact actual
things that don't often impact actual expenditure of the funding that we're
expenditure of the funding that we're
expenditure of the funding that we're receiving. But these are policies and
receiving. But these are policies and
receiving. But these are policies and procedures we have to have in place to
procedures we have to have in place to
procedures we have to have in place to ensure that we're complying generally
ensure that we're complying generally
ensure that we're complying generally speaking with federal law.
speaking with federal law.
speaking with federal law. Next page, Nicole.
Next page, Nicole.
Next page, Nicole. Um, subreient moni lobbying, more
Um, subreient moni lobbying, more
Um, subreient moni lobbying, more engaged in lobbying. Under number 10,
engaged in lobbying. Under number 10,
engaged in lobbying. Under number 10, number 11, subreient moni monitoring. We
number 11, subreient moni monitoring. We
number 11, subreient moni monitoring. We actually just completed a subreient
actually just completed a subreient
actually just completed a subreient subreient monitoring from the department
subreient monitoring from the department
subreient monitoring from the department of ed. Um, everything seems to have gone
of ed. Um, everything seems to have gone
of ed. Um, everything seems to have gone well. They look at and take a sample
well. They look at and take a sample
well. They look at and take a sample from our grants management system of
from our grants management system of
from our grants management system of certain activities and then uh call us
certain activities and then uh call us
certain activities and then uh call us for the detail on those activities. And
for the detail on those activities. And
for the detail on those activities. And uh as of right now it seems that
uh as of right now it seems that
uh as of right now it seems that everything is fine. The only
everything is fine. The only
everything is fine. The only recommendation that they had as a result
recommendation that they had as a result
recommendation that they had as a result of that monitoring audit if you will uh
of that monitoring audit if you will uh
of that monitoring audit if you will uh is an update to a couple policies which
is an update to a couple policies which
is an update to a couple policies which we looked at at the last policy
we looked at at the last policy
we looked at at the last policy committee meeting and the changes were
committee meeting and the changes were
committee meeting and the changes were more substantive than what we felt would
more substantive than what we felt would
more substantive than what we felt would be appropriate to approve without
be appropriate to approve without
be appropriate to approve without further discussion on the part of the
further discussion on the part of the
further discussion on the part of the board. Nothing heavy duty was like two
board. Nothing heavy duty was like two
board. Nothing heavy duty was like two minor policies that we need to revise.
minor policies that we need to revise.
minor policies that we need to revise. um more restrictive covenants in
um more restrictive covenants in
um more restrictive covenants in conditions. In some cases, if you're
conditions. In some cases, if you're
conditions. In some cases, if you're considered a high-risisk entity, you
considered a high-risisk entity, you
considered a high-risisk entity, you would have more conditions on you
would have more conditions on you
would have more conditions on you relative to the receipt and placement of
relative to the receipt and placement of
relative to the receipt and placement of funds, expenditure of funds.
So, we do have some obligations
So, we do have some obligations by us being the subreients,
by us being the subreients,
by us being the subreients, personnel costs, time distribution. We
personnel costs, time distribution. We
personnel costs, time distribution. We do have to have when we have a a a grant
do have to have when we have a a a grant
do have to have when we have a a a grant an object of our grant funded federally,
an object of our grant funded federally,
an object of our grant funded federally, we have to track and make sure that the
we have to track and make sure that the
we have to track and make sure that the employees being paid for that work um is
employees being paid for that work um is
employees being paid for that work um is doing that work and that work is all all
doing that work and that work is all all
doing that work and that work is all all the work they're doing the time that
the work they're doing the time that
the work they're doing the time that they're assigned for that assignment is
they're assigned for that assignment is
they're assigned for that assignment is for fally funded purposes.
for fally funded purposes.
for fally funded purposes. Um protect prayer and public and
Um protect prayer and public and
Um protect prayer and public and secondary schools. um purchasing and
secondary schools. um purchasing and
secondary schools. um purchasing and procurement. That
procurement. That
procurement. That is the 27ish page policy that we
is the 27ish page policy that we
is the 27ish page policy that we implemented a few years ago. DAFF yes
implemented a few years ago. DAFF yes
implemented a few years ago. DAFF yes which which should not be forgotten. Um
which which should not be forgotten. Um
which which should not be forgotten. Um so obviously for retention access to
so obviously for retention access to
so obviously for retention access to records we have Stevens amendment
records we have Stevens amendment
records we have Stevens amendment transfer of disciplinary records
transfer of disciplinary records
transfer of disciplinary records regarding students to the next page.
regarding students to the next page.
regarding students to the next page. So we'll comply as well with furpa np.
So we'll comply as well with furpa np.
So we'll comply as well with furpa np. Next page if you don't mind.
Next page if you don't mind.
Next page if you don't mind. So this is the certification and uh
So this is the certification and uh
So this is the certification and uh lower half of the page it says uh the
lower half of the page it says uh the
lower half of the page it says uh the paragraph that starts with accordingly.
paragraph that starts with accordingly.
paragraph that starts with accordingly. I underline official legally authorized
I underline official legally authorized
I underline official legally authorized to bind the named subreient hereby apply
to bind the named subreient hereby apply
to bind the named subreient hereby apply for participation in fally funded
for participation in fally funded
for participation in fally funded educational programs on behalf of the
educational programs on behalf of the
educational programs on behalf of the subreient named below. and I certify to
subreient named below. and I certify to
subreient named below. and I certify to the best of my knowledge that sub
the best of my knowledge that sub
the best of my knowledge that sub recipient Hampton School District is
recipient Hampton School District is
recipient Hampton School District is will adhere to and comply uh with
will adhere to and comply uh with
will adhere to and comply uh with general asurances requirements and
general asurances requirements and
general asurances requirements and definitions. Um but I further certified
definitions. Um but I further certified
definitions. Um but I further certified evidenced by the minutes of this school
evidenced by the minutes of this school
evidenced by the minutes of this school board meeting that uh I've informed
board meeting that uh I've informed
board meeting that uh I've informed members of the board
members of the board
members of the board of the federal funds that we will be
of the federal funds that we will be
of the federal funds that we will be receiving and will theoretically will be
receiving and will theoretically will be
receiving and will theoretically will be receiving hopefully receiving and these
receiving hopefully receiving and these
receiving hopefully receiving and these general asurances. And the reason for
general asurances. And the reason for
general asurances. And the reason for that is no one likes administration in a
that is no one likes administration in a
that is no one likes administration in a school district for some strange reason,
school district for some strange reason,
school district for some strange reason, which I which I get. It's not delivery
which I which I get. It's not delivery
which I which I get. It's not delivery of education directly to students and
of education directly to students and
of education directly to students and that sort of thing. But we we do have to
that sort of thing. But we we do have to
that sort of thing. But we we do have to have a framework and a backbone in place
have a framework and a backbone in place
have a framework and a backbone in place to ensure uh that the funds that we are
to ensure uh that the funds that we are
to ensure uh that the funds that we are receiving are being accounted for. Uh
receiving are being accounted for. Uh
receiving are being accounted for. Uh they're being controlled, they're being
they're being controlled, they're being
they're being controlled, they're being used for what they're supposed to be
used for what they're supposed to be
used for what they're supposed to be used for, that we're billing, they're
used for, that we're billing, they're
used for, that we're billing, they're charging back the federal government um
charging back the federal government um
charging back the federal government um appropriately. So that's a newer aspect
appropriately. So that's a newer aspect
appropriately. So that's a newer aspect that the former commissioner actually
that the former commissioner actually
that the former commissioner actually did put into place. And at the end of
did put into place. And at the end of
did put into place. And at the end of the day, I I like it. I think that you
the day, I I like it. I think that you
the day, I I like it. I think that you as a board should be informed of um all
as a board should be informed of um all
as a board should be informed of um all of the requirements that we have to
of the requirements that we have to
of the requirements that we have to comply with because there are
comply with because there are
comply with because there are administrative requirement. Money is not
administrative requirement. Money is not
administrative requirement. Money is not free. So there are a lot of
free. So there are a lot of
free. So there are a lot of administrative requirements
administrative requirements
administrative requirements associated with the receipt of federal
associated with the receipt of federal
associated with the receipt of federal funds. And so we've gone through all of
funds. And so we've gone through all of
funds. And so we've gone through all of those in the general insurancees. We do
those in the general insurancees. We do
those in the general insurancees. We do have some more specific assurances for
have some more specific assurances for
have some more specific assurances for some very specific grants that aren't as
some very specific grants that aren't as
some very specific grants that aren't as um overarching as these. These are
um overarching as these. These are
um overarching as these. These are fairly overarching. though we would have
fairly overarching. though we would have
fairly overarching. though we would have the uh board chair Denise um get a copy
the uh board chair Denise um get a copy
the uh board chair Denise um get a copy of this and as soon as the minutes are
of this and as soon as the minutes are
of this and as soon as the minutes are all set um we can have these prepared to
all set um we can have these prepared to
all set um we can have these prepared to be submitted. We will submit this prior
be submitted. We will submit this prior
be submitted. We will submit this prior to receipt of any allocations not
to receipt of any allocations not
to receipt of any allocations not receive funds but receive the allocation
receive funds but receive the allocation
receive funds but receive the allocation of funds tell us what we're what we will
of funds tell us what we're what we will
of funds tell us what we're what we will be able to receive. So rather boring I
be able to receive. So rather boring I
be able to receive. So rather boring I appreciate the federal funds that we do
appreciate the federal funds that we do
appreciate the federal funds that we do receive and it's important to know that
receive and it's important to know that
receive and it's important to know that we do have a backbone on infrastructure
we do have a backbone on infrastructure
we do have a backbone on infrastructure in place to handle that.
in place to handle that.
in place to handle that. Thank you. Any questions?
>> One is anformational question. What does
>> One is anformational question. What does NHD refer to? Is that the state
NHD refer to? Is that the state
NHD refer to? Is that the state department of education? So they just
department of education? So they just
department of education? So they just didn't change the acronym. Okay.
>> Department of Energy.
>> Department of Energy. um and they had to change their name to
um and they had to change their name to
um and they had to change their name to New Hampshire Education Department. Uh
New Hampshire Education Department. Uh
New Hampshire Education Department. Uh the Department of Energy has maintained
the Department of Energy has maintained
the Department of Energy has maintained the acronym of DOE E. So
the acronym of DOE E. So
the acronym of DOE E. So >> well that that's really important. I
>> well that that's really important. I
>> well that that's really important. I appreciate that. Um
appreciate that. Um
appreciate that. Um the uh the second question is there's a
the uh the second question is there's a
the uh the second question is there's a discussion ongoing at the legislative
discussion ongoing at the legislative
discussion ongoing at the legislative level regarding the cost of
level regarding the cost of
level regarding the cost of administrative administration in school
administrative administration in school
administrative administration in school and uh I just make this as an
and uh I just make this as an
and uh I just make this as an observation to the public that
observation to the public that
observation to the public that um we don't necessarily have full
um we don't necessarily have full
um we don't necessarily have full control over what the administrative
control over what the administrative
control over what the administrative requirements are and u as you pointed
requirements are and u as you pointed
requirements are and u as you pointed out the amount of effort required just
out the amount of effort required just
out the amount of effort required just to have the federal and state funds
to have the federal and state funds
to have the federal and state funds isn't is uh significant.
isn't is uh significant.
isn't is uh significant. So I I just think that's an important
So I I just think that's an important
So I I just think that's an important factor for people to realize when they
factor for people to realize when they
factor for people to realize when they say administration is too high. Not that
say administration is too high. Not that
say administration is too high. Not that our administration is too high, but the
our administration is too high, but the
our administration is too high, but the general principle that administrative
general principle that administrative
general principle that administrative costs are too high.
costs are too high.
costs are too high. >> I appreciate you saying that and I will
>> I appreciate you saying that and I will
>> I appreciate you saying that and I will add to that. Um this is a conversation
add to that. Um this is a conversation
add to that. Um this is a conversation that we regularly have especially when
that we regularly have especially when
that we regularly have especially when we're in the midst of the legislative
we're in the midst of the legislative
we're in the midst of the legislative session where every year the
session where every year the
session where every year the requirements for school districts are
requirements for school districts are
requirements for school districts are increased through legislative action and
increased through legislative action and
increased through legislative action and you know at the beginning of the cycle
you know at the beginning of the cycle
you know at the beginning of the cycle at the state there were over 400
at the state there were over 400
at the state there were over 400 education educational related bills and
education educational related bills and
education educational related bills and so the call for uh the elimination of
so the call for uh the elimination of
so the call for uh the elimination of administration while also So adding to
administration while also So adding to
administration while also So adding to the administrative responsibilities
the administrative responsibilities
the administrative responsibilities every year um makes that a difficult
every year um makes that a difficult
every year um makes that a difficult thing to do. So I do appreciate your
thing to do. So I do appreciate your
thing to do. So I do appreciate your comments.
comments.
comments. >> I I also think there's a cost to not
>> I I also think there's a cost to not
>> I I also think there's a cost to not having the proper administration.
having the proper administration.
having the proper administration. Claremont, they were $5 million in the
Claremont, they were $5 million in the
Claremont, they were $5 million in the hole. There's a district north of us
hole. There's a district north of us
hole. There's a district north of us that was 800k in the hole. There's a
that was 800k in the hole. There's a
that was 800k in the hole. There's a district on the sea coes that's almost
district on the sea coes that's almost
district on the sea coes that's almost $2 million in the hole. All because they
$2 million in the hole. All because they
$2 million in the hole. All because they didn't understand the process. and then
didn't understand the process. and then
didn't understand the process. and then you're scrambling and you're cutting
you're scrambling and you're cutting
you're scrambling and you're cutting positions and you're putting your
positions and you're putting your
positions and you're putting your district in a place that it's is
district in a place that it's is
district in a place that it's is incredibly unfavorable. So if you if you
incredibly unfavorable. So if you if you
incredibly unfavorable. So if you if you have the institutional knowledge, it's
have the institutional knowledge, it's
have the institutional knowledge, it's incredibly important and so thank you.
>> One more I I took the opportunity of
>> One more I I took the opportunity of printing out the bills for this year. um
printing out the bills for this year. um
printing out the bills for this year. um many of which are voted in expedient to
many of which are voted in expedient to
many of which are voted in expedient to legislate. But it's interesting to note
legislate. But it's interesting to note
legislate. But it's interesting to note the nature and the sophistication and
the nature and the sophistication and
the nature and the sophistication and the detail that many of these bills uh
the detail that many of these bills uh
the detail that many of these bills uh get to. Um and even with that, there's
get to. Um and even with that, there's
get to. Um and even with that, there's probably a good 25 to 30 that are either
probably a good 25 to 30 that are either
probably a good 25 to 30 that are either to be enacted or are close to being
to be enacted or are close to being
to be enacted or are close to being enacted. And I'm sure they're not going
enacted. And I'm sure they're not going
enacted. And I'm sure they're not going to be requiring any less administrative
to be requiring any less administrative
to be requiring any less administrative efforts.
efforts.
efforts. Okay. And I know that someone on the
Okay. And I know that someone on the
Okay. And I know that someone on the board has the burning question, 19 pages
board has the burning question, 19 pages
board has the burning question, 19 pages of asurances. Is was this put together
of asurances. Is was this put together
of asurances. Is was this put together in compliance with the paperwork
in compliance with the paperwork
in compliance with the paperwork reduction act?
reduction act?
reduction act? I'm not sure. I don't know. But 19 pages
I'm not sure. I don't know. But 19 pages
I'm not sure. I don't know. But 19 pages seems excessive, but we do what we can
seems excessive, but we do what we can
seems excessive, but we do what we can to comply. So,
Do you have something?
Do you have something? form on on our internet site or
form on on our internet site or
form on on our internet site or >> Yeah.
>> Yeah.
>> Yeah. >> Okay. All right. I just would like to
>> Okay. All right. I just would like to
>> Okay. All right. I just would like to buzz through it once so I can say I did.
buzz through it once so I can say I did.
buzz through it once so I can say I did. So
>> and and they are good to review because
>> and and they are good to review because they change every year. Um, and not only
they change every year. Um, and not only
they change every year. Um, and not only do they change every year, but they sort
do they change every year, but they sort
do they change every year, but they sort of subject because they're coming from
of subject because they're coming from
of subject because they're coming from the federal depication. Um,
the federal depication. Um,
the federal depication. Um, they can be subject to uh whatever
they can be subject to uh whatever
they can be subject to uh whatever administration is, you know, currently
administration is, you know, currently
administration is, you know, currently occupies either either or uh the
occupies either either or uh the
occupies either either or uh the president not making a political
president not making a political
president not making a political statement. It's just fact. And so every
statement. It's just fact. And so every
statement. It's just fact. And so every year um we take a very close look at
year um we take a very close look at
year um we take a very close look at this. This was a document that was very
this. This was a document that was very
this. This was a document that was very popular during CO. We were receiving
popular during CO. We were receiving
popular during CO. We were receiving large amounts of from the feds uh for
large amounts of from the feds uh for
large amounts of from the feds uh for COVID relief and I would get questioned
COVID relief and I would get questioned
COVID relief and I would get questioned a lot. What are we having to do? What
a lot. What are we having to do? What
a lot. What are we having to do? What hoops do we have to jump through to get
hoops do we have to jump through to get
hoops do we have to jump through to get all of this what appears to be free
all of this what appears to be free
all of this what appears to be free money? General assurance is the answer
money? General assurance is the answer
money? General assurance is the answer to that question. We not sexually harass
to that question. We not sexually harass
to that question. We not sexually harass people. We need to have policy regarding
people. We need to have policy regarding
people. We need to have policy regarding drug drugs and alcohol. All the things
drug drugs and alcohol. All the things
drug drugs and alcohol. All the things that are fitted in this document. And
that are fitted in this document. And
that are fitted in this document. And I'm uh you know Jeff and I would be
I'm uh you know Jeff and I would be
I'm uh you know Jeff and I would be happy with you, Bob, if you want to
happy with you, Bob, if you want to
happy with you, Bob, if you want to ghost
ghost
ghost um these because there's a story about
um these because there's a story about
um these because there's a story about each one of those bulleted items. It
each one of those bulleted items. It
each one of those bulleted items. It >> it would be good and instructive for me
>> it would be good and instructive for me
>> it would be good and instructive for me to just read through and understand
to just read through and understand
to just read through and understand them. Frankly, I've been help on the
them. Frankly, I've been help on the
them. Frankly, I've been help on the municipal level to file these forms. So
municipal level to file these forms. So
municipal level to file these forms. So I I do understand that I'd be interested
I I do understand that I'd be interested
I I do understand that I'd be interested to see what additional notes are
to see what additional notes are
to see what additional notes are required.
required.
required. >> Absolutely.
Are we good to move on?
Are we good to move on? >> Very good. As a fast follow that federal
>> Very good. As a fast follow that federal
>> Very good. As a fast follow that federal funding authorization. Uh each year the
funding authorization. Uh each year the
funding authorization. Uh each year the board needs to authorize superintendent
board needs to authorize superintendent
board needs to authorize superintendent and administer to apply for and receive
and administer to apply for and receive
and administer to apply for and receive onto the district and state grants
onto the district and state grants
onto the district and state grants ending. Uh at this time we are going to
ending. Uh at this time we are going to
ending. Uh at this time we are going to need a motion to authorize uh
need a motion to authorize uh
need a motion to authorize uh superintendent Dr. Crawford and Mr.
superintendent Dr. Crawford and Mr.
superintendent Dr. Crawford and Mr. endowed independently to apply for and
endowed independently to apply for and
endowed independently to apply for and receive on behalf of the district
receive on behalf of the district
receive on behalf of the district federal states and funding which may
federal states and funding which may
federal states and funding which may include approving and signing of the
include approving and signing of the
include approving and signing of the appropriate forms and to file such
appropriate forms and to file such
appropriate forms and to file such authorization forms with Hampshire
authorization forms with Hampshire
authorization forms with Hampshire Department of Ed.
Department of Ed.
Department of Ed. >> Second, you got it.
>> Second, you got it.
>> Second, you got it. >> Any discussion?
>> Any discussion?
>> Any discussion? All in favor?
All in favor?
All in favor? Thank you very much.
Thank you very much.
Thank you very much. Next item 202526 superintendent of
Next item 202526 superintendent of
Next item 202526 superintendent of update. Uh just an up for the public
update. Uh just an up for the public
update. Uh just an up for the public since the May 12th meeting. Um in
since the May 12th meeting. Um in
since the May 12th meeting. Um in accordance with CBI-R evaluation super
accordance with CBI-R evaluation super
accordance with CBI-R evaluation super the board will go into a non-public
the board will go into a non-public
the board will go into a non-public session this evening to approve the
session this evening to approve the
session this evening to approve the written evaluation of the
written evaluation of the
written evaluation of the superintendent. There will be update at
superintendent. There will be update at
superintendent. There will be update at school board meeting June 9th to wrap up
school board meeting June 9th to wrap up
school board meeting June 9th to wrap up the evaluation work by 15th deadline and
the evaluation work by 15th deadline and
the evaluation work by 15th deadline and to complete the process for Mr.
to complete the process for Mr.
to complete the process for Mr. Thompson's 202526 evaluation.
Moving into policy reading. We have in
Moving into policy reading. We have in front of us board members policies in
front of us board members policies in
front of us board members policies in the board pack for second reading and
the board pack for second reading and
the board pack for second reading and three for a first reading.
three for a first reading.
three for a first reading. We will be requiring motion to adopt one
We will be requiring motion to adopt one
We will be requiring motion to adopt one set and move the other to second
set and move the other to second
set and move the other to second reading. Um so for the item are under
reading. Um so for the item are under
reading. Um so for the item are under second reading. I read through these. We
second reading. I read through these. We
second reading. I read through these. We have up E A use of private vehicle to
have up E A use of private vehicle to
have up E A use of private vehicle to transport students last 2011. The
transport students last 2011. The
transport students last 2011. The revisions include clarify contracted
revisions include clarify contracted
revisions include clarify contracted carriers are not characterized. Private
carriers are not characterized. Private
carriers are not characterized. Private vehicles inance with the new contracted
vehicles inance with the new contracted
vehicles inance with the new contracted carrier provisions in SB17 part three
carrier provisions in SB17 part three
carrier provisions in SB17 part three which codified RSA 3762.
The second is DKC
The second is DKC expendimbursements last revised 12
expendimbursements last revised 12
expendimbursements last revised 12 minor revision suggested to authorize
minor revision suggested to authorize
minor revision suggested to authorize prior approval for outofstate travel to
prior approval for outofstate travel to
prior approval for outofstate travel to be granted by the superintendent or
be granted by the superintendent or
be granted by the superintendent or designate.
designate.
designate. Third BBBF
Third BBBF
Third BBBF student school member newly coded policy
student school member newly coded policy
student school member newly coded policy reflecting the updated legal requirement
reflecting the updated legal requirement
reflecting the updated legal requirement of each school board to have at least
of each school board to have at least
of each school board to have at least one non school board member from the
one non school board member from the
one non school board member from the district's high school serve on the
district's high school serve on the
district's high school serve on the board each year. However, since Hamster
board each year. However, since Hamster
board each year. However, since Hamster does not have zone, the legal
does not have zone, the legal
does not have zone, the legal requirement does not apply. Their policy
requirement does not apply. Their policy
requirement does not apply. Their policy reflects the presence of a student board
reflects the presence of a student board
reflects the presence of a student board member as optional.
member as optional.
member as optional. And finally, number four, JIBB student
And finally, number four, JIBB student
And finally, number four, JIBB student is onto the school board recommended to
is onto the school board recommended to
is onto the school board recommended to repeal and point to the newly adopted of
repeal and point to the newly adopted of
repeal and point to the newly adopted of the BBB student school board member.
Melissa will be pausing separately these
Melissa will be pausing separately these to motion individually. Okay.
So on the JLCK, the physical well-being
So on the JLCK, the physical well-being of students, um part of it, it says
of students, um part of it, it says
of students, um part of it, it says physical health support, ensure access
physical health support, ensure access
physical health support, ensure access to nutritious meals and clean drinking
to nutritious meals and clean drinking
to nutritious meals and clean drinking water. How do we define access?
water. How do we define access?
water. How do we define access? >> The ability for them to or are we
>> The ability for them to or are we
>> The ability for them to or are we providing I I guess that's a question
providing I I guess that's a question
providing I I guess that's a question >> the talking about access to healthy
>> the talking about access to healthy
>> the talking about access to healthy meals.
meals.
meals. >> Yeah. To nutritious meals. Yeah. Is that
>> Yeah. To nutritious meals. Yeah. Is that
>> Yeah. To nutritious meals. Yeah. Is that saying the district is keen that we will
saying the district is keen that we will
saying the district is keen that we will feed everybody saying they will have the
feed everybody saying they will have the
feed everybody saying they will have the ability to get food?
ability to get food?
ability to get food? >> Yeah. Those are really clearly defined
>> Yeah. Those are really clearly defined
>> Yeah. Those are really clearly defined uh US uh DA gu USDA uh guidelines for uh
uh US uh DA gu USDA uh guidelines for uh
uh US uh DA gu USDA uh guidelines for uh the school uh lunch program and the
the school uh lunch program and the
the school uh lunch program and the school breakfast program uh where they
school breakfast program uh where they
school breakfast program uh where they define both like what access looks like
define both like what access looks like
define both like what access looks like and also what uh healthy uh looks like
and also what uh healthy uh looks like
and also what uh healthy uh looks like as well. Those are the FR that are the
as well. Those are the FR that are the
as well. Those are the FR that are the uh federal laws.
uh federal laws.
uh federal laws. >> So in other words, we will serve food is
>> So in other words, we will serve food is
>> So in other words, we will serve food is nutritious not junk food. So that they
nutritious not junk food. So that they
nutritious not junk food. So that they if they they have the ability to get
if they they have the ability to get
if they they have the ability to get nutritious food
nutritious food
nutritious food >> they do they have yeah they have access
>> they do they have yeah they have access
>> they do they have yeah they have access to it.
to it.
to it. >> Okay.
>> Okay.
>> Okay. >> And th this is a new policy that um came
>> And th this is a new policy that um came
>> And th this is a new policy that um came about in the revisions of ED 306. So the
about in the revisions of ED 306. So the
about in the revisions of ED 306. So the ED 306 are the series of regulations
ED 306 are the series of regulations
ED 306 are the series of regulations that tell schools we have to do to
that tell schools we have to do to
that tell schools we have to do to maintain minimum standards. And in that
maintain minimum standards. And in that
maintain minimum standards. And in that ED 306.04
ED 306.04
ED 306.04 there's a list of policies the
there's a list of policies the
there's a list of policies the district's required to have this
district's required to have this
district's required to have this approximately 20 of them. The board at
approximately 20 of them. The board at
approximately 20 of them. The board at this point is familiar with most of
this point is familiar with most of
this point is familiar with most of them. Uh they added one when they
them. Uh they added one when they
them. Uh they added one when they revised uh the three fixes last year.
revised uh the three fixes last year.
revised uh the three fixes last year. Actually, it might have been two years
Actually, it might have been two years
Actually, it might have been two years ago at this point. And they added a
ago at this point. And they added a
ago at this point. And they added a requirement that uh there's a policy
requirement that uh there's a policy
requirement that uh there's a policy that supports social uh physical and
that supports social uh physical and
that supports social uh physical and social emotional well-being of students.
social emotional well-being of students.
social emotional well-being of students. And that's where the policy comes from.
And that's where the policy comes from.
And that's where the policy comes from. And it's the model policy from New
And it's the model policy from New
And it's the model policy from New Hampshire Board. So it it's kind of that
Hampshire Board. So it it's kind of that
Hampshire Board. So it it's kind of that boilerplate see that would be adopted in
boilerplate see that would be adopted in
boilerplate see that would be adopted in most other school districts as well.
most other school districts as well.
most other school districts as well. >> So for the public I'll review the
>> So for the public I'll review the
>> So for the public I'll review the policies in first reading um because
policies in first reading um because
policies in first reading um because Carl picked up on on one of these. Um so
Carl picked up on on one of these. Um so
Carl picked up on on one of these. Um so we have 5 LCA use of automated
we have 5 LCA use of automated
we have 5 LCA use of automated defibrillators recommended to repeal and
defibrillators recommended to repeal and
defibrillators recommended to repeal and point to policy EBBCA
point to policy EBBCA
point to policy EBBCA which I will read here in a minute for
which I will read here in a minute for
which I will read here in a minute for more practical placement of topic under
more practical placement of topic under
more practical placement of topic under subsection E that includes policy
subsection E that includes policy
subsection E that includes policy relative to school safety and emergency
relative to school safety and emergency
relative to school safety and emergency care. uh related to that EBBCA use and
care. uh related to that EBBCA use and
care. uh related to that EBBCA use and locate automated external
locate automated external
locate automated external defibrillators. Uh to relocate similar
defibrillators. Uh to relocate similar
defibrillators. Uh to relocate similar policy JLCA code from subsection J to
policy JLCA code from subsection J to
policy JLCA code from subsection J to subsection E policy to join up with
subsection E policy to join up with
subsection E policy to join up with others that work directly to school
others that work directly to school
others that work directly to school safety emergency care and align and HSBA
safety emergency care and align and HSBA
safety emergency care and align and HSBA guidelines from November of 25.
guidelines from November of 25.
guidelines from November of 25. And then finally, JLC, physical and
And then finally, JLC, physical and
And then finally, JLC, physical and emotional well-being of students. Uh,
emotional well-being of students. Uh,
emotional well-being of students. Uh, policy not on the books. Recommend adopt
policy not on the books. Recommend adopt
policy not on the books. Recommend adopt in align with New Hampshire Department
in align with New Hampshire Department
in align with New Hampshire Department of Ed rule 306 to meet the requirement
of Ed rule 306 to meet the requirement
of Ed rule 306 to meet the requirement to have such a policy to protect
to have such a policy to protect
to have such a policy to protect students as found specific under ED
students as found specific under ED
students as found specific under ED 306.04
306.04
306.04 B15 minimum standards. Those are the
B15 minimum standards. Those are the
B15 minimum standards. Those are the three new ones.
three new ones.
three new ones. >> Sorry, I jumped ahead.
>> Sorry, I jumped ahead.
>> Sorry, I jumped ahead. >> It's okay. You're excited. Paul is it is
>> It's okay. You're excited. Paul is it is
>> It's okay. You're excited. Paul is it is exciting. Um, no. Good question though.
exciting. Um, no. Good question though.
exciting. Um, no. Good question though. Any
other concern comments related to any of
other concern comments related to any of the policies at this point from members
the policies at this point from members
the policies at this point from members of the board?
of the board?
of the board? >> I'll make a motion to adopt
>> I'll make a motion to adopt
>> I'll make a motion to adopt uh E A G D A C P B P B P B P B P B P B P
uh E A G D A C P B P B P B P B P B P B P
uh E A G D A C P B P B P B P B P B P B P B P B P B P B P B P B P B P B P B P B P
B P B P B P B P B P B P B P B P B P B P
B P B P B P B P B P B P B P B P B P B P B P B P B P B E B E B E B E B E B E B E
B P B P B P B E B E B E B E B E B E B E
B P B P B P B E B E B E B E B E B E B E B E B E B E B E B F and JB as written.
B E B E B E B E B F and JB as written.
B E B E B E B E B F and JB as written. Oh, go ahead Rich. You got it, Rich.
Any further discussion? All
Any further discussion? All right. All in favor.
A motion to to move to seconding JLCA CA
A motion to to move to seconding JLCA CA EB CAL K as written.
It's fine. Any other discussion?
It's fine. Any other discussion? Okay. All in favor?
Okay. All in favor?
Okay. All in favor? Thank you very much.
Thank you very much.
Thank you very much. At this time, we'll be moving into board
At this time, we'll be moving into board
At this time, we'll be moving into board comments and correspond.
I don't know if anyone is aware of what
I don't know if anyone is aware of what that bill was that passed and has headed
that bill was that passed and has headed
that bill was that passed and has headed to the governor's desk in a few weeks.
to the governor's desk in a few weeks.
to the governor's desk in a few weeks. Do you know this one?
Do you know this one?
Do you know this one? >> No.
>> No.
>> No. >> HB1817
>> HB1817
>> HB1817 and people are concerned about it being
and people are concerned about it being
and people are concerned about it being a school voucher double dipping bill and
a school voucher double dipping bill and
a school voucher double dipping bill and people are looking to um school boards
people are looking to um school boards
people are looking to um school boards to draft letters
to draft letters
to draft letters if we don't know what it is. I guess
if we don't know what it is. I guess
if we don't know what it is. I guess um it is
um it is
um it is 181 then
um
um so they were looking for school boards
so they were looking for school boards
so they were looking for school boards to possibly draft letters um to let the
to possibly draft letters um to let the
to possibly draft letters um to let the governor know their thoughts within the
governor know their thoughts within the
governor know their thoughts within the first week of June.
first week of June.
first week of June. Um HB1300
Um HB1300
Um HB1300 the mandatory statewide school budget
the mandatory statewide school budget
the mandatory statewide school budget cap is meeting at 11 tomorrow. It's a
cap is meeting at 11 tomorrow. It's a
cap is meeting at 11 tomorrow. It's a committee of conference.
committee of conference.
committee of conference. Um, it would go on November's ballot in
Um, it would go on November's ballot in
Um, it would go on November's ballot in every New Hampshire community.
every New Hampshire community.
every New Hampshire community. And then HB71, another open enrollment
And then HB71, another open enrollment
And then HB71, another open enrollment bill, is also in committee of
bill, is also in committee of
bill, is also in committee of conference. And all of those have to be
conference. And all of those have to be
conference. And all of those have to be wrapped up by Thursday.
wrapped up by Thursday.
wrapped up by Thursday. >> Can you explain the double?
>> Can you explain the double?
>> Can you explain the double? >> I am trying to find the language.
>> I am trying to find the language.
>> I am trying to find the language. >> I can speak. Right. Um so HB1817
>> I can speak. Right. Um so HB1817
>> I can speak. Right. Um so HB1817 Chrisley
Chrisley
Chrisley uh we had discussed I believe it was in
uh we had discussed I believe it was in
uh we had discussed I believe it was in the fall um looking for some direction
the fall um looking for some direction
the fall um looking for some direction for the from the board about EFS and
for the from the board about EFS and
for the from the board about EFS and participation and things like
participation and things like
participation and things like extracurricular co-curricular activities
extracurricular co-curricular activities
extracurricular co-curricular activities and there's a debate going on uh because
and there's a debate going on uh because
and there's a debate going on uh because school districts do have some latitude
school districts do have some latitude
school districts do have some latitude when it comes to being able to charge
when it comes to being able to charge
when it comes to being able to charge families. So, if you are in receipt of
families. So, if you are in receipt of
families. So, if you are in receipt of an EFA, you are, you know, receipt or
an EFA, you are, you know, receipt or
an EFA, you are, you know, receipt or $4500
$4500
$4500 from the state of New Hampshire and you
from the state of New Hampshire and you
from the state of New Hampshire and you try to enroll to play a sport here at
try to enroll to play a sport here at
try to enroll to play a sport here at the middle school, should we charge? Um,
the middle school, should we charge? Um,
the middle school, should we charge? Um, as of right now, there are no policies
as of right now, there are no policies
as of right now, there are no policies from the New Hampshire School Boards
from the New Hampshire School Boards
from the New Hampshire School Boards Association. And here in the district,
Association. And here in the district,
Association. And here in the district, we have not had requests for
we have not had requests for
we have not had requests for participation in activities by EFA fans.
participation in activities by EFA fans.
participation in activities by EFA fans. We we've kind of sat on this a little
We we've kind of sat on this a little
We we've kind of sat on this a little bit, but I say that with with intention.
bit, but I say that with with intention.
bit, but I say that with with intention. Um, what the what HB1817
Um, what the what HB1817
Um, what the what HB1817 says is you can receive the FA, so you
says is you can receive the FA, so you
says is you can receive the FA, so you get your $4,500 from the state of New
get your $4,500 from the state of New
get your $4,500 from the state of New Hampshire and you can access your public
Hampshire and you can access your public
Hampshire and you can access your public free of charge. And the two schools, one
free of charge. And the two schools, one
free of charge. And the two schools, one is I should be able to access it. My
is I should be able to access it. My
is I should be able to access it. My taxes pay for school um even if I'm
taxes pay for school um even if I'm
taxes pay for school um even if I'm receiving my EFA money. And then the
receiving my EFA money. And then the
receiving my EFA money. And then the other of thought is you are receiving
other of thought is you are receiving
other of thought is you are receiving $4,500 to educate your child outside of
$4,500 to educate your child outside of
$4,500 to educate your child outside of the public school and therefore if
the public school and therefore if
the public school and therefore if you're access resources at the public
you're access resources at the public
you're access resources at the public school, you should be charged for that.
>> As a board feel that we need to um
>> As a board feel that we need to um advocate in some way and take a position
advocate in some way and take a position
advocate in some way and take a position on it
on it
on it suggest in one way or another. I'm just
suggest in one way or another. I'm just
suggest in one way or another. I'm just saying if we want to, we would need to
saying if we want to, we would need to
saying if we want to, we would need to >> right
>> right
>> right >> in the next.
>> in the next.
>> in the next. >> Yeah. Yeah.
>> Yeah. Yeah.
>> Yeah. Yeah. >> Or we can do pretty quickly.
>> Or we can do pretty quickly.
>> Or we can do pretty quickly. >> Nothing. Cuz I don't know if our
>> Nothing. Cuz I don't know if our
>> Nothing. Cuz I don't know if our if our concerns might be with an open
if our concerns might be with an open
if our concerns might be with an open enrollment. See where that goes.
enrollment. See where that goes.
enrollment. See where that goes. >> So I would say of the three. So the
>> So I would say of the three. So the
>> So I would say of the three. So the double dipping wouldn't would not cost
double dipping wouldn't would not cost
double dipping wouldn't would not cost the district money is that money is
the district money is that money is
the district money is that money is coming from the state level. That's a
coming from the state level. That's a
coming from the state level. That's a whole different discussion about
whole different discussion about
whole different discussion about advocacy about voting.
advocacy about voting.
advocacy about voting. Um the
Um the
Um the putting the butt cap on
putting the butt cap on
putting the butt cap on could be detrimental because basically
could be detrimental because basically
could be detrimental because basically putting the onus on you have to get the
putting the onus on you have to get the
putting the onus on you have to get the community to not vote for the budget cap
community to not vote for the budget cap
community to not vote for the budget cap and then once it goes through then you
and then once it goes through then you
and then once it goes through then you need a 60% to the budget every single
need a 60% to the budget every single
need a 60% to the budget every single year. So and we're having a hard time
year. So and we're having a hard time
year. So and we're having a hard time passing 50%. Um,
passing 50%. Um,
passing 50%. Um, and that but the New Hampshire School
and that but the New Hampshire School
and that but the New Hampshire School Board Association said that one is a
Board Association said that one is a
Board Association said that one is a possibility, but they didn't quite know
possibility, but they didn't quite know
possibility, but they didn't quite know where it's going to go. And then the
where it's going to go. And then the
where it's going to go. And then the open enrollment, the last time I knew
open enrollment, the last time I knew
open enrollment, the last time I knew that the money again coming out from the
that the money again coming out from the
that the money again coming out from the state level, but that also means that
state level, but that also means that
state level, but that also means that you're going to run into an issue long
you're going to run into an issue long
you're going to run into an issue long term where
term where
term where it's going to eventually the state
it's going to eventually the state
it's going to eventually the state probably not pay for it anymore and push
probably not pay for it anymore and push
probably not pay for it anymore and push it on to local schools. So I think all
it on to local schools. So I think all
it on to local schools. So I think all of them are
all of them are concerning. I think the
all of them are concerning. I think the budget cap is to me is the most
budget cap is to me is the most
budget cap is to me is the most concerning. So it goes against the idea
concerning. So it goes against the idea
concerning. So it goes against the idea of local control which has been in New
of local control which has been in New
of local control which has been in New Hampshire for a long time. So
>> bring it up.
>> bring it up. I'm okay to wait on
a comment. If folks want to have local
a comment. If folks want to have local control, need to have new legislators
control, need to have new legislators
control, need to have new legislators because the legislators that are there
because the legislators that are there
because the legislators that are there now do not believe local control.
We think we do not need to take position
We think we do not need to take position on anything or do you need to further
on anything or do you need to further
on anything or do you need to further discuss?
discuss?
discuss? >> Are we waiting to see what things pan
>> Are we waiting to see what things pan
>> Are we waiting to see what things pan out?
out?
out? >> I think people individually can
>> I think people individually can
>> I think people individually can advocate.
advocate.
advocate. >> Yeah.
>> Yeah.
>> Yeah. >> Um if they want to write in I don't
>> Um if they want to write in I don't
>> Um if they want to write in I don't think the board as a whole needs to
think the board as a whole needs to
think the board as a whole needs to advocate.
>> Sorry. Uh it's because everybody tells
>> Sorry. Uh it's because everybody tells me I'm loud all the time. I don't think
me I'm loud all the time. I don't think
me I'm loud all the time. I don't think we need to as a board to advocate. I
we need to as a board to advocate. I
we need to as a board to advocate. I think if people individually advocate as
think if people individually advocate as
think if people individually advocate as board members they by writing in but I
board members they by writing in but I
board members they by writing in but I don't think the board should make a
don't think the board should make a
don't think the board should make a public declaration on these things.
>> Does anyone have anything else that they
>> Does anyone have anything else that they would like to discuss with the board?
would like to discuss with the board?
would like to discuss with the board? >> So there there's legislation HB1563
>> So there there's legislation HB1563
>> So there there's legislation HB1563 that's been through the House and the
that's been through the House and the
that's been through the House and the Senate. um changes the reimbursement for
Senate. um changes the reimbursement for
Senate. um changes the reimbursement for special ed. Um, basically if a special
special ed. Um, basically if a special
special ed. Um, basically if a special ed student costs $56,000
ed student costs $56,000
ed student costs $56,000 currently, um, we pay 100%. Um, if it's
currently, um, we pay 100%. Um, if it's
currently, um, we pay 100%. Um, if it's 56,000,
56,000,
56,000, um, to 79,000 currently pay 100%.
um, to 79,000 currently pay 100%.
um, to 79,000 currently pay 100%. Um, we would pay 85%, so that would be
Um, we would pay 85%, so that would be
Um, we would pay 85%, so that would be better. From 79,000 to 227,000, it's the
better. From 79,000 to 227,000, it's the
better. From 79,000 to 227,000, it's the same at 20%. But then above 227,000
same at 20%. But then above 227,000
same at 20%. But then above 227,000 um uh we would have to now pay 10% if
um uh we would have to now pay 10% if
um uh we would have to now pay 10% if this went got signed by the governor. Um
this went got signed by the governor. Um
this went got signed by the governor. Um I have no idea what that means for the
I have no idea what that means for the
I have no idea what that means for the district. I did the language on to Jeff
district. I did the language on to Jeff
district. I did the language on to Jeff so that if you may clip that and maybe
so that if you may clip that and maybe
so that if you may clip that and maybe let us know what the difference might
let us know what the difference might
let us know what the difference might be. Um but until it's signed I don't
be. Um but until it's signed I don't
be. Um but until it's signed I don't know if it's really if we need to.
It's difficult to project in a lot of
It's difficult to project in a lot of ways certain expenses that we submit
ways certain expenses that we submit
ways certain expenses that we submit anyway are rejected. Um that said, there
anyway are rejected. Um that said, there
anyway are rejected. Um that said, there was an increase in that fund um for
was an increase in that fund um for
was an increase in that fund um for catastrophic aid and so it seems like
catastrophic aid and so it seems like
catastrophic aid and so it seems like they're trying to divvy up a little more
they're trying to divvy up a little more
they're trying to divvy up a little more of that fund which will still be capped
of that fund which will still be capped
of that fund which will still be capped though. Okay, that makes sense. So
though. Okay, that makes sense. So
though. Okay, that makes sense. So they're they have a bigger fund. They're
they're they have a bigger fund. They're
they're they have a bigger fund. They're being a little more generous with it in
being a little more generous with it in
being a little more generous with it in some ways and it's still going to be
some ways and it's still going to be
some ways and it's still going to be capped.
capped.
capped. >> So the change Yeah. change back to the
>> So the change Yeah. change back to the
>> So the change Yeah. change back to the 93%.
93%.
93%. Means that we're going to end up getting
Means that we're going to end up getting
Means that we're going to end up getting more money anyways,
more money anyways,
more money anyways, >> conceivably. Oh yeah. And we we get a
>> conceivably. Oh yeah. And we we get a
>> conceivably. Oh yeah. And we we get a significant boost in the past alone. Um
significant boost in the past alone. Um
significant boost in the past alone. Um due to that that factor alone due to the
due to that that factor alone due to the
due to that that factor alone due to the fact that the fund grew and our
fact that the fund grew and our
fact that the fund grew and our percentage reimbursement actually
percentage reimbursement actually
percentage reimbursement actually increased for the first time in
increased for the first time in
increased for the first time in substantively I don't know how many
substantively I don't know how many
substantively I don't know how many years as well. And and I'll just add my
years as well. And and I'll just add my
years as well. And and I'll just add my own commentary. Um and Jeff sort of
own commentary. Um and Jeff sort of
own commentary. Um and Jeff sort of touched on this because it's a
touched on this because it's a
touched on this because it's a reimbursement.
reimbursement.
reimbursement. um it can be difficult uh to determine
um it can be difficult uh to determine
um it can be difficult uh to determine what revenue will look in the future um
what revenue will look in the future um
what revenue will look in the future um versus what we have with federal funds
versus what we have with federal funds
versus what we have with federal funds with DEA. IDA we find out usually in
with DEA. IDA we find out usually in
with DEA. IDA we find out usually in April uh what funds we'll have available
April uh what funds we'll have available
April uh what funds we'll have available for the following year and then we have
for the following year and then we have
for the following year and then we have two years to spend so that there's a
two years to spend so that there's a
two years to spend so that there's a level of predictability to that. Um so
level of predictability to that. Um so
level of predictability to that. Um so from a budgeting standpoint
from a budgeting standpoint
from a budgeting standpoint moving more towards a model and and I
moving more towards a model and and I
moving more towards a model and and I don't that um the proposed and I haven't
don't that um the proposed and I haven't
don't that um the proposed and I haven't dug in I've heard about the bill any
dug in I've heard about the bill any
dug in I've heard about the bill any additional funding we can get is
additional funding we can get is
additional funding we can get is fantastic but having some predictability
fantastic but having some predictability
fantastic but having some predictability whenever they're going to have a pool of
whenever they're going to have a pool of
whenever they're going to have a pool of money and it's prorated all what the
money and it's prorated all what the
money and it's prorated all what the need is across all of the state of New
need is across all of the state of New
need is across all of the state of New Hampshire and we don't really know what
Hampshire and we don't really know what
Hampshire and we don't really know what the needs in another district that's a
the needs in another district that's a
the needs in another district that's a check
check
check IDA this year with $12,000 We knew what
IDA this year with $12,000 We knew what
IDA this year with $12,000 We knew what a year and we can budget around that
a year and we can budget around that
a year and we can budget around that special ed aid.
special ed aid.
special ed aid. >> It is nice though like Melissa did the
>> It is nice though like Melissa did the
>> It is nice though like Melissa did the presentation like we're getting the n
presentation like we're getting the n
presentation like we're getting the n was it 91 93
was it 91 93
was it 91 93 91 versus this three. So when they cut
91 versus this three. So when they cut
91 versus this three. So when they cut it at like 85 to 60 we got we were on
it at like 85 to 60 we got we were on
it at like 85 to 60 we got we were on the hook for $200,000. we didn't know
the hook for $200,000. we didn't know
the hook for $200,000. we didn't know we're going to be on the hook for and
we're going to be on the hook for and
we're going to be on the hook for and now it's gone back to, you know, the
now it's gone back to, you know, the
now it's gone back to, you know, the supportive level that they did before.
supportive level that they did before.
supportive level that they did before. Whether that's enough or not, that's a
Whether that's enough or not, that's a
Whether that's enough or not, that's a different story. But
different story. But
different story. But >> okay,
>> okay,
>> okay, >> the um the amount of and I'll just
>> the um the amount of and I'll just
>> the um the amount of and I'll just revert back to where we were with the
revert back to where we were with the
revert back to where we were with the grants and the impact on administration.
grants and the impact on administration.
grants and the impact on administration. The amount of administrative labor and
The amount of administrative labor and
The amount of administrative labor and work to be able to um qualify for this
work to be able to um qualify for this
work to be able to um qualify for this reimbursement is tremendous. We have
reimbursement is tremendous. We have
reimbursement is tremendous. We have very talented people working on this one
very talented people working on this one
very talented people working on this one in particular. Um very very talented.
in particular. Um very very talented.
in particular. Um very very talented. But it is a decent amount of work.
But it is a decent amount of work.
But it is a decent amount of work. However, going from 510,000 in 2425
However, going from 510,000 in 2425
However, going from 510,000 in 2425 916, and 2520X certainly,
916, and 2520X certainly,
916, and 2520X certainly, you know, that effort is is worth it,
you know, that effort is is worth it,
you know, that effort is is worth it, but it does come at a cost that's
but it does come at a cost that's
but it does come at a cost that's administrative administrative cost of
administrative administrative cost of
administrative administrative cost of detail that the department seeks on
detail that the department seeks on
detail that the department seeks on these and the amount of tiein to IEPs is
these and the amount of tiein to IEPs is
these and the amount of tiein to IEPs is phenomenal. I have no idea how they
phenomenal. I have no idea how they
phenomenal. I have no idea how they administer on their end, but it was
administer on their end, but it was
administer on their end, but it was very, very labor intensive.
very, very labor intensive.
very, very labor intensive. Thank you for the detail you guys put
Thank you for the detail you guys put
Thank you for the detail you guys put in.
>> Anything else?
>> Anything else? Very good. All right, moving on to
Very good. All right, moving on to
Very good. All right, moving on to consent agenda personnel report.
All right, we have one item in the
All right, we have one item in the personnel report and that is an
personnel report and that is an
personnel report and that is an administrative hire
administrative hire
administrative hire and I'm nominating Kathleen Ryan uh
and I'm nominating Kathleen Ryan uh
and I'm nominating Kathleen Ryan uh serve as the next Hamsteadville school
serve as the next Hamsteadville school
serve as the next Hamsteadville school special education building coordinator
special education building coordinator
special education building coordinator and there is some information in your
and there is some information in your
and there is some information in your packet in regards to this nomination. If
packet in regards to this nomination. If
packet in regards to this nomination. If the board has any specific questions,
the board has any specific questions,
the board has any specific questions, those need to occur in a non-public. I
those need to occur in a non-public. I
those need to occur in a non-public. I will also remind the board we are
will also remind the board we are
will also remind the board we are entering a non-public at the conclusion,
entering a non-public at the conclusion,
entering a non-public at the conclusion, not just for the superintendent
not just for the superintendent
not just for the superintendent evaluation, but also to review
evaluation, but also to review
evaluation, but also to review administrative contracts and that might
administrative contracts and that might
administrative contracts and that might be a good time to ask any that you might
be a good time to ask any that you might
be a good time to ask any that you might have about the nomination, but I would
have about the nomination, but I would
have about the nomination, but I would still ask for the board's approval.
still ask for the board's approval.
still ask for the board's approval. >> So, I don't know if this is a nonpublic
>> So, I don't know if this is a nonpublic
>> So, I don't know if this is a nonpublic question or not. So,
question or not. So,
question or not. So, do do we know which building she came
do do we know which building she came
do do we know which building she came from? And is that a non-public question?
from? And is that a non-public question?
from? And is that a non-public question? >> That is You can ask that in public. You
>> That is You can ask that in public. You
>> That is You can ask that in public. You can ask that in public. I'm not sure. I
can ask that in public. I'm not sure. I
can ask that in public. I'm not sure. I know. Do we? Yeah. But I that is that's
know. Do we? Yeah. But I that is that's
know. Do we? Yeah. But I that is that's a fair question.
>> What building she came from?
>> What building she came from? >> She came from
>> She came from
>> She came from >> her current position.
>> her current position.
>> her current position. >> Yeah. What uh do you know what building
>> Yeah. What uh do you know what building
>> Yeah. What uh do you know what building she was working in? Bedford. heard.
she was working in? Bedford. heard.
she was working in? Bedford. heard. She's the preschool coordinator
She's the preschool coordinator
She's the preschool coordinator currently. So, whichever the preschool
currently. So, whichever the preschool
currently. So, whichever the preschool program is located in, I don't know off
program is located in, I don't know off
program is located in, I don't know off top of my head.
>> Yeah, I'll take a look.
>> Yeah, I'll take a look. >> I'm not googling it.
Yeah. So, she's joining us from the
Yeah. So, she's joining us from the Bedford School District.
Bedford School District.
Bedford School District. >> I will just say again, thank you for
>> I will just say again, thank you for
>> I will just say again, thank you for going and finding the best people. I
going and finding the best people. I
going and finding the best people. I especially am grateful, Bob, that you
especially am grateful, Bob, that you
especially am grateful, Bob, that you got Melissa and brought her over. Keep
got Melissa and brought her over. Keep
got Melissa and brought her over. Keep grabbing people from other districts.
grabbing people from other districts.
grabbing people from other districts. there's a lot of districts that aren't
there's a lot of districts that aren't
there's a lot of districts that aren't fully filled out their roster and it's
fully filled out their roster and it's
fully filled out their roster and it's always impressive the work you guys do
always impressive the work you guys do
always impressive the work you guys do to to make sure that we have the people
to to make sure that we have the people
to to make sure that we have the people we need.
we need.
we need. >> Thank you. And you know goes without
>> Thank you. And you know goes without
>> Thank you. And you know goes without saying that anytime we uh attract people
saying that anytime we uh attract people
saying that anytime we uh attract people from the Bedford school district which
from the Bedford school district which
from the Bedford school district which is a very good school district. It tells
is a very good school district. It tells
is a very good school district. It tells you we're doing something right here in
you we're doing something right here in
you we're doing something right here in Hamstead cuz not a lot of people leave
Hamstead cuz not a lot of people leave
Hamstead cuz not a lot of people leave that school district, especially
that school district, especially
that school district, especially somebody with the qualifications and
somebody with the qualifications and
somebody with the qualifications and references uh that um Katie has.
>> I will make a motion to accept Kathleen
>> I will make a motion to accept Kathleen Ryan for the special headquarter.
Ryan for the special headquarter.
Ryan for the special headquarter. >> Second.
Thank you.
Thank you. >> All right. And just um moving on to
>> All right. And just um moving on to
>> All right. And just um moving on to superintendent report. We'll um turn it
superintendent report. We'll um turn it
superintendent report. We'll um turn it over real quickly to uh Nicole to give
over real quickly to uh Nicole to give
over real quickly to uh Nicole to give an update on the professional learning
an update on the professional learning
an update on the professional learning day that we had last Friday.
>> Hello. I'll be brief. Friday the 22nd,
>> Hello. I'll be brief. Friday the 22nd, our curriculum mapping initiative for
our curriculum mapping initiative for
our curriculum mapping initiative for the school year was kind of coming to
the school year was kind of coming to
the school year was kind of coming to fruition. I met with faculty member both
fruition. I met with faculty member both
fruition. I met with faculty member both staffs um in large group and in small.
staffs um in large group and in small.
staffs um in large group and in small. Curriculum mapping is not everyone's
Curriculum mapping is not everyone's
Curriculum mapping is not everyone's preferred activity but it is very
preferred activity but it is very
preferred activity but it is very important that we have these discussions
important that we have these discussions
important that we have these discussions and um kind of coordinate and align what
and um kind of coordinate and align what
and um kind of coordinate and align what we teach and when we do it among
we teach and when we do it among
we teach and when we do it among different subject areas. So our
different subject areas. So our
different subject areas. So our curriculum website will be overhauled
curriculum website will be overhauled
curriculum website will be overhauled with updated maps. It of course this
with updated maps. It of course this
with updated maps. It of course this work is ongoing. It is not going to be
work is ongoing. It is not going to be
work is ongoing. It is not going to be complete next board meeting but um there
complete next board meeting but um there
complete next board meeting but um there are maps that will continue to be
are maps that will continue to be
are maps that will continue to be developed in the school year next year
developed in the school year next year
developed in the school year next year but the majority of what our teachers
but the majority of what our teachers
but the majority of what our teachers have completed. I'll be with you at our
have completed. I'll be with you at our
have completed. I'll be with you at our goals update meeting.
goals update meeting.
goals update meeting. Um also this year you may have heard
Um also this year you may have heard
Um also this year you may have heard from some of our staff we are now
from some of our staff we are now
from some of our staff we are now incorporating competencies through our
incorporating competencies through our
incorporating competencies through our curriculum maps. So we've that's been a
curriculum maps. So we've that's been a
curriculum maps. So we've that's been a cause of struggle to learn about
cause of struggle to learn about
cause of struggle to learn about competence, integrate them, figure out
competence, integrate them, figure out
competence, integrate them, figure out how we're going to organize the
how we're going to organize the
how we're going to organize the curriculum by strands or by units. Um
curriculum by strands or by units. Um
curriculum by strands or by units. Um and so different subject areas tackled
and so different subject areas tackled
and so different subject areas tackled in different ways.
in different ways.
in different ways. I'm happy to answer any questions you
I'm happy to answer any questions you
I'm happy to answer any questions you have.
have.
have. >> This was one of the school district
>> This was one of the school district
>> This was one of the school district goals and then the meeting will report
goals and then the meeting will report
goals and then the meeting will report out on our three uh district goals. And
out on our three uh district goals. And
out on our three uh district goals. And I would just add one, I appreciate all
I would just add one, I appreciate all
I would just add one, I appreciate all the work Nicole uh has done, our
the work Nicole uh has done, our
the work Nicole uh has done, our building principles and our teachers. I
building principles and our teachers. I
building principles and our teachers. I think in retrospect for me, won't speak
think in retrospect for me, won't speak
think in retrospect for me, won't speak for Nicole, this is a real heavy lift.
for Nicole, this is a real heavy lift.
for Nicole, this is a real heavy lift. >> Um, you know, we used AI. There's a lot
>> Um, you know, we used AI. There's a lot
>> Um, you know, we used AI. There's a lot of excitement in the we rolled out an AI
of excitement in the we rolled out an AI
of excitement in the we rolled out an AI tool to help expedite this process and I
tool to help expedite this process and I
tool to help expedite this process and I think there were some of our curriculum
think there were some of our curriculum
think there were some of our curriculum teams that were able to do some of this
teams that were able to do some of this
teams that were able to do some of this work in kind of short order. But you got
work in kind of short order. But you got
work in kind of short order. But you got to remember the the complexity and
to remember the the complexity and
to remember the the complexity and diversity of all of the curriculum that
diversity of all of the curriculum that
diversity of all of the curriculum that is taught here in the district. Uh this
is taught here in the district. Uh this
is taught here in the district. Uh this is not as simple as one professional
is not as simple as one professional
is not as simple as one professional day. Um, and so there's still work and I
day. Um, and so there's still work and I
day. Um, and so there's still work and I don't want to give a total spoiler
don't want to give a total spoiler
don't want to give a total spoiler because you're going to see you get sort
because you're going to see you get sort
because you're going to see you get sort of update. Um, but this is definitely
of update. Um, but this is definitely
of update. Um, but this is definitely work that's going to continue in the
work that's going to continue in the
work that's going to continue in the future to be held as it as it really has
future to be held as it as it really has
future to be held as it as it really has the potential to be.
the potential to be.
the potential to be. >> And next year we have social studies on
>> And next year we have social studies on
>> And next year we have social studies on deck. So you won't see any social
deck. So you won't see any social
deck. So you won't see any social studies maps in the next two weeks that
studies maps in the next two weeks that
studies maps in the next two weeks that are well I can versions that are draft
are well I can versions that are draft
are well I can versions that are draft but our final product will be worked on
but our final product will be worked on
but our final product will be worked on next year.
next year.
next year. And just a note to our audience that all
And just a note to our audience that all
And just a note to our audience that all of our curriculum documents are
of our curriculum documents are
of our curriculum documents are available online do not reflect all of
available online do not reflect all of
available online do not reflect all of the competencies. Uh they will uh but
the competencies. Uh they will uh but
the competencies. Uh they will uh but they also do uh reflect what it is uh
they also do uh reflect what it is uh
they also do uh reflect what it is uh that we teach in our classrooms. And if
that we teach in our classrooms. And if
that we teach in our classrooms. And if anyone has any questions about uh the
anyone has any questions about uh the
anyone has any questions about uh the curriculum, they can reach out to Nicole
curriculum, they can reach out to Nicole
curriculum, they can reach out to Nicole or or the classroom teacher. It's very
or or the classroom teacher. It's very
or or the classroom teacher. It's very important that parents have an
important that parents have an
important that parents have an understanding of what their children are
understanding of what their children are
understanding of what their children are in schools.
And I'm going to turn it over very
And I'm going to turn it over very quickly to uh Mr. Dow to give an update
quickly to uh Mr. Dow to give an update
quickly to uh Mr. Dow to give an update on the HMS bleach field.
on the HMS bleach field.
on the HMS bleach field. >> Thank you, Mr. Thompson. The you had
>> Thank you, Mr. Thompson. The you had
>> Thank you, Mr. Thompson. The you had submitted a request for proposal um a
submitted a request for proposal um a
submitted a request for proposal um a while back on the go and um did not
while back on the go and um did not
while back on the go and um did not receive a tremendous overwhelming number
receive a tremendous overwhelming number
receive a tremendous overwhelming number of responses. went to rebid on the 15th,
of responses. went to rebid on the 15th,
of responses. went to rebid on the 15th, which is about 11 days ago. We had a
which is about 11 days ago. We had a
which is about 11 days ago. We had a site visit on the 22nd, last Friday, and
site visit on the 22nd, last Friday, and
site visit on the 22nd, last Friday, and we're looking to close this out on June
we're looking to close this out on June
we're looking to close this out on June 3rd.
3rd.
3rd. Now, this will replace we have
Now, this will replace we have
Now, this will replace we have technically four fields, which will
technically four fields, which will
technically four fields, which will segment into two larger um leech beds,
segment into two larger um leech beds,
segment into two larger um leech beds, if you will. Uh and we're replacing just
if you will. Uh and we're replacing just
if you will. Uh and we're replacing just one of them, which is the farm bed.
one of them, which is the farm bed.
one of them, which is the farm bed. You've seen some trees come down uh
You've seen some trees come down uh
You've seen some trees come down uh between where the playground area is and
between where the playground area is and
between where the playground area is and the upper field behind
it's been there for quite a
it's been there for quite a Um, we are looking at very technical
Um, we are looking at very technical
Um, we are looking at very technical issues involving the very specific
issues involving the very specific
issues involving the very specific tie-in of new leech bed to the existing
tie-in of new leech bed to the existing
tie-in of new leech bed to the existing outflow system. Make sure we get that
outflow system. Make sure we get that
outflow system. Make sure we get that right. And we may have a little more
right. And we may have a little more
right. And we may have a little more detail on the plans finalized. If we get
detail on the plans finalized. If we get
detail on the plans finalized. If we get those updates in place, then we will um
those updates in place, then we will um
those updates in place, then we will um extend the RFP out. And that's it. We've
extend the RFP out. And that's it. We've
extend the RFP out. And that's it. We've had some interest so far, which has been
had some interest so far, which has been
had some interest so far, which has been great. We actually holding interest of
great. We actually holding interest of
great. We actually holding interest of the number of bids we received last time
the number of bids we received last time
the number of bids we received last time so far. So going
I did want to mention also when talking
I did want to mention also when talking about the RFP um for the lead that I do
about the RFP um for the lead that I do
about the RFP um for the lead that I do appreciate I did meet with Mr. on like
appreciate I did meet with Mr. on like
appreciate I did meet with Mr. on like this was his bread and butter 50 years.
this was his bread and butter 50 years.
this was his bread and butter 50 years. Uh you know the expertise that he has
Uh you know the expertise that he has
Uh you know the expertise that he has and is willing to share is is is
and is willing to share is is is
and is willing to share is is is certainly valuable uh to to the board
certainly valuable uh to to the board
certainly valuable uh to to the board and um we look forward to getting the
and um we look forward to getting the
and um we look forward to getting the project done. Um the only other note I
project done. Um the only other note I
project done. Um the only other note I want to make is so um last Friday I met
want to make is so um last Friday I met
want to make is so um last Friday I met with the um South Central
with the um South Central
with the um South Central superintendents. That's all those
superintendents. That's all those
superintendents. That's all those superintendents in the southern New
superintendents in the southern New
superintendents in the southern New Hampshire area. And uh one of the topics
Hampshire area. And uh one of the topics
Hampshire area. And uh one of the topics we spent a considerable amount of time
we spent a considerable amount of time
we spent a considerable amount of time on is hiring. And I say that because the
on is hiring. And I say that because the
on is hiring. And I say that because the hiring um the process and the pools of
hiring um the process and the pools of
hiring um the process and the pools of candidates out there, it is looking
candidates out there, it is looking
candidates out there, it is looking pretty dire. Um and so I thought it
pretty dire. Um and so I thought it
pretty dire. Um and so I thought it would be important that just wanted to
would be important that just wanted to
would be important that just wanted to give a very quick update on some of the
give a very quick update on some of the
give a very quick update on some of the positions we have. Um I would
positions we have. Um I would
positions we have. Um I would characterize the number of positions we
characterize the number of positions we
characterize the number of positions we have open this time of year in
have open this time of year in
have open this time of year in comparison to previous years is probably
comparison to previous years is probably
comparison to previous years is probably about the same if a little lower. Um so
about the same if a little lower. Um so
about the same if a little lower. Um so we have an occupational therapist
we have an occupational therapist
we have an occupational therapist position available and these all uh the
position available and these all uh the
position available and these all uh the these professional resignations have
these professional resignations have
these professional resignations have already come to the board so there's no
already come to the board so there's no
already come to the board so there's no question uh but in terms of an update on
question uh but in terms of an update on
question uh but in terms of an update on that T uh very limited in fact as of
that T uh very limited in fact as of
that T uh very limited in fact as of today we had one candidate apply for the
today we had one candidate apply for the
today we had one candidate apply for the position uh speech we have zero
position uh speech we have zero
position uh speech we have zero candidates no one has applied that is
candidates no one has applied that is
candidates no one has applied that is consent across southern New Hampshire uh
consent across southern New Hampshire uh
consent across southern New Hampshire uh what occurs is um contracting companies
what occurs is um contracting companies
what occurs is um contracting companies gobble these individuals up. They can
gobble these individuals up. They can
gobble these individuals up. They can they they can negotiate on sale whereas
they they can negotiate on sale whereas
they they can negotiate on sale whereas school districts are subject to
school districts are subject to
school districts are subject to collective bargaining agreements.
collective bargaining agreements.
collective bargaining agreements. Um I've already uh met with Mrs.
Um I've already uh met with Mrs.
Um I've already uh met with Mrs. McDonald. All right, what's a
McDonald. All right, what's a
McDonald. All right, what's a contingency plan? We have to have a we
contingency plan? We have to have a we
contingency plan? We have to have a we have to fill the position and so that is
have to fill the position and so that is
have to fill the position and so that is likely to be something that we uh end up
likely to be something that we uh end up
likely to be something that we uh end up going to contract offices for. There's
going to contract offices for. There's
going to contract offices for. There's this delicate game. Keep the position
this delicate game. Keep the position
this delicate game. Keep the position open. We're going to hope somebody shows
open. We're going to hope somebody shows
open. We're going to hope somebody shows up. But if in August making the decision
up. But if in August making the decision
up. But if in August making the decision to move to contracted services, the pool
to move to contracted services, the pool
to move to contracted services, the pool of contracted services starts to peer.
of contracted services starts to peer.
of contracted services starts to peer. So it is a decision that around this
So it is a decision that around this
So it is a decision that around this time a year that we uh we need and so uh
time a year that we uh we need and so uh
time a year that we uh we need and so uh we'll be doing that and I would hope to
we'll be doing that and I would hope to
we'll be doing that and I would hope to be able to provide the board an update
be able to provide the board an update
be able to provide the board an update at the at the necking. Uh hs we have a
at the at the necking. Uh hs we have a
at the at the necking. Uh hs we have a classroom teacher position available.
classroom teacher position available.
classroom teacher position available. Classroom teaching positions especially
Classroom teaching positions especially
Classroom teaching positions especially at the elementary school in Hstead are
at the elementary school in Hstead are
at the elementary school in Hstead are very popular. that ever be a problem.
very popular. that ever be a problem.
very popular. that ever be a problem. Uh ELLL teacher, uh Principal Bernard
Uh ELLL teacher, uh Principal Bernard
Uh ELLL teacher, uh Principal Bernard was is in charge of that screening uh
was is in charge of that screening uh
was is in charge of that screening uh process for the district and uh we do
process for the district and uh we do
process for the district and uh we do have some qualified folks. Um and I
have some qualified folks. Um and I
have some qualified folks. Um and I think we'll be able to fill that no
think we'll be able to fill that no
think we'll be able to fill that no problem. Uh reading specialists, so one
problem. Uh reading specialists, so one
problem. Uh reading specialists, so one of our reading specialists over to fill
of our reading specialists over to fill
of our reading specialists over to fill our open uh ELLL uh position uh to cover
our open uh ELLL uh position uh to cover
our open uh ELLL uh position uh to cover for the uh retirement of one of our
for the uh retirement of one of our
for the uh retirement of one of our teachers. and uh that uh we do not have
teachers. and uh that uh we do not have
teachers. and uh that uh we do not have I have to take a look I think we've had
I have to take a look I think we've had
I have to take a look I think we've had one the board may recall a year ago
one the board may recall a year ago
one the board may recall a year ago probably to the day almost the board
probably to the day almost the board
probably to the day almost the board actually approved the took money
actually approved the took money
actually approved the took money contracted services to create a reading
contracted services to create a reading
contracted services to create a reading position.
position.
position. Um well if we don't fill reading
Um well if we don't fill reading
Um well if we don't fill reading position we might be moving in the other
position we might be moving in the other
position we might be moving in the other direction where we're going to take that
direction where we're going to take that
direction where we're going to take that money and we're going to move it back
money and we're going to move it back
money and we're going to move it back over to contracted uh services. So
over to contracted uh services. So
over to contracted uh services. So again, uh that would be something that
again, uh that would be something that
again, uh that would be something that we would update them either at the next
we would update them either at the next
we would update them either at the next meeting or at uh some point um over the
meeting or at uh some point um over the
meeting or at uh some point um over the summer.
summer.
summer. >> So that's sort of where we are in terms
>> So that's sort of where we are in terms
>> So that's sort of where we are in terms of of hiring. Uh not looking good out
of of hiring. Uh not looking good out
of of hiring. Uh not looking good out there. We are uh an attractive district
there. We are uh an attractive district
there. We are uh an attractive district to work for. Wages are relatively
to work for. Wages are relatively
to work for. Wages are relatively competitive. The school uh community and
competitive. The school uh community and
competitive. The school uh community and culture is considered to be pretty
culture is considered to be pretty
culture is considered to be pretty positive. And so, uh, you know, we'll
positive. And so, uh, you know, we'll
positive. And so, uh, you know, we'll continue our recruiting efforts.
continue our recruiting efforts.
continue our recruiting efforts. That's really, uh, my report. Other than
That's really, uh, my report. Other than
That's really, uh, my report. Other than I just want to say thank you to our
I just want to say thank you to our
I just want to say thank you to our educators, our leadership team, our
educators, our leadership team, our
educators, our leadership team, our teachers, our support staff. This is a
teachers, our support staff. This is a
teachers, our support staff. This is a time of the year where, uh, things are
time of the year where, uh, things are
time of the year where, uh, things are really heating up in school as we
really heating up in school as we
really heating up in school as we approach the end. Uh, anyone who doesn't
approach the end. Uh, anyone who doesn't
approach the end. Uh, anyone who doesn't work in public ed will make comments
work in public ed will make comments
work in public ed will make comments like, "Oh, school must be winding down."
like, "Oh, school must be winding down."
like, "Oh, school must be winding down." No, don't wind down. Uh, they wind up
No, don't wind down. Uh, they wind up
No, don't wind down. Uh, they wind up and then it ends. Uh but addition to
and then it ends. Uh but addition to
and then it ends. Uh but addition to that, we also have um our own families
that, we also have um our own families
that, we also have um our own families whose children are in musical events and
whose children are in musical events and
whose children are in musical events and end of the year celebrations. And to see
end of the year celebrations. And to see
end of the year celebrations. And to see the balance um that our educators do
the balance um that our educators do
the balance um that our educators do every single day to ensure that students
every single day to ensure that students
every single day to ensure that students under get what they need, but also their
under get what they need, but also their
under get what they need, but also their own families is pretty extraordinary. So
own families is pretty extraordinary. So
own families is pretty extraordinary. So I just say thank you to uh to all of
I just say thank you to uh to all of
I just say thank you to uh to all of them for balancing act that they do and
them for balancing act that they do and
them for balancing act that they do and the sacrifices
the sacrifices
the sacrifices uh that make. So, that's it for the
uh that make. So, that's it for the
uh that make. So, that's it for the superintendent report. I'll entertain
superintendent report. I'll entertain
superintendent report. I'll entertain any questions uh that folks may have
any questions uh that folks may have
any questions uh that folks may have about any of the items presented or
about any of the items presented or
about any of the items presented or anything that wasn't.
Okay.
Okay. With that, uh any other business to
With that, uh any other business to
With that, uh any other business to discuss?
discuss?
discuss? Nope. Okay. Uh we'll look for a motion
Nope. Okay. Uh we'll look for a motion
Nope. Okay. Uh we'll look for a motion to move into non-public.
to move into non-public.
to move into non-public. >> I will motion to move on non-public
>> I will motion to move on non-public
>> I will motion to move on non-public under 9183
under 9183
under 9183 um to A the dismissal of compensation of
um to A the dismissal of compensation of
um to A the dismissal of compensation of any public employee or discipline of
any public employee or discipline of
any public employee or discipline of such a employee or C matters if
such a employee or C matters if
such a employee or C matters if discussed in public would likely affect
discussed in public would likely affect
discussed in public would likely affect adversely the reputation of a person
adversely the reputation of a person
adversely the reputation of a person other than the member of the public body
other than the member of the public body
other than the member of the public body itself.