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Good evening everyone. I would like to call the meeting to order for the school board for October 7th, 2026. And would you please join me in the Pledge of Allegiance? I pledge allegiance to.

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The flag of the United States of America and to the Republic for which it stands one nation under God, indivisible, with liberty and justice for all.

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Before we begin our meeting tonight, we have a special recognition that we would like to acknowledge, and Doctor Broderick is going to take care of this for us. This is terrific.

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So this is Stevens High School senior Sean Gagnon. And this this is I'm going to read this. It was written by doctor Mike Harrington, who couldn't be here this evening, who we all know is is the principal at Stephens. So so Doctor Harrington writes, while I am saddened that family obligations prevent me from being there in person, tonight is my absolute pleasure to recognize an outstanding member of the Stephens High School senior class. I'm proud to announce that John Gagnon has been named a commended student in the 2027 National Merit Scholarship Program. To put this extraordinary achievement into perspective, out of roughly 2 million students nationwide who took the qualifying exam last year, John scored in the top 50,000. Wow. This placed him among an elite group of approximately 34,000 students across the country, recognized for exceptional academic promise and scholastic excellence. Beyond John's accomplishments in the classroom, he has a bright and ambitious plan for the future. Looking ahead, he. He aims, pardon me, to study automotive design and mechanical engineering with a specific focus and passion for exploring the potential of hydrogen combustion engines. Achievement at this level reflects not only John's remarkable dedication and talent, but also the encouragement of his family. His parents are here this evening. Teachers. One of them is here also one of his parents, Jen, who works at Claremont Middle School, and his peers. John, we are all incredibly proud of you. I'm speaking for myself as well as Doctor Harrington now, and we all look forward to seeing the impact you'll make in the field of engineering. Congratulations.

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Thank you.

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Honestly, just thank you so much for for for being for making being able to make like education throughout, especially last year continue. I know, um, last school year was very challenging, and I would like to commend all of you on your efforts to bring us back from that.

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Thanks. Thank you. Thanks.

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Sean, we're so proud of you. Thank you so much.

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All right. Let's go to the consent agenda. And we have roll call.

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Lauren Howard here. Michael Patron here. Don Lavallette here. William Madden here. Brian Rapp here. Heather Whitney. Candice Crawford here.

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Okay. Let's look at this consent agenda. We have the minutes for September 16th. Are there any edits.

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Don I didn't see I didn't really see the minutes posted. Did I miss something?

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Um, I sent them off to central office.

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Not on the website. They're linked out of this agenda.

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Of course they are.

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But not in the minutes section on the website.

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You won't you won't see anything other than the the same agenda. There's no for. I'll give you an example. So Hope spoke under citizens comments about discussions in Concord, about screen time, policies for students and state level right to know requests. Um, and then there was a discussion during the superintendent and tech director reports when I, I specifically was talking about other sport opportunities that were available for kids bass fishing and that so in those minutes, minutes that are posted, um, as of 4:00 today, I didn't, I didn't see anything there to, to review.

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So the minutes should be attached to the, they're attached to today's meeting.

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Correct. But but but if you look at what's there and scroll through, you won't see anything other than what looks like an agenda. There's in other words, there's no purchase on.

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The agenda for that meeting.

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Yeah. So there's nothing there to review.

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Okay.

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Yeah.

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All right. So we have to work on the linking of the minutes to the actual document. Yeah.

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Like I said, there was nothing for me to review. There wasn't.

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Okay. Let's note that we're going to have to figure that out in the central office.

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The last draft minutes in the folder on the website are from September 2nd, not the 16th. So we need to get those into the right place.

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And those are not the revised minutes, if I'm correct, because I went back and looked at the, the um, those and those didn't seem to have the, the corrections that we asked for.

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Thank you, Mr. Whitlock.

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Yep.

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Um, so so you didn't know you didn't know any changes in the.

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There was nothing to review. Madam chair.

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Oh I see. Then I'm going to put off approving those minutes. Until next time.

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Please.

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Okay. Um and then um there are the manifests and um consent with the rest of the agenda. Any problems with going forward? Seeing none. Okay. That gets us to citizens comments. Are there any citizens who would like to make a comment tonight?

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Hi, everybody.

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My name is Sam Deering. I'm running for state representative alongside Hope here in Claremont. I just want to say that I'm a firm believer in public education. I think it's a cornerstone of our democracy, and we should always be striving to lift our kids up and set them up for success. Um, so yeah, thanks for all the work you all are doing here tonight. Looking forward to a good meeting. Thank you.

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Thanks.

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Mr. Hemingway.

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Thank you. Uh, so I'm Wayne Hemingway, state representative and city councilor. Um, what I would like to say is. Congratulations, young man. And I would like to invite him and anyone else that has these accomplishments, accomplishments to present at the City Council as well during City Forum, citizens forum, because we are not only a school district and we only learn about these things at the school district board meetings. We need to spread the accomplishments of everyone throughout the city, and I think presenting these things at the City Council is also a great idea.

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So maybe you could extend an invitation to.

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I would love to extend an.

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Invitation. I mean, and, and yeah, follow up after the meetings and let him know when the meetings are so forth. Thank you. Thank you.

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Anybody else for citizen's comments? This is a very full agenda. Tonight. I'd just like to warn you that there's a lot of information here.

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Isn't it wonderful?

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That's what we're here for.

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Thank you. Um, so let's move on to the Treasurer's report and Mr. Diamond's meeting.

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Um, so, uh, as you saw in Doctor Broderick's recent email that we've, uh, cleaned up the, um, the manifest to make them itemize. So this is both for payroll as well as, uh, because in the past direct direct deposits were just showing as one lump sum on the manifest. So now we have them broken down by who The money's being distributed to. Even for. For direct deposit. One. The next thing that I'd like to work on. I passed out a sheet just now, and there are these direct electronic payments that never seem to appear on any manifest, and I would like to correct that. So I'm going to be working on getting these on a manifest, because the way it's supposed to work is the treasurer doesn't release any money until the board has seen it for at least two members of the board have signed off on it. But we have these electronic payments that seem to just get initiated by district staff rather than going through the normal channels. So I'm hoping that we can fix that in the near future anyway.

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That's all I got tonight.

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Okay.

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Thank you, Madam Chair. Luke, do you have an saw six email? Yes, I do. You do? Okay. And I prefer to use that for you. I'm glad you said that. So can we get that included somewhere in the website? Close to where our names are located? I think that will send a message that you're part of this team as well myself. Um, and your checkbook presentations, if we can get those included with the minutes and the manifest to that, I think that would be helpful for the public. Oh, right. Yeah. So I will be, I will be, um, uh, it takes longer to get that, that stuff put together, but I will be at the next meeting this month. We will have, uh, September's September's numbers. Good. Thank you. Thank you, Madam Chair.

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You're welcome. Anyone else? Thank you.

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Okay, our next report. is um, curriculum instruction and assessment. Um, Miss Kennedy.

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Okay.

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Good evening everyone. My name is fairly brief. I know I've got a lot to discuss tonight, so, um, just wanted to follow up. He had been put in some first pilots we had discussed before. So piloting arts and letters at the Claremont Middle School. Um, it's been approved and that is funded right now, the pilot through title one grant money. Um, and then that is a science of reading interdisciplinary literacy approach, um, looking at using authentic literature. It has vocabulary. It has um information. And so the one nice thing also is about it's a cohesive program. And so we're already using the other version of it, the older version of wits and wisdom and that's in K to five. And so this would bring 6 to 8 at least to a pilot in a similar fashion. So we'll see how it goes. Um, and then report back on what we find. Um and so that's starting very soon. And then also similarly for science, we put into pilot Kessler Science. And so that's a hands on digital science program. Um, and so the teachers would have access. It offers life science, physical science. Um, there's a lot of things that involves the five E model and that is engaged to explore, explain, elaborate and evaluate. And so all the students would have components of that through their science instruction with their teacher. And so again, those are hands on labs. Um, they have some steam challenges. They have some escape room options. Um, and so it really brings science to life for the students. So that's something that we're looking at that. So the link is in there if you want to look for more information about that. And then it's also funded through title for a. Um, and again, that's a pilot just to see what people are thinking. A teacher had used it before, brought it to us to look at it and see if it was something of interest. We put it in the grant and we'll get a chance to pilot it and see what people think of the approach. And that would be so sixth grade, seventh grade and eighth grade for all of those. Um, and then also software, we had the software survey that was out. We told you we bring some steps. We were able to get 82 responders across the district. And so to weigh in. So there are over 30/35 websites or apps that we use. And what we were trying to gauge is how many are using it. We had questions about like never always weekly, things like that. And we want to make sure we're being consistent. And what we're coming up with now is a vetting committee and really making sure that it's not just one group. There's been a lot of siloed school approaches to programs, and it's not necessarily a bad thing because some of it might be more K to three, a k to two, excuse me, or 3 to 5. But we want to be consistent in our approach. We want to be sure financially that A we know how it's being funded. We're working with Teresa Taylor to make sure we know whether it was grant funded or whether it was locally funded. Um, and then also, um, who is the benefactor of the actual app, you know, is it teachers? Is it students? We also want to make sure with the committee, and we're going to hopefully have everybody from one person, from each school that is attending this and more to come on the committee. But just what is this happening and are we approving it across the board and really just being more decisive in terms of how we're determining who's getting which app and things? So even if it is grant funded, it's not just because one person was more vocal than another. So you want to be a little more equitable and just make sure we have a limited pool of money, whether again, grant funded or locally funded. We want to make sure we're getting the most bang for our buck. If there's something that we already get through a program or approach that we're using, we want to make sure if their tools don't have it, whatever app we're using is fiscally responsible. And again, it gets the most users for that. It's, you know, it has a lot of things that we need to look into the DPAS does it have student privacy? So there's a lot of factors that go into determining whether we have these apps available for all the teachers and things. There's some like the librarians. I know there's concern for those. So some that are basic. That's just part of our operational planning. That's something that's different. But others are more um what's called supplemental in grants versus supplanting. Whereas that's what we use for the curriculum. So we're looking at the supplemental things, something that adds on to what we're already teaching. And so we want to make sure this committee is really taking some time with this. And we're looking for some input from folks and just to kind of way into it. So we're again, being equitable across the board.

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Good. I think that's I'm pleased to hear about this survey and a good response. And we appreciate other board members. Um, Brian, please.

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Just.

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To.

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Follow up with the Follett Bluff School is still listed on that. Thank you. I don't know if we're paying for it, but they are listed.

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Don thank you, Madam Chair. Carrie, when you have a chance, can I get a copy of the fifth grade Wit and wisdom text, as well as that math text and the arts and letters if it's available.

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Okay.

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And then my second question, when I use the term PD, I'm just asking for what. What support are we offering new teachers, for example, that are new to wit and wisdom? I just worries me that I saw the we have PD for great minds, but that specific. So I'm sure it's out there. I just hope you can bring that forward.

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Sure.

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So they have right now and I spoke to the vendor as well. They have some asynchronous. We're looking in to see if we can get a more formal plan for some folks, particularly some like that, who so new to the district, but they also have some online pieces. So you can go as a new teacher. And we're working through that for those folks so they understand where to go find the resources. So there's some videos, um, there's some courses that they can take if they want to just, you know, and it doesn't have to be a long plan, but just, you know, video summaries of how to implement things like that too. So we're working with the principals to make sure that all of those folks have access to that.

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Thank you. So a follow up. So are we allowing them to take some of that prep time to, to sort of pull away and take care of that on their own.

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Sure.

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Okay. And just a couple more, Madam Chair. Um, so I was looking at your report. Can you explain to the public and me what is Miss Morse do and how does she spend her school day?

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Tammy Morse. So she is called an APS coordinator. Um, so she works with me and she also works with Jason Bonneville and Informational technology. She will go in and working on professional development. So we have a system, it's called frontline and it has a professional growth area. And so we're working on anything. In a typical year we would have like district PD days or district opportunities and things. So she's working on loading those up for when we have them. Um, we're checking to make sure that the rostering of all the staff are up to date this year. She's working on all of rostering. So we have the single source sign on. It's called clever. And so students, when they log in. It's an easier way to log in to all of the apps so they, you know, scan a badge, they log into clever. So every app that's covered under there. So it could be great minds. Eureka. All of the different things that we're using programmatically. And then anything else we add to it, um, code monkey type tastic. She rosters all of those students right now. And so she's working with all the vendors. And so 600, 1000 1300 students, depending on which grade level is that has to go in there and we'll take the files for that. Um, she'll, she's also working right now with me. Also in the beginning, educator plans, we're keeping track of everybody's licenses where they are and their education plans. And that's also getting entered into front line. And so she's doing that. And to make sure. So this did exist in the district before it kind of fell down a little bit. And now we're building it back up again. And so anytime somebody is trying to take professional development, whether it's like a district day or whether it's just something that I wanted to do at the SRA or other groups have plans where they can take a professional development for themselves, and so they would put in for it, get it approved by the principal. Um, it would be approved by me depending on which the plan is things. And then we go through and then decide, you know, the funding source is that part of their professional development plan. There's certain money that's allowed for each teacher. Is it a course that's part of a, you know, a degree program, things like that are factored into it. So Tammy's job is to also make sure that everything that's in what's called front line is up to date is also controls are, um, absence management for all the staff. And so anytime anybody's out for the day, um, they will put in saying it's a sick day or personal day. So we're working with HR, um, and working to make sure that all the staff are up to date in that too. So she also does a lot of things technical with Jason on the IT part of it, just troubleshooting and things for basic, um, a teacher might say, I can't access this app or this program. She'll go to the building, check in with the teacher, make sure that they can access it. She's been to all the schools so far, but I know I happen to be there one day. She was in eighth grade Ela. They were trying to work because they were piloting the Eureka and the excuse me, the great minds and for the wit and wisdom. So she was helping that teacher access how to get online and how they have slides for launching the, like the program for the day. Um, and how to access that for the classroom too.

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Thank you.

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Um.

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Just one more.

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Madam chair.

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Can we please get a grade level census each month for for our entire district enrollment?

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Oh, sure. Enrollment.

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Do you want right now or.

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Um, if you just include it in our packet.

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Yeah. I'd be a happy camper. I can do that.

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Just as a quick thing. So right now the high school has 400 students. The middle school has 321, has 290, and Maple has 312 for a total of 1323 students.

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Awesome. Yeah. If we get a break.

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Just on a regular basis.

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No, that's that's fair. Usually I didn't include that. Yeah.

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Thank you. Thank you, Madam Chair.

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Bill, did you have a question or comment?

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Uh.

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Are we ready to start.

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Having subcommittee meetings now?

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I yield to Doctor Broderick.

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Go right.

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Ahead.

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Okay. Thank you. I'll set it up. Okay. Yeah.

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Sorry. I just asked, did you want a physical copy of that or. Okay.

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Please. As you may have noticed, I'm still.

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I appreciate that. That's okay. And just so you know, they come in modules. And so there's, there's different levels. And so 1 or 2, three. Okay.

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Any other questions for Miss Kennedy. Very good. Thank you. Um part of that is a credit recovery report for Miss Rimes. Um, related to summer school.

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Oh.

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Yeah, if you want to put it up there. I brought a copy just to follow along with. Um, so I'm just here to kind of go over how credit recovery slash summer school went this summer. Um, I know there's been some questions about it in the past, so I figured I would just come and share information about it. You guys do have a PowerPoint in your packets and it's also online, I believe. Um, so just the general overview. It went from July 8th to August 6th this year, um, from 9 a.m. to noon Monday through Thursday, which has been the time frame we've done the last few years. Um, July 7th was set aside for teacher work day to give staff a day to prepare for everything. There was five teachers. Um, we covered five subjects English, math, science, social studies and technology. Um, staff did not clock in unless they had students they were working with, which I know had been a concern of the board previously. So um, that was the thing and I was, I am the coordinator of summer school. So I was there every day. Um, the process is students are recommended by their teachers and the appropriate subjects throughout the year based on if they can recover the course or not in the summer timeframe, as opposed to retaking the entire class. A grade of Re allows students to be able to attend summer school. Um, and so again, we don't offer summer school in every subject, but if a kid gets an re in English to, for example, that means they can come to summer school and recover that English credit there.

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Um and re is eligible. Thank you. Yeah.

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It goes C minus re and then f um outreach happened from late spring through the end of the year. Didn't happen as early as it has in the past because there was uncertainty about the funding of summer school credit recovery. Um, due to that some families already made other plans and not able to attend. Um, but it was no one's fault. We all know what happened last year.

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This is a very long slide about everything I do, because I know there's questions about why we have a coordinator for summer school. So I just wanted to kind of a list of everything I do as the coordinator. Um, so I notify the families. I also coordinate a $500 food donation from Kiwanis for healthy snacks for the kids. Um, because we all know that hungry kids don't learn well and don't do work well. So we made sure we had healthy snacks available to the students for the duration of summer school. Um, I handled minor disciplinary infractions, and I also worked with administration who were in the building. If it was something that I needed help with, which didn't happen often, um, I kept track of credits earned. I printed out all the powerschool credit information, which is over 200 pieces of information for staff, so they could see which competencies students had to work on. Um, made sure that staff had access to all the IEPs and 500 fours because we call it accommodations during summer school. Um, I manage a grade change forms. So they come to me and then they go to Doctor Harrington and then they go to McFarland to be entered. So it's kind of the chain of command for that. Um, I'm there every day to greet the kids as they walk in and take attendance. I'm the family point of contact throughout summer school. So they email me. They can call the library because that's where I'm housed. Um, I helped you for the students in case staff members were not there that day because again, sometimes staff has plans. And so I kind of step in and help if I need to. I also can just answer general questions about school credits, that type of stuff, while I'm there.

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Um, we had 138 students invited to come to summer school to recover 240 credits. A lot of kids had multiple classes they could recover in, which is both good and bad because it's a time frame. So they have to kind of time manage themselves to do it.

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Um, this is just the average of the attendance, um, week one. So it's four days. Well the first week was only two days, but Week, one average was 46 students, week two was 32 and it just went down from there. Um.

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I think it's a good thing it went down because it meant kids were recovering credits and they weren't not doing their work, which is good. Um, we had kids who were there the first day through the last day, you know, and their kids who show up every day, they work hard.

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We had 98 credits recovered completely. Um, we had 24 in English, 24 in social studies, 22 in science, four in computers, and 24 in math. And we had 18 students recover more than one credit. Um, and then just a reminder, summer school was funded by a grant this summer as well as last summer. So there was no cost to the district again, including for the food that was provided by Kiwanis because they donated money to us. Um, so it does say the district money overall to run credit for summer school at the high school. Um, you know, it does help kids get to graduation, which is the overall goal, obviously, of working at the high school is we want kids to graduate on time. Any questions? Please be nice.

104
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I have a few questions. Okay. So, uh, let's see. Um, there are 240 possible credits to be recovered and 98 were recovered.

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Yeah. And like I said, a lot and a lot of a lot of students who weren't able to attend were on the list for multiple credits.

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Okay. So, so 40% were recovered.

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More or less.

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I mean, 46 ish. But yeah, yeah, that's, I mean, 40%. I mean, do the math. Yeah.

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Um, slightly less.

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So is yeah, less than last year.

111
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I think last year I just did the numbers for Beth Ann. So I think last year was like 52 maybe.

112
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So is there a goal. I mean part of the summer school objective. Yeah. Um is there a goal among the staff to that you want to accomplish 60% recovery. Um, and, um, I'm hoping that there is that, that goal just not not being, um, passive, but aggressively trying to make sure the kids are.

113
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Absolutely our teachers are there. They are boots on the ground. They are working with kids one on one, um, constantly walking around the room asking who needs help adjusting the assignments if needed, offering them different assignments. Um, like for English, for example, if a student needs to read a certain chapter of a book to complete an assignment, here are your options for books. You know, they give 2 or 3 options for the kids. So there's constant adjusting, adapting, trying to meet them where they are. Um, and like I said, again, a lot of, I would say a fair amount of families due to the late notice of summer school being able to happen already made plans.

114
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So can you tell me when you say you contact, um, Or you're the person who notifies parents. What process do you use to notify parents?

115
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I send emails out.

116
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Oh, emails.

117
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Yeah, so I send.

118
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Is that ever followed up with. I mean, if you if you don't hear from a parent.

119
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I do occasionally do phone calls. Yes.

120
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Is there a follow up?

121
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I do multiple emails. So I think.

122
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Well.

123
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I know I'm just I, I send I think this summer I sent, I want to say 5 or 6 emails starting from the end of June through the third week of July. And I do follow up with phone calls if, um, because sometimes I will know a family isn't coming. Right. But if I do, if I'm like, oh, are they coming? I will call or a parent will call me.

124
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So I just ask that because I, I have discovered just in my own interactions, um, contacting people, um, sometimes it's a wrong address. Sometimes they don't use email as their primary.

125
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I do, I do.

126
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But even if it doesn't, I mean, I just had a situation that I was trying to line up a speaker, and I had been. I had contacted her 3 or 4 times and hadn't used the right email address. So I think it's good to use more than one mode of contact for parents, because I think this is pretty essential. Um.

127
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I also emailed the students as well. Um, so I send summer school emails to all the students and all the parents. And so, and oftentimes what happens is sometimes the kids will see the email, but not the parents because the kids will have their emails on the phone like, oh, sorry, I got to get to this. So sometimes that's what happens too, is the parents, we.

128
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All have to have children and we know how easy it is to ignore that. Um, so, so and I speak from experience. Um, so on, on slide six, you talk about the number of students in each week and it goes from 46 to 15 in the final week. Yeah. Um, are those the same? Are they the same students? Um, so if the 32 students in week two, might those be the same students of the 46 that were there the first week?

129
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Possibly very possible. Yes. Um, often sometimes what happens is, especially in July, families have vacations. So sometimes, you know, kids don't start until two weeks later. You know what I mean? So there is a chance that not every kid was there every single week. But there, like I said earlier, there, there were kids who were there from day one to the last day.

130
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So, and, and I know that there are five teachers and the administrator. Um, and that this, the district, these are grant funded. This is a grant funded operation. Um, so are all five staff members engaged for the whole five weeks.

131
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So if they didn't have students they did not clock in. So but often what happened is they would, you know, like I said, if a teacher was out for a day or a teacher had a plan and they weren't there, if a teacher, another teacher didn't have students that day, they would clock in to help with those students. So we made sure that every kid had a teacher to help with a subject. Um, so, but there was never a point where teachers were just like doing nothing and being clocked in, you know, does that make sense? Like everyone was engaged doing something summer school related. If they were clocked in getting paid by the district.

132
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Okay. Other people. Yes, Don.

133
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Thank you, Madam Chair. First. Thank you. Amy. Yeah. Just curious, can you explain how the teachers are selected?

134
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Um, so at this point, it's once we've been doing it for a while, but we put out a call to the staff, I believe an email went out, I think, by either Doctor Harrington or Doctor Broderick or someone emailed, I think it was Doctor Harrington. It must have been it was in the spring. Um and anyone interested please let him know. Um And then it went from there. So I emailed it. I'm interested in the coordinator. You know what I mean? So, um, but like for social studies, for instance, we actually had a middle school staff member, um, come up and do that for us, which was great to have her up there with us because she certified in high school. So she was able to do that.

135
00:32:12,167 --> 00:32:20,167
Thank you. Um, and then on the slide, you mentioned discipline and you wrote worked with administration for others. Can you elaborate on that?

136
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Um, in a vague sense. Sure. So there are some things I'm not. Administrator let me be clear about teacher contract. So, you know, if it's a work refusal, wandering being the bathroom for too long, I, you know, I can redirect in that type of thing. If it escalates to a suspicion of something, then I would pull administration and say, hey, I think this might be happening. What would you like me to do? Um, and in those cases, they came up and they assisted in whatever was going on, you know what I mean?

137
00:32:48,000 --> 00:32:50,100
Um, so we did have a few of those.

138
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We, I two honestly, um, and they were very quickly dealt with. Um, but I, like I said, I can handle the minor stuff, but sometimes when it gets to stuff I don't handle during the school year, it's kind of when I have to call in reinforcements, if that makes sense.

139
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And, and I have this is a two part question. So how many years have you been overseeing this? Maybe, um.

140
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I want to say this was my fifth year, fourth or fifth year.

141
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Be interesting to see compilation of data over the last five years with students and break down by grade level and subjects being.

142
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Taught that I might not be. I can go back as far as I can on my spreadsheets. Yeah.

143
00:33:29,367 --> 00:33:30,467
Yeah. Thank you very much.

144
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Of course.

145
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Thank you.

146
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Any other questions.

147
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Brian? Well, I'd like to add on to what you brought up. I feel like it would. We're missing out on some of the recovery. Yeah. I feel like we should be making sure that there's that there's some sort of contact rather than reaching out and maybe not getting in touch with somebody like, um, we can't make them go, but almost like an opt out. Yeah. Like we expect you to be going make contact with somebody and have them say, no, my child is not going to be going right.

148
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Which is I did get some of those responses. I did get a few. No, we're traveling. No, they're going to do it on LAX instead. So I did, I did get some of those as well. Right. But I think the more communication with families the better, obviously. Yeah for sure.

149
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If I could just interject, we did talk about this year looking at instead of the summertime, doing it as the semesters go forward and yeah, and things too. So it's a little bit more current time and it's, you know, the subject matter is fresher perhaps for students as well. And so the teachers have a closer relationship with the teacher, right? I mean, the student right away. So that's our plan for this year. Good.

150
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Yes.

151
00:34:44,200 --> 00:34:45,501
Um, Laura.

152
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It says 138 students were invited. Does that just mean invited? How many attended? I know there's an average here, but does that mean 138 attended?

153
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No, and I didn't do that count. I'm so sorry. Okay. I probably should have. And then I'm happy to do that though, and email it to you guys if you would like.

154
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Was it 240 of the possible 138 or was it 240 of who showed up?

155
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240 of everyone. Okay, so everyone who was eligible summer school. Um, that total list 240 credits total.

156
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So the other side is total amount of credits covered says 98 and says 70% of credits available.

157
00:35:21,167 --> 00:35:35,868
Yes. So that 70% is wrong. Yeah. Um, I had done math backwards. And so I emailed Mr. Broderick and he took it. He took it out of the public one. Um, because I did my math backwards, which I apologize for. And I realized that this morning in like a oh, God moment.

158
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Well, I, I wasn't sure if it was, if there was actually 140 credits of people who actually attended, then that would be 70%. But it wasn't here.

159
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Math backwards and realizing it a little bit too late to catch up for your packet, so I apologize for that.

160
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That's fine. Um, and so if there was 98 recovered and at least 18 students had two credits. Yeah. That's what somewhere 60. It's like about 80 students I think.

161
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Yeah. Give or take.

162
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Okay.

163
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Yeah.

164
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Thank you. Yeah. Of course.

165
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Yes, bill.

166
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Does the attendance.

167
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Of the students affect our reimbursement on the ground?

168
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I don't believe so. That's not a question for me to answer, though. I don't think so. I don't think that affects the.

169
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You're looking at the survey the pre the post and everything else. Yeah. How students did um in that part of it. But we'll factor in for this year's and I'll double check to make sure everything was in that activity.

170
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I wasn't asked about the attendance.

171
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It's total for a right.

172
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You didn't answer my question.

173
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Yeah. The answer to your question, Mr. Madden, is no.

174
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Okay.

175
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We are eligible for grant funding for running the program. Our eligibility to collect title for a funds for approved activities. Activities like this that have been approved by the Department of Education is not contingent on student behavior or outcomes. Those are entitlements. Once that grant is approved and we run the program, we get the money.

176
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Thank you.

177
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Anyone else? So so in the in the future, we're looking how many individual students attend summer school? I think we'd love to see the percentage of recovered courses have a goal and try and meet that goal and have more direct contact with the parents. Um, email is effective to a certain extent, but let's, let's make sure we get those contacts. Um anything else? Thank you. Thank you for coming.

178
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No worries. Thank you guys for having me, I appreciate it. Thank you. Let me go first before you all start your very loaded agenda.

179
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Did she say bloated or loaded?

180
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She said she said.

181
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Loaded, not bloated. Right. It was an L. Good. Thank you.

182
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You know what? I think I'm pretty okay.

183
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Let's go to the finance report.

184
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And you'll notice that the finance report is coming from me again. But maybe for the last time. Because item number one is to introduce Teresa Taylor, our new business administrator. Very good. Um, and you're allowed to talk to her if you talk to me first. Um, which is half a joke and half not a joke because, um, there are a thousand things that we can and probably want to ask Miss Taylor to do, but there are a few that need to be done. And, um, it's important that we allow her to do those things with us that need to be done first. So she's had a few days in the office. You want to introduce yourself a little bit? You may not, but you're welcome to. Does anyone want to say hello?

185
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Welcome, welcome. Yeah.

186
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Thank you.

187
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Um, also, I don't think we've done this in the past. Um, our director of HR, Amy Savage, has joined us this evening because I'm not sure everyone's actually met Amy. She's actually been with us for a few months, um, unlike Teresa, who started this week, but, um.

188
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But we've worked together.

189
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They've worked together before that they already knew.

190
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So the dynamics are already on target.

191
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That's good.

192
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We're off to a nice start already. Um, there is an overwhelming amount to do that probably goes without saying. Um, Amy may not hang around all night and that's okay. Right, Amy. Um, uh, in, in the written finance report tonight.

193
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Before you start, Teresa, I just have to say, for the past four conversations I've had with Doctor Broderick. He started by saying, we have a business administrator in the building.

194
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That's true. I've been saying that a lot this week. So. So if no one else is happy, he is.

195
00:39:53,868 --> 00:39:56,100
Seems like a lot of people are happy.

196
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I just want you.

197
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To know we're glad to have you.

198
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I appreciate it. I'm glad to be here. Good. Honestly.

199
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I'm sorry to interrupt.

200
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No, no. And if the Special Ed fairy is listening this evening.

201
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Feel free to.

202
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Stop by with the director anytime. Um, we'll take what we're getting. We're making. We're making good progress. Um, some really important short term projects that we need to get wrapped up. Um, and this is the half that's not a joke about. Please assist me in giving Theresa time and space. Um, there are some 2020 and 2023 IRS obligations that Matt Angel was working on last year that we need to wrap up and we need to do it quickly. Um, and there are tax penalties and some some costs at stake. HMM.

203
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No, there are 2000.

204
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So there's a two. I can be specific and it's in the packet and in the public report tonight. So the district didn't file its payroll tax reporting form for the first quarter of 2023. Um so we have to do that. We're going to send it to our attorney first. And he's working with the IRS on that. That's not a huge dollar item, but it is a cost item if we don't get it done. So that needs to get done this month. Um, we also need to file our 2020 ACA forms. The district did not upload a 1095 form to the IRS for each of its employees back in 2020. Um, so we should have all that data in by visions. It doesn't feel great having to spend time working on the past when we have so much to do in the present, but this needs to get done and it needs to be done this month by the end of October. So again, we have, we have, um, it's not one of our regular school law, um, attorneys from Drummond Woodsum. They have somebody in their Portland, Maine office who does um tax, tax issues, who we're working with on this.

205
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In case there are staff that are listening and saying, oh my gosh, do I have to refile my 2020 taxes? It's just a formality.

206
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These are district obligations only. They don't affect anybody's withholding or filing or the w-2s they received in the past or any of that stuff. Um, these, these are just things that the district business office was supposed to have done in fiscal 20 and fiscal 23. That didn't get done. Um, and we're not off the hook. We don't get to say, gee, we're all new. It doesn't work that way. We still have to do it. Um, likewise the SAP program, I actually brought you back up information about this program. This is the, um, the grant funded program that places a drug and alcohol counselor in each of the middle and high school. They have some paperwork that they need their beneficiary districts to complete every year. Um, an annual audit certification, which I was able to muddle through over the summer, and a pre award assessment, which I guess I'm eligible for credit recovery on this one myself, but we only have a couple of weeks to earn the credit back. So I'm looking forward to Teresa's help. So maybe we can get that done. It doesn't look too hard, but I just I need a little bit of technical help getting that one finished. Um.

207
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What is this AP?

208
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Oh.

209
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Nicole.

210
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Substitute.

211
00:43:15,367 --> 00:43:16,267
Thank you.

212
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Student assistance program, of course. Um, so to to the present, which is where we really want to be, um the fiscal 27. That's this year, the new year, right? That we're three months into now operating budget. Um, you have not yet seen and actual spending to budget report. And it is time. Even though the first time I would typically expect to show a report like that to a school board would probably be September. We'll. We're trying to do it by the end of October, so it's a little later than I would typically expect to. It's not the kind of thing I ever plan to do in July or August, because it's meaningless completely, even when you see it in the fall. And this is every board I've ever worked with. I'm going to say this doesn't mean too much yet, but it's a record that allows us to confirm that every employee's salary and benefits, every contracted service providers contract, every out of district placement, contract for tuition, contract for transportation, contract track for room and board, if applicable. In those rare instances where we have residential placements, Um or contracts for other services have all been received signed. Um we've issued POS against them and we've encumbered the funds. That will not be true of all of those things the first time you see this report. But what we need to do now that we have Teresa here, is go back over the last three months and reassign. We've worked really hard to try to encumber everything we can for this year. It's critical that we do this this year. Um, getting those things assigned to the correct object codes is a project. And that's going to be my fault because where budget lines didn't exist for certain things in the absence of an experienced business administrator, I said things like, well, charge it to that. And I kept them. I tried to keep them within the correct budget functions, which we need to do. But those objects are or lines within those functions. Theresa's probably. We know Theresa has a lot of moving things around to do. We'll probably do some of it together. Amy will probably be there with us for a lot of it, too, but it's manageable. It's a lot of work, but we'll get it done. Um.

213
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And that brings us to, um, the fiscal. I apologize for the typo. 26 dairy 25. Would you all fix that with me, please?

214
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Yes.

215
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Um, the fiscal 262 E 25 which I've reported to you about previously. Um, we will set up our next call and this time Theresa will be there with me. Um, our, our, our friends from unity will join us, um, folks from the Department of Education. Mr. Campo from Logic and Sanderson and maybe a representative from Dr.. This time, just to make sure that everyone's still on the same page with our plan to file our Doe 25. It is already late, but we have permission to be late. Um, I've already talked to you about the city being able to set the tax rate on time, not having to wait for us. That none of that's changed. We just need to take the next steps. And that means meeting with them. Now that Theresa is here and talking about when we will actually get it done.

216
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So I was about to.

217
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You already did.

218
00:46:49,100 --> 00:46:49,467
I did.

219
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You've had a busy few days.

220
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I did it before I got here.

221
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We we all.

222
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They're all the same people. We work with the same people at the state and in her former district. She's doing the same stuff at the end of the year with the same people at the departments. Um, yeah, everyone knows what's going on. Uh, and then the audit corrective actions. This is probably the thing I'm personally most, uh, well, I have a lot of reasons to be grateful that Theresa is here, but, um, helping me finish these audit corrective actions. I told you at your last meeting. I feel like I've gone as far as I can by myself. We're at 11 out of 18. Corrective actions. I just need help writing the other seven. We really want to get those done in October.

223
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Two of them.

224
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All 18. Yes.

225
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Written. So written. Written. Yeah. So done so.

226
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Done can mean different things. So that's a really good question if that's what you intended to ask. So done means written right. Um submitted to logic and Sanderson approved by this school board. Then Logic and Sanderson will issue a final report on the fiscal 22 audit. And I think it'll be really quick because the corrective actions should be the same. To also receive a final report on the fiscal 23 audit. They are working on fiscal 24. Now. I'm going to get to that a little later in this report, but not too much later because I'm going to move fast. Um, we're putting out some RFPs. Um, we've talked about this. The question.

227
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Oh, I'm sorry.

228
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I just did have some questions about can you explain the anticipation of completion date? Because a lot of these are in 2027.

229
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Yes. So so yes.

230
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You're talking about the.

231
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Corrective.

232
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Action specifically. Yeah.

233
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So I just want.

234
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To.

235
00:48:31,501 --> 00:49:40,767
Yeah, it's a good question. So the, the anticipation of completion date that we put on an audit, corrective action to be submitted to the auditors, approved by the school board. And then included in the final report is the date after which someone from the Department of Education or the auditors themselves would expect to be able to walk into our office and say, please show me this. So if the corrective action is to establish a written procedure for claiming grant funds after approved expenses have been made, for example, I'm going to when I'm writing corrective actions, especially in a situation where there are a few of them, I'm going to set those dates 3 to 6 months beyond, when I'm very confident those documents will exist because I know that I am accountable personally when that person walks in and asks to see it. So those if they look a little generous, they they are. They're supposed to be they're not in two years, but they are a little farther out than I expect it to actually take to do the work.

236
00:49:40,767 --> 00:49:52,267
So reassure me that the monthly General Ledger reconciliations will be happening sooner than the corrective anticipated completion date.

237
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Oh, yeah.

238
00:49:53,167 --> 00:49:53,567
Absolutely.

239
00:49:53,567 --> 00:49:54,367
Yeah, absolutely.

240
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I want to make sure.

241
00:49:54,968 --> 00:50:12,968
Oh yeah yeah yeah. So some of these things are already done. Yeah. There, there are there are draft corrective actions in there that when we're all finished, we'll get submitted to Pelagic and Sanderson with an anticipated date of maybe December 30th 1st or June 30th that we did six weeks ago.

242
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I don't want there to be any misunderstandings.

243
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Yeah. No, that's that's.

244
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I think that clarification is important.

245
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So I don't love to use the term how the game is played because it's not a game. But that sort of is how the system works. Like make sure we. Because the day.

246
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That is right.

247
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The day. Nate Green, division director of the Department of Education, says to Mark Manganello, who works for him. Hey. Asked him and Theresa to send you this thing. It has to. It has to exist.

248
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It isn't unique. That process isn't unique to schools. A response to an audit report. Often there. There might be some that, um, the audit, the audit firm might say you need to do it in 90 days, 180 days or 360 days. So that's not unusual. I understand your concern. I think they're.

249
00:51:11,000 --> 00:51:12,000
Right. This is a document.

250
00:51:12,000 --> 00:51:37,601
And I do think there are two things going on. I think what Doctor Broderick is seeing many of the findings they are already addressing and mitigating. The response in the audit report gives an extended timeline to ensure that it can be accomplished, but that doesn't mean that they're not already being addressed.

251
00:51:37,601 --> 00:51:43,100
I heard this in 23. I've heard this before. I'm not.

252
00:51:43,100 --> 00:51:45,901
Stick around for a few months. It's going to be fine.

253
00:51:45,901 --> 00:51:47,567
Due diligence.

254
00:51:47,567 --> 00:51:49,300
All right. Um.

255
00:51:49,300 --> 00:51:50,501
Okay. Other.

256
00:51:50,501 --> 00:51:55,501
So so we have some RFPs in process. Um, yeah.

257
00:51:55,501 --> 00:51:57,267
Oh, I'm sorry I didn't see your hand.

258
00:51:57,267 --> 00:51:57,567
Before.

259
00:51:57,567 --> 00:52:07,968
You go on beyond the audits. Uh, you were good enough to get me what you believe is our contract with the auditors.

260
00:52:07,968 --> 00:52:16,868
That is your contract with them. I mean, I didn't get you the signed one. I asked Mr. Campeau to send me a copy of it, so I got what they proposed.

261
00:52:16,868 --> 00:52:17,367
Okay.

262
00:52:17,367 --> 00:52:18,601
But you agreed to it.

263
00:52:18,601 --> 00:52:20,868
No. We didn't. It's signed.

264
00:52:20,868 --> 00:52:24,267
I can take the time to find the signed one, if that's what we need to see.

265
00:52:24,267 --> 00:52:25,868
I'd like to see that.

266
00:52:25,868 --> 00:52:33,167
Well, does the board want to see? Does the board want me to find a signed contract with. Are we questioning whether we're under contract with Pelagic and Sanderson?

267
00:52:33,167 --> 00:52:34,467
Is that the question, Bill?

268
00:52:34,467 --> 00:52:38,167
It's more of a test of our auditors.

269
00:52:38,167 --> 00:52:48,601
No, it's a test of me. Mr. Madden, if I have to go to the office tomorrow and spend time finding the signed document, I will do that. You can direct me to do that.

270
00:52:48,601 --> 00:52:56,968
It's not a test of you. Because you weren't here when everything went belly up.

271
00:52:56,968 --> 00:53:00,567
He's the only one that's here now to do that.

272
00:53:00,567 --> 00:53:45,267
This is a test of the auditors. If the auditors are going forward and they don't have a contract, it makes me wonder how professionally auditors are. And in my mind, the auditors don't work for the administration. They work for the public good. And for ten years, we know the condition. We had drawers of invoices that were never process. We had drawers of checks that were never sent out. Uh, you don't need to be a CPA to know that things are terrible. And now I'm questioning why. Why was it two weeks before?

273
00:53:45,267 --> 00:54:00,467
The fall semester, we find out where five, ten or more million dollars off the budget. And we didn't we couldn't even tell the parents whether or not the school was going to be open that year.

274
00:54:00,467 --> 00:54:05,200
Okay. In your question, there is a lot of there's a lot in there.

275
00:54:05,200 --> 00:54:09,667
You drew it out. I asked for a written contract. Right.

276
00:54:09,667 --> 00:54:29,767
And so getting back to, I think that, um, Doctor Broderick can contact Plastic and Sanderson to see if they have a copy of the contract signed. Beyond that, I don't want him spending more than that time. Well, but I don't know what the rest of the board might say.

277
00:54:29,767 --> 00:54:30,267
I agree.

278
00:54:30,267 --> 00:54:32,200
We got stuff to do.

279
00:54:32,200 --> 00:54:33,200
And he does, too.

280
00:54:33,200 --> 00:54:33,868
Sorry.

281
00:54:33,868 --> 00:54:34,200
Yeah.

282
00:54:34,200 --> 00:54:35,667
The administration has stuff to do.

283
00:54:35,667 --> 00:54:36,567
I think we do.

284
00:54:36,567 --> 00:54:39,000
Thank you.

285
00:54:39,000 --> 00:55:32,501
When Mr. Campos was here, he was pontificating about the board members signing vouchers after the checks were sent. And that was before Mr. Angel was here. And I asked for those. I wanted to see them. And everybody's pointing me to everybody else to get them. And then when it finally went back to Tim, he went back to classic and they said, oh, that was a mistake. We got that wrong. To me, that was an obvious indication that there'd be fraud if it did exist. Nobody on the board knew anything about that. So I'd like to see this.

286
00:55:32,501 --> 00:55:38,467
What are you. So again, we're back to what you would like to see. Is the contract signed?

287
00:55:38,467 --> 00:55:39,601
Yes.

288
00:55:39,601 --> 00:55:43,000
Okay. Can we move on? Is that all you're saying?

289
00:55:43,000 --> 00:55:43,467
Yes.

290
00:55:43,467 --> 00:55:47,767
Thank you. Okay. Let's continue.

291
00:55:47,767 --> 00:57:09,567
Okay. Um, so plowing and sanding were. I think it's a two year deal. Here's the good news. There's an open RFP tab on the district website, and you can read it there. Um, bids are due October 23rd. Uh, this is one of those contracts I've talked about before that I think has just been renewed annually without going out to bid. I am not expressing any dissatisfaction with the vendor who has had the business for years. I don't even know who it is. So this has nothing to do with that. Um, this has to do with compliance with, uh, procurement procedures adopted by this board within the last eight weeks. So we're doing it. And, uh, I hoped for tonight to also have a live link to a transportation RFP, but I don't. Uh, we're still working on it. Um, the good news is Mr. Angel did do a lot of work on this last year, so we've had something to work with, but I'm trying to get a more accurate, um, specific list of mileage students, busses, routes, just to make sure. I think there was some confusion last time around among potential bidders about exactly what the specs meant. What is it? So I'm trying to translate some of it into plain English. Um, and then I'm going to try to engage as many multiple bidders as possible.

292
00:57:09,567 --> 00:57:10,567
All right.

293
00:57:10,567 --> 00:59:24,067
And then ongoing audits. Um, so some of you may know Mr. John Orban, um, from the past. I had a nice conversation with him last week. Um, he knew that Theresa was going to be joining us, um, and has agreed to try to help us. Um, if he can get through the fiscal 24 and 25 audits as rapidly as possible. Because again, I want Theresa and our, by the way, we have we have not just a business administrator, which is wonderful. We have a business office. That's really the thing. I've been sort of floating on air about this week because up those stairs there are four human beings, not one. Um, and, and because obviously we hired a business administrator with experience who, who knows how to do this job. But the others now, even those we hired two a few months ago who are new to what we do here. They've had a few months now and they've been learning. We've invested a lot in training, especially in the grants area with with Katie. So it's it's really nice to see that part of what happens in the central office starting to take shape. Um, and the thing I like the most personally, from where I sit that I see among them is everybody has gained, has developed an appreciation or already had of the, the importance, the primacy of process that everything that happens in a business office is about process. We want to be results driven in a lot of ways. Business offices must be process driven. Um, and that's somehow where the tension sometimes where the tension comes from between employees and other stakeholders and the business office, because we need results. I need this by a certain date. I want to get this done. Oh, I forgot about this. And now it's an emergency. And the business office says if it's doing the right thing, says, well, here's a process and this is how we do it. And that process exists because policy and procedure demands it, because we are doing things like protecting the taxpayer interests, right? Protecting the public interest and preventing things like theft and fraud. Anyway, I'm done with finance.

294
00:59:24,067 --> 00:59:45,400
I am delighted that Mr. Orban is going to help us out, because we have said this last year and the year before. We recognize that the work that there was too much work to get done, the work of of getting the data for the auditors wasn't getting done. And I am.

295
00:59:45,400 --> 01:00:05,267
A well respected former business administrator can help us and get it off your back. I'm delighted that this is happening. So thank you for doing that. All right, um, let's move on to the superintendent's report.

296
01:00:05,267 --> 01:01:06,667
I will not read every item to you, so stop me if you want to. Please. Um, you may already be familiar with my testimony a couple of weeks ago to the committee, um, the Joint Legislative Committee formed under House Bill 1099. Copies of everything I took to them are located at the end of the table over here. They're available, um, electronically, both linked from this document and otherwise publicly. Um, they had another meeting today. Um I had a conflict and didn't go, but Jerry Zelin, um, who helped with the legal memo over there, Jerry from Drummond Woodsum was there. Um, they, I don't think they heard public testimony. I got in between meetings. I managed to listen to about three minutes of live proceedings. So I'll probably watch the thing tonight later. Um, but what I heard Sounded like what I was hoping to hear. So later I'll watch. I'm looking around because I think some other people might have watched or been there. But anyway, we'll see.

297
01:01:06,667 --> 01:01:07,367
Five minutes.

298
01:01:07,367 --> 01:03:04,267
Yeah. So it's on YouTube and it's this. This should be important to Claremont. You all, I think already get this. I've talked about it a few times, but now I've been really specific with some of these memos. This should matter to Claremont. This should matter to everybody. It's not about politics. And I think when you start, especially start to pay attention to an issue I've tried really hard to highlight, which is that DHHS and court involvement in families lives is not evenly distributed across the state. It correlates with economics. So where where a community like us, like Claremont should expect to have on the order of ten students every year placed through these kinds of DHHS and court ordered systems. A community like, oh, I don't know. For example, Hanover might reasonably expect not to have that experience every year. And yet there's this additional tax levy connected to this phenomenon that I doubt very much that anybody in the legislature ever imagined at any time when thinking about school funding. I'll stop there. Um, there's a picture. It took me until just this afternoon to get the photo emailed from my phone to the school system so we could get it printed here. It's also in the report online. There's a sign that needs to be added to each one. Thanking and giving credit to the Kiwanis Club of Claremont for the donations that made these, um, these scoreboards and their installation possible. The Kiwanis carried all that cost a whole lot of money. Um, I'll be making sure that the cost of those signs gets taken care of. Um, and they're up there before we start the, the winter season and we start playing basketball in there.

299
01:03:04,267 --> 01:03:05,367
Great.

300
01:03:05,367 --> 01:04:53,701
Um, just an FYI, I took a look a couple of times at policy Imga. Um, and while it doesn't address this specific circumstance, I interpreted it to mean that the principal and I can agree that we can allow this. Uh, so we're allowing it without objection. Um, so if you haven't read the report, um, our certified health professional, uh, at the middle school has a, um, a service dog. He's training. My experience with service dogs in schools, those who are, that are not specifically there to help one particular student, but are just there. My experience has always been positive. I've had a few of them. Our SRO has one And I think everywhere they go, it's it's been I've heard only good things. Um, so if, if there are any issues, we'll certainly change this, but it, I've never had a bad experience so. Knock on wood. Um, uh, I had a friendly reminder this, uh, these last couple of weeks to figure out where the metal detectors were and, and make sure that the work I think that the board was asking to be done, even last year gets done. So, um, we know where they are. They're in the SROs office right now. Um, I'm not convinced even though they were in a grant activity I haven't tracked down yet whether reimbursement was ever obtained. So I'm going to look at that first. Because if the district didn't take that reimbursement, then they weren't purchased by a grant. And that means we don't have to worry about the strings might have that might have been attached under a federal grant program if we're disposing of them. So that would change our options a little bit. So that ball is in my court. Okay. Um.

301
01:04:53,701 --> 01:06:00,067
Number six. Um, and I had a specific request from board members about, uh, reporting on right to know requests. I don't normally do this because I want to support, um, first of all, whatever the law says. Um, no matter what. But also I do believe that governmental records should be publicly available transparently. Um, since the district started keeping track last, uh, early November. Um, so just about exactly 11 months. Um, there have been 130 requests for governmental records from the Claremont School District. Of those, 125 have been fulfilled and five remain open. Um, I've given you some more information on the next page. Um, I know you occasionally receive complaints, both from folks you bump into at the grocery store and maybe once in a while in writing about the timeliness or manner in which we fulfill them. Um.

302
01:06:00,067 --> 01:06:36,868
These are tasks that need to be fit in along with all the other things we do. Um, and the law provides recourse for folks. And I'm not trying to be funny. There is a Right to Know Ombudsman's office in Concord, which I am well aware has not been staffed for a couple of years. But what the law says is you send your complaints there. That doesn't really have a lot of meaning for folks who have complaints, because we all know that office is unstaffed. But out of 130 requests, 125 have been fulfilled and five are open, and those five will be filled.

303
01:06:36,868 --> 01:06:38,667
I think Don. Yes.

304
01:06:38,667 --> 01:07:37,567
Thank you, Madam Chair. Tim, thanks. Thanks for doing this. Um, I would ask, though I noticed a note down here, said 16 others made either 1 or 2 requests. And so I guess if we're going to include Jimmy Sullivan's 88 requests, and I think in fairness, we should we should list the individuals that even one request and and when I asked this next question, I think it would be helpful for the board to just have a statement of what was requested. Because if we look at that data and we see 47 entries for the same thing, then maybe that's telling the board we need to focus more of our public time on that. So I don't see it as calling out anybody. This is a learning opportunity for us. So the same thing's being asked over and over and over. It tells me that maybe we're not fulfilling what we need to do agenda wise. So at some point, if you can, if you can just even a one line, um, wanted teacher salary.

305
01:07:37,567 --> 01:07:52,868
So this, the spreadsheet that resulted in this report contains exactly what you're looking for. I was just thinking about space. So I can give you that at your next meeting. No problem. And all of the detail you are looking for also exists in that spreadsheet, and I can bring it to you. No problem.

306
01:07:52,868 --> 01:07:53,300
Can I ask?

307
01:07:53,300 --> 01:07:58,868
In fact, that spreadsheet might be subject to a right to know request.

308
01:07:58,868 --> 01:08:01,567
Well, I mentioned that I was going to do a right to know request.

309
01:08:01,567 --> 01:08:01,868
You don't.

310
01:08:01,868 --> 01:08:05,868
Have to.

311
01:08:05,868 --> 01:08:06,567
Keep going.

312
01:08:06,567 --> 01:08:36,501
Thank you. So this is. I wish Michelle was here. So I was thinking about the tech the other day and the proximity of Arrowhead. And I wonder if there's room for a partnership between them and our culinary arts education. The last I knew, they had a pretty decent kitchen over there. And so I see winter coming, and I just wonder if there's an opportunity there for our culinary arts kids to maybe.

313
01:08:36,501 --> 01:08:43,000
Maybe it's providing some bike shop. Well, I understand that, but they do hold events over there during the winter. Right.

314
01:08:43,000 --> 01:08:48,501
So and some events are hosted by certain community.

315
01:08:48,501 --> 01:08:59,100
They are. But I'm going to guarantee you that at least Mr. Walker would be open to a conversation that maybe there's some some partnership. I mean, it's right there. So there's got to be an offer.

316
01:08:59,100 --> 01:09:04,701
I know that they've talked about before the bike shop was there. I know the culinary arts was involved.

317
01:09:04,701 --> 01:09:08,901
I believe Parks and Rec still maintains control of the kitchen area.

318
01:09:08,901 --> 01:09:10,267
Okay.

319
01:09:10,267 --> 01:09:36,667
So I was just thinking when when they're sliding and tubing, I just, I just to me it just came up. Um, at some point, can we get a census of how many paraprofessionals are employed in a district? And for me, I'd be interested in seeing a breakdown of those mandated by an IEP, like one versus one and their physical location within the district.

320
01:09:36,667 --> 01:09:40,367
Any other things I'll pass on for now? Thanks, Madam Chair.

321
01:09:40,367 --> 01:09:45,267
Anyone else regarding the superintendent's report?

322
01:09:45,267 --> 01:09:51,868
All right, let's move on. We have some really important.

323
01:09:51,868 --> 01:09:58,100
Discussions here. Not that the first ones weren't. This is.

324
01:09:58,100 --> 01:10:12,367
Yep.

325
01:10:12,367 --> 01:16:29,667
Okay, so I'm going to do two things in a row with whatever discussion takes place in between. And the first is an organizational update on special education services. I told you this was coming up. I don't know if it was three meetings ago or four. I talked about a way of. I called it an interim plan for this year of how to organize the provision of special education services with separate core evaluation, case management and specially designed instruction assignments for teachers so that our staff could focus on those components. Instead of trying to do everything for a group of students on their caseloads, be able to focus on building skills, getting training in PD, and trying to create more consistency in how we do evaluations, how we provide case management and write IEPs. And then what we do in the provision of specially designed instruction, progress monitoring, writing progress reports, and all those kinds of things that those teachers have to do. So this is an update on where we are. Um, uh, I am open to a visit from the special education director ferry, as I mentioned earlier, but until then, I'm really grateful to a couple of well qualified consultants who are over these two shoulders helping me. Um, try not to make too many big mistakes. Never mind the administrators and staff who show up here every day. And, um, these are the ways that we divided the work this year. This is repetitive of some previous information you've seen. Um, tonight I'm going to talk about what we found after a month of school. Um, I'm going to talk. I have a slide for each of these six items. Um, the number of referrals and the backlog of evaluations that the district has to complete. Um, some of the inaccuracies in our out-of-district IEP records, um, some of the out of date IEPs that we have in general and other special ed records, um, compliance issues in our self-contained programs, or sometimes I say sub CEP, meaning substantially separate programs. These are the programs you've heard about a lot over the last year. We have a DDA due diligence review from the Department of Education on this topic, because last year in the fall, um, some of the regulators from the Department of Education Realized through conversation with some Claremont District staff, that some of these self-contained programs were not being operated in compliance with regulation. An ongoing staff shortage, which is probably the underlying problem with everything else here. And then, um, uh, what we're doing to address these issues as best we can. I hate text heavy slides. And yet here we are. Um, we have 130 triennial evaluations due this year and 50 new referrals so far since the first day of school. A referral which can be verbal or written must be acknowledged, and an evaluation team meeting must be convened within 15 days. The public school district cannot say, I know that you just asked for an evaluation for your child, but he doesn't really need it, so we're not going to. That cannot happen. Districts can't do that. We must schedule evaluation team meetings within 15 days or request for an evaluation. We then, after an evaluation planning meeting, have 60 days to complete an evaluation. That is a hard and fast time limit in federal law. This district has not always done great. We're not the only ones. This happens from time to time in various places. It has been happening a lot here in recent years. There are 28 evaluations that weren't completed last year. So we're well beyond the 60 day time limit required by law. I've actually outsourced these evaluations. We're not doing them. We've hired someone to get them done. Just trying to, as much as I'm sure any staff member watching and listening tonight will not feel like anything is simple or easy right now because it doesn't feel that way. Because it's not. I'm trying to move things off of our plate where we can. So there's an example of that. These evaluations that weren't done last year, we've outsourced. I've got somebody else taking care of that. There are 21 current preschool referrals. I know you've had some conversations in recent years about preschool. We're going to have a lot more in about 15 minutes after the pink presentation is over when we go to the green presentation. Um, children continue to turn three years old throughout the year. That means that there are always new like that. There are always new referrals during a school year. There is no way to know when you're developing a budget the previous year, or in July or August, or right now at the end of September, beginning of October. How many referrals we're going to have for preschool. And that means we will have to provide services in one manner or another for children who qualify for special ed services. It's predictably going to happen, but we cannot predict to what extent. Um, so right now we have 21 referrals at the preschool level. These referrals come to us a variety of ways. I don't understand them all. If you have questions, there are people in the room who know a lot more than I do, who can come up and pitch it if you need them later. Um, our core team and those evaluation consultants are primarily responsible for taking care of this. I'm going to talk more about the core of our team a little bit later. Um Out-of-district IEPs. We have roughly 40 students placed out of district. 17 of those IEPs were not accurate at the start of the year. Um, we have a new Out-of-district coordinator. As you know, she works remotely, which is not our favorite thing. But we like her and she's doing a good job and she's correcting these issues. Um, we had eight placements that had been made, but not updated by the end of last year in the IEP. It's easy when stressed and there's been a lot of stress in the Claremont School District right? Over the last year or so.

326
01:16:29,667 --> 01:16:30,167
That's fair to.

327
01:16:30,167 --> 01:20:38,868
Say. So it's easy when stressed to think we just have to get it done. And just getting something done might mean having a perfectly reasonable conversation with a parent or guardian about this is what Johnny needs. Yes, we'll do it. But part of our job is to go back and document properly in the required systems that we did that thing or made that change. So if we if we made a placement or agreed to a change in placement or decided to add transportation for replacement or add an aide in the van that we were already providing transportation with for that placement, but we didn't update the IEP and get it properly recorded, then it didn't happen. One of my sayings, not just in the world of special ed, but in district administration in general is if we don't document it, it never happened. That is very true in special ed, and it is this should be of concern to all of us here. It is particularly true when we file for special education aid at the end of the year, because if we were doing something that cost money for a student whose care and education is going to cost the district more than $70,000 in a school year, and we don't put that thing in an IEP, we won't get reimbursed. So there are folks at the department. One of the things I love about our state regulators sometimes is there are folks at the Department of Ed who will tell you there's a way to get reimbursed for those things, and then there's written guidance from the Department of Ed that will tell you you can't get reimbursed for those things. I think it's just easier to do the job and then you get the reimbursement. Everything's the way it's supposed to be, and we're in compliance. Um, there have been some other things in IEPs, nine other IEPs that needed to be corrected in addition to the eight placements that weren't done. We have four students right now without placements. Um. Fun fact about Out-of-district, um, providers, unlike our public school districts, which we have to follow very strict law around suspension and expulsion. And Out-of-district school is allowed to call us on a Tuesday and say, Johnny's no longer welcome here. And on Wednesday, finding a place for Johnny to go to school is our responsibility, not theirs. They don't have to hold manifestation hearings. They don't have to offer due process. They don't have to convene expulsion hearings. They don't have to do any of the things that public school districts have to do. What happens in those cases, and we have some students in this situation right now is the school district. That's us, the Lea, the local educational authority. We will owe Compensatory services for that child for every day he or she is in between placements. But we can't run out to the placement tree and pick one. We have a process we have to go through. We have to find schools that can meet those students needs. We have to find schools that can meet those students needs that have space available. We have to send students and parents and guardians on visits. We have to sign contracts. At least in my world, we have to do some work to find new placements for these kids. And that work takes time and that can be anywhere from days to weeks. But it can be it can add up. The district, US, the public school district remain responsible for providing compensatory education in the future. So if a child in an out-of-district placement is told, you can no longer come to school here, and then 32 school days go by before we have a new placement, we. The Claremont School District. We will pay a for 32 additional days of educational services later. That's just how it works. And we won't argue about it. I don't I won't make people take us to due process. I won't fight, I won't call the lawyer. I will say, of course we will. Because if we do go to due process, if we do call the lawyer, we just spend more money and waste more time. We're going to end up doing it anyway.

328
01:20:38,868 --> 01:20:44,067
What happens to that student that is in limbo waiting for a placement?

329
01:20:44,067 --> 01:21:17,501
We we try as hard as we possibly can, as quickly as we can to provide tutoring services. Um, we are responsible for providing educational services. We want kids to keep making progress. Um, we try really hard to set up all the services we can if kids qualify for certain related services, speech, occupational therapy, counseling, things like that. If we have staff we can send to do those things or invite kids in or to other locations, libraries and things like that, we'll try to set those things up. We still have to find a full time educational placement.

330
01:21:17,501 --> 01:21:29,167
Is does the um, the placement who basically says the students not welcome anymore have to give a reason for that.

331
01:21:29,167 --> 01:21:31,067
Sometimes they give a reason.

332
01:21:31,067 --> 01:21:32,267
But they don't have to.

333
01:21:32,267 --> 01:22:02,100
Well, they generally tell us what happened. Um, it's not unusual for depending on the age of the student. I say child sometimes, but sometimes we're talking about 17 year olds. Um, the student or the student's parent or guardian might have a story that sounds different from the story we hear from the provider. Again, no due process, no hearings, no way to know. Um, I, I probably, I compartmentalize quickly and I move into what do we have to do and how do.

334
01:22:02,100 --> 01:22:05,801
We move on? Okay. Got it, got it. Yeah. Thank you.

335
01:22:05,801 --> 01:27:07,567
Um, so we're getting there and I think, um, you know, my biggest concern in this area has to do with our eligibility for special education aid. And I'm sure that we all share that concern. Um, so recently, I think it was in a finance committee, I talked about 63% of our IEPs being out of compliance. That's a horrifying statistic. Specifically, I'm referring to a lapse in timing between expiration and renewal of an IEP. In most cases, it's likely that there was no interruption in services because the teacher in a classroom who's providing specially designed instruction, or a parent who's providing one on one or group support in a classroom isn't probably keeping track of what day the IEP expired. They're just doing tomorrow what they did today and doing the same thing the next day and the next day and the next day. So the student services are probably, in most cases, not interrupted. However, it's our job to renew IEPs by the date that they're due. It's our job, just like it's our job to complete evaluations within 60 days. These are pretty basic things. Um, this situation, I'm not going to read all the text on the slide. It's publicly available. It's in your books. Um, well, it's this to me is a symptom of just a lack of oversight. What this means to me. Um, and with apologies to the couple of principals who are in the room or watching, um, that instead of somebody in the central office keeping track of this kind of thing and making sure it was getting done, the central office just figured out the principals will take care of it. I don't consider this the principal's job. I don't think it's fair to them. They have plenty to do. I think this is our job in the central office. And, um, right now, that means me. And someday that's going to mean a certified special ed director. Um, you know, annual review meetings. I'm down at the bottom. Annual review meetings not held by a deadline. That's non compliance, an IEP not signed. And we don't get it signed or addressed that properly. That's noncompliance Um, services. I already talked about something like the services added outside of the team meeting environment. Oh, we exchanged a couple of emails and we agreed. We'll do some observations and then we'll give you a report and we'll tell you what we saw in those observations. And then we'll decide if we're going to make a change in services. That may be a wonderful plan. Hold a meeting, document it, update the IEP, issue a WPN. That's our job. That's what we're supposed to be doing. So we're working on these things because we have a case management team. Now, people who just do case management, they are meeting with one of our consultants on a weekly basis, and that gives us a chance to focus on the people we need to provide training in PD for, to try to get on top of this. It's not perfect. It's far from perfect. I'm going to get to the worst news as we go. Um, compliance in our self-contained programs is still an issue. We are not ready to get everything approved by the Department of Education. The last time the programs in Claremont were all approved was in the fall of 2024, and I'm not sure they were actually compliant, but the paperwork was filed. We will not file the paperwork until programs are actually compliant because they're going to check. We have a DDR about this. We can't just. Right. This is what we're doing. If it's not really what's happening. It has to be true. And I'm going to get to more about that in the green presentation. Um, so there's more detail in here about what's happening in each program. There are some good things. There are some not as good things. Um, we have some programs that are oversubscribed. We have to remedy that. We cannot have more children in programs than regulation allows. We have to add programs. That's the reality. If we have if we have a program that by regulation can have no more than eight students in it, and we have 11, there's well, there's more than one solution we could send. I don't do math in my head. Three students out of district. That's a very expensive solution. We could create a duplicate, a second program to create capacity for eight more and then divide those students between them. That also costs money. And that means we have to find certified staff, right? Right. So capacity is one big issue. Staff certification is the other big issue because we're supposed to have not just certified educators, but educators with very specific certifications in certain programs. Our behavioral programs are supposed to have not just certified special educators, but those with what's called a categorical license in Ed emotional disturbance. We have others like life skills programs, where our educators are supposed to have a categorical license in ID, intellectual disability, and so on. There are something like nine categorical in New Hampshire. I have opinions about licensure, but now is not the time for that. Um, so there are still issues. It's getting better. We've made progress. There's a lot more to be done.

336
01:27:07,567 --> 01:28:50,501
Ongoing staff shortage. Um, I've got two slides here. I think, um, the core team is staffed. Um, but they have a lot of work. The first slide tonight gave you a quantified how many evaluations we've got to do and how many referrals we've got. That's a lot of work. Yeah. Um, so if we could add a second eval team chair to work with the core team, we'd keep everybody busy still. Um, but I would say among our most pressing needs, that's not in the top three. We need it, but it's not in the top, top three. Um, our district coordinator is, is getting on top of things and that's good news. So that's we have a bright spot growing there. We have case managers, um, from grades three through 12. We could certainly use another one to help them. It's not enough capacity with those. We have one of those we just hired a week ago, which is wonderful. But again, it's not enough capacity for the caseloads we have. And we absolutely need a case manager, um, at the, at the youngest grade level. So I would say we are two two. Case management team members short of where we really need to be in order to be able to get all of the, the case management work done. And that means certified special educators. I have an interview on Friday. All is not lost, but the rate at which we've been able to add. We've been able to add. We've actually done pretty well in some ways where we've added staff, we've added certified staff, we've added qualified staff, but our needs have been so great that we're making progress against a pretty big challenge. Um.

337
01:28:50,501 --> 01:30:06,501
A little good news here. I tried to sprinkle it in where I could. We have I'll say adequate, maybe not outstanding, but enough to meet our basic needs. Staffing in school psychology and social work, and in speech and language services. And somebody might nitpick including speech and language there because it's tight, especially at the youngest kid levels. But it's not one of our biggest problems across the board. Um, in behavioral services last year, there was a real shortage of, um, board certified behavior analyst, supervised Adas and rbts registered behavior technicians in the district. Um, that's gotten better. And in the process, I've learned that we probably need twice as much as we have. Um, which is really a little discouraging because 7 or 8 weeks ago, I was excited that we were going to have so much more capacity than the district had last year. And it doesn't come close to meeting our needs. This is an area where we work with outsourced partners because locally, um, available, certified qualified staff just haven't been just haven't been available. Um.

338
01:30:06,501 --> 01:32:07,767
Second slide on this topic. Um, OT and PT were understaffed, but it's one thing. Um, we need one more full time occupational therapist. We've issued Rfqs. We, so we both advertise. I'm going to get to this in a summary slide. At the end. We both advertise and issue rfqs to outside service providers for all of this stuff, because the needs are so great that we just need the people however we can get them right now. Um, so we, we have 5 or 6. I'm sorry I didn't prepare that number. Um, folks who do work in OT and PT, most of those are assistants, which means we have to have a certain number of occupational therapists. We have a physical therapist, um, to provide supervision to them. They cannot, an OTT assistant, cannot work with students in ways that we can count or legally under their licenses without qualified supervision. So we're looking for a full time OTT who can provide services, participate in evaluations, and provide that supervision that we still need. For some of them, not all of them. We have some of this we just don't have enough. Um, and like I just said, we're outsourcing what we can't. Oh, I'm sorry, let me strike that. We outsource some things that we don't need on a full time basis, and we're not even trying to hire because we don't need them on a full time basis. So we have a teacher of the deaf. We have a teacher of the visually impaired. We outsource translation services. We are required under the same laws that govern special ed, federal and state to provide translation services both in meetings and for documents. And we cannot legally turn to a certified world language teacher who speaks Spanish, for example, fluently and say, hey, will you translate this for us? We can't do that. We have to hire a certified approved provider. Um.

339
01:32:07,767 --> 01:32:47,167
And that brings us to the teachers who actually work with kids on education. And look, a lot of the people I've just talked about work with kids, they do really important things with kids. But the teachers who do specially designed instruction for kids with learning disabilities for help with reading and math and writing. Um, we're not close. Um, we do not have enough capacity to meet our students. Current needs at any of the schools might be the closest, but I'm not going to say we have enough. I would hire someone tomorrow, um, to help provide specially designed instruction at Disney, but I would hire two people for each of the other schools.

340
01:32:47,167 --> 01:32:48,200
If I could.

341
01:32:48,200 --> 01:33:21,968
Um, so all, all told, and these are kind of round numbers. Um, we certainly have more than 45 staff in all the categories I just talked about. Um, working in all of these roles, um, we hire 15 properly certified staff next week to work with them. And then we might have a chance to meet all of our needs. Well, that's the reality of our situation. That doesn't mean we're not coming to work tomorrow. We're coming to work tomorrow. Um, or at least I am. I can't speak for everybody, but that's in the green presentation to us.

342
01:33:21,968 --> 01:33:26,267
And this is where we are. Um, so.

343
01:33:26,267 --> 01:33:53,167
What the heck do you do in this situation? Well, we don't stop advertising. For one thing, we keep advertising for all special ed roles. We haven't stopped. We won't stop. We contract services that we can't hire for. Um, it's not ideal. Uh, and that's, this is, by the way, this isn't a financial conversation at this point. Not even thinking about cost right now. I'm thinking about kids. Um.

344
01:33:53,167 --> 01:36:16,367
Contracting services sometimes means instead of getting one person full time, we get two people. I'm sorry. We get one person on Monday and Tuesday, and then we get a different person on Wednesday and a different person on Thursday. And the company we contract with says, oh no, we're giving you one FTE, one full time equivalent. But it's not one person. It's not one person. Building relationships with kids, with our staff. It's not the same as having an employee and it's not someone from here. It's not someone who lives in the area and has a chance to get as invested in the community. It happens from time to time that somebody comes to work for a district under a contracted service contract, but and then decides, hey, I'd like to work here full time. But by and large, these people come and go and they're wonderful. We really rely on them right now and we need them. But our first choice is always to hire an employee when we can. The other thing that's been happening a little bit is when we're contracting services as opposed to hiring, we're getting more and more offers of remote services. Again, just not ideal. Um, asking a child to sit in front of a computer for speech and language services as opposed to interacting with a human being. It's not even close, but we're obligated to provide the services. We have to try to find a way. And if this is the best we can do, this is what we're doing right now while we continue to advertise, um, with the folks who are here, we are continuing to execute our plan for this year, um, providing professional development. A bunch of people went to, um, some case management, um, PD this, this week, um, spent a day, I think it was this week, maybe it was last week. I think it was, I'm pretty sure it was this week. Um, learning about case management, IEP writing and things like that. That's really important. We want to develop more consistency in how these things are done over prescription of services is an issue all over the country and training is the best way to address it. Teach people how do we use data to make decisions about what goes into an IEP, as opposed to kind of a gut feeling, gee, why don't we try this? Um, if we can help people understand how to ground those decisions in something measurable, we have a much better chance of providing the right kinds of interventions. Um.

345
01:36:16,367 --> 01:38:18,567
I sent a letter to went in the mail Friday to parents and guardians of every student in the district with an IEP. Um, and that letter tells them that we are currently unable to meet all of our obligations under ID and state law. Um, it explains a lot of what I've talked about tonight, we're trying to recruit staff, but there are gaps. So this puts those parents on notice. And this is not a legal step. I'm not checking a box against some required procedure. I'm doing what I think is the right thing and have done it. These are in the mail or in people's mailboxes by now. Um, it also tells them at the end that we will be following up. And after this notice, the next thing that happens is our lease. That is the, the Lea rep. Typically that's still our principals, although I hate having to have them spend their time on that. Um, but whoever is chairing the meeting, plus those case managers, the case management team, those are the people who will follow up with the parents or guardians of each child as time goes by with an assessment of here's what we've been able to do, here's what we've missed, and here's what we propose. The conversation that unfolds from there is going to look different for different kids and different situations. In some cases, children or students may be showing enough progress that everybody on the team agrees. We provided enough services to get the results that were required to get, and we're okay to keep going without additional compensatory services. In other cases, we will absolutely need to provide compensatory services in the future. That is just the way it is. I can't quantify what that's going to look like, because I don't know how well or how quickly we're going to be able to fill some of these gaps. So until we know, we don't know.

346
01:38:18,567 --> 01:39:03,567
Thank you. So I want to thank you. One of the goals when I hired was part of that hiring decision to bring you in was, was to, to find the problems, identify the problems and come up with a plan. And my guess is for years we've been told by leadership that everything was awesome, right? And so now now it's sort of like a double edged sword for you because you're identifying problems that have existed for a while. But some folks out there are like, oh, see, the district isn't doing so thank you. This is exactly what I was hoping would happen, is that all of these issues would be brought to light, and we come up with a plan to get the ship righted. And it's not going to happen today, tomorrow, but it is going to happen. So again, thank you just for me. Thank you.

347
01:39:03,567 --> 01:39:37,868
The reward is in fixing it. Yeah. The reward is in seeing kids get what they need and seeing families love and respect the educators who toil in their schools. And we're going to do it. And there are a lot of people. I'm sorry. There are a lot of staff really having a hard time right now in these schools. It's very difficult to work every day knowing that we're not able to do everything the kids need. I didn't plan this. Um.

348
01:39:37,868 --> 01:39:49,067
We're going to be so proud of each other when we fix it, and we have to show up every day and keep going. There is no recipe beyond that. Um, we do the next thing.

349
01:39:49,067 --> 01:40:16,467
I think it's really important that your report lays it on the line. It tells us what the situation is. It tells us how difficult it is to address the problems to get some of the issues solved. Um, I agreed on with what you said. Um, it's, it's very helpful to have it chronologically chronicled what the issues are and how we're going to address these problems.

350
01:40:16,467 --> 01:40:20,200
Diseases didn't just happen in the last ten months. These have been years in the making.

351
01:40:20,200 --> 01:40:20,868
Right.

352
01:40:20,868 --> 01:40:23,968
And so when you have leadership that tells you everything is awesome.

353
01:40:23,968 --> 01:40:26,100
Mhm.

354
01:40:26,100 --> 01:40:30,267
And we just don't have this. We don't have enough staff to get the job done.

355
01:40:30,267 --> 01:40:40,801
Yeah. So there's, there's a double edged sword there to, um, having enough staff and having properly certified and experienced and qualified staff are are unfortunately two different things.

356
01:40:40,801 --> 01:40:42,000
Exactly.

357
01:40:42,000 --> 01:40:43,100
And I think we've talked before.

358
01:40:43,100 --> 01:40:44,000
About leadership.

359
01:40:44,000 --> 01:40:45,267
Leadership.

360
01:40:45,267 --> 01:40:59,868
Let's not, you know, if well, in the in the world of special ed and this has happened and there's still some of it now. Putting someone in a room, if they don't have the right certification to be in that role didn't actually solve the problem.

361
01:40:59,868 --> 01:41:00,868
Right.

362
01:41:00,868 --> 01:41:41,667
Um, so it, it's hard and there's a whole, by the way, this is not a Claremont problem. Everything probably feels very personal in Claremont. Um, after what you've all been through, but this is a public education problem in the United States. It's a public education problem all across New Hampshire. I'm going to go out on a limb and guess that if we drove down to Fall Mountain and sat in on a board meeting, or if we went, I don't know, name six districts they'd all be talking about, we don't have quite enough special ed teachers and other staff, or we don't have nearly enough special ed teachers and other staff. It's not just here that actually makes the problem worse, because now we're all competing in the same labor pool.

363
01:41:41,667 --> 01:41:42,400
Right, Heather?

364
01:41:42,400 --> 01:41:44,167
Everybody has needs.

365
01:41:44,167 --> 01:41:45,400
Heather.

366
01:41:45,400 --> 01:42:47,367
Again, thank you for the normalizing radical transparency. And I think, um, parents won't appreciate this and they won't like the letter, but they'll appreciate that they're not being gaslit anymore. Right. And I think the staff will appreciate that too. And most folks, reasonable people, even on unreasonable people who are fighting for their kids and fighting for their kids in the classroom and parents, they can appreciate that kind of honesty that we're failing you and we recognize we're failing you. These are the reasons why this is what's in our control. This is what is in our control. So I think it creates more of a partnership, um, approach. And so I, that's really appreciated. I had a question about the ongoing staff shortage. Two questions. One about the 15. Additional staff. I'm assuming that these are budgeted positions or not budgeted positions. Do we need more than we've budgeted for? I know I don't think we're going to get them, but I'm thinking for the next budget season, are we looking at.

367
01:42:47,367 --> 01:43:41,167
For the next budget? We will absolutely be able to give you an accurate and realistic description of needs. There's no question about that. Figuring out how these puzzle pieces fit into the existing budget for this year is part of what I was talking about earlier in the finance report that Teresa and I will be working on with Amy over the next month. And I, we're I'm confident that we're within budget, and we've actually tested that at a couple of the schools by taking the time to go through line by line before Teresa got here, just to make sure that we were doing okay. But the fact is that the object codes, the lines in this budget don't really correspond with what the district needed or even already had. I see that can be more specific, if that's too disconcerting.

368
01:43:41,167 --> 01:43:42,701
Okay, that's enough for now.

369
01:43:42,701 --> 01:43:44,501
Okay. Um.

370
01:43:44,501 --> 01:44:09,667
And I just wanted a little bit more clarification about the out of date IEPs and records and how that affects our ability to generate revenue. So with that very, um, startling number of how many IEPs or what percentage of IEPs are out of compliance, um, that noncompliance, does that mean that we may not be in reimbursed or that we will not or have.

371
01:44:09,667 --> 01:44:10,868
No. So, so.

372
01:44:10,868 --> 01:44:11,067
The.

373
01:44:11,067 --> 01:44:39,000
Fact that we're correcting out of district IEPs in September, which is what's been happening, this is good news because these are IEPs. We will be submitting for special ed aid reimbursement against next summer. So if we hadn't corrected them and time had gone on, then the amount of time that we may not be eligible for reimbursement would get bigger and bigger. But we're here. We're at the very beginning.

374
01:44:39,000 --> 01:44:40,901
I'm just trying to think ahead of cost.

375
01:44:40,901 --> 01:44:42,100
That's a good question.

376
01:44:42,100 --> 01:44:52,567
Um, and you know how much we've just kind of trying to estimate on how much we were assuming was the liability of the local taxpayer versus.

377
01:44:52,567 --> 01:44:53,167
What.

378
01:44:53,167 --> 01:44:53,267
We.

379
01:44:53,267 --> 01:44:53,467
Should.

380
01:44:53,467 --> 01:44:54,267
Have that at budget time.

381
01:44:54,267 --> 01:44:54,868
To.

382
01:44:54,868 --> 01:45:01,367
Have it. Yeah. We should, that should be okay when we're doing next year's budget.

383
01:45:01,367 --> 01:45:05,367
Anyone else?

384
01:45:05,367 --> 01:45:12,901
Thank you. And this was this was a hard report. Um, but thank you for it.

385
01:45:12,901 --> 01:45:24,467
Moving on to another topic. That's a difficult topic. Um, let's talk about self-contained K one.

386
01:45:24,467 --> 01:45:25,167
Yeah.

387
01:45:25,167 --> 01:45:28,567
And preschool and pre-K. Sorry, pre-K.

388
01:45:28,567 --> 01:45:30,701
So so we came this far.

389
01:45:30,701 --> 01:45:31,367
Gosh.

390
01:45:31,367 --> 01:45:33,868
Um.

391
01:45:33,868 --> 01:45:37,367
So, um.

392
01:45:37,367 --> 01:45:47,200
Disney is in tough shape. I was just, uh, strangely shedding a tear. Um, uh.

393
01:45:47,200 --> 01:48:35,000
But I wouldn't be the first person at Disney this year who's had an emotional moment, um, or in any of the schools. And I'm not going to leave any of the others out. Um, there are some challenges throughout the district. There are some very serious difficulties at Maple Ave, um, that we'll also get to hear as quickly as possible. Um, but Disney Art elementary opened this year for the first time with pre-K, kindergarten, first and second grade students from all over Claremont in that building that hadn't been done before. Um, and I think there was a, a rough idea of how that would fit, but in reality, this is what it means. Um, Heather and I had a chance to take a tour last week and see this together firsthand. I had seen it, of course, already. Um, there is not a spare classroom in that building. That's not necessarily a bad thing unless you need a spare classroom. Like, for example, you decide, gee, we'd be better off with six kindergarten classrooms instead of five. And you don't have a place to put one, which is the condition there. Now there are, um, office spaces if we want to call them that, that are being shared by 2 or 3 adults because there aren't enough spaces. The nurse had to move out of what I assume has been the nurse's office for a very long time. Um, so that we could have a behavior intervention space that tiger's den, um, Carlos nest, as the case may be. Um, sorry, sorry. Melissa. Um, when, when teachers and other staff who provide things like counseling or 1 to 1 intervention with students are going to work with those kids. They don't necessarily have private spaces to take them to, to do that work. So what's happening is where those 2 or 3 adults are sharing a space. One of them will provide student services as a at a time, which means somebody who might be able to provide student services right now isn't because they don't have a place to do it. Um, every meeting, IEP team meeting, and other meetings are being held in the principal's office. Um, which I'm sure is terrific. Um, these, this is one of those self-contained program subset programs that requires Department of Education approval. There's a self-contained kindergarten, first grade special ed program. It is currently over capacity, um, compared to the regulatory requirements. So as we resolve this DDR with the Department of Education, um, and we submit for program approval, we need to resolve that. We have to get this program within regulatory capacity. And you already know about parking, which is being addressed. So we're going to wipe that one off the board just as soon as we can get procurement done. Uh, the first quote came in a bit higher than the estimate that I shared with you a couple of months ago. So there's some work to do there. I'll be there tomorrow.

394
01:48:35,000 --> 01:49:38,667
Um, more importantly, um, conduct or behavior, uh, looks different than and I haven't been here, but I trust the folks telling me this than ever before. Um, disruptive behavior in particular is happening much more than our teachers, at least in that building have ever seen. And I suspect that's going to be more than we've ever seen in Claremont schools, any of them, because all of these age groups are now concentrated in the same place. And this is happening, and you're going to wonder why this is happening among our youngest students. Um, children are arriving at school who are not ready for the social routines of the school. They're not ready to stand in line. They're not ready to go to a classroom. They're not ready to interact with peers. They're not ready to listen to directions from an adult. Um, and when we can't carefully plan interventions for those kids, we end up with overidentification in special ed. We end up deciding this looks like a disability.

395
01:49:38,667 --> 01:49:49,901
Sorry, Tim. So when you talk about students arriving not ready, I'm guessing you're talking about our pre-K K one. You're not talking about kids that have been or are you talking about second and third as well.

396
01:49:49,901 --> 01:50:51,701
So not as many at the second grade level. Additionally, we only go to second. Um, but it does span the grades. I would say more in the youngest grades. Less and less. Only a couple of disruptive second graders are still disruptive, of course. Um, the kinds of things we're seeing are classroom evacuations, the schools having to go into secure hallway conditions due to student behavior. It's going to keep getting better. So please stick around for a few minutes. This results in staff burnout. This isn't the only place this kind of thing is happening. We've been seeing it more and more in a lot of districts for whatever reason since the pandemic, especially among younger students. And it's extremely disruptive behavior that we're seeing. Eventually, somebody walks out and that's already happened this year. Um, and that leaves fewer adults with the same conditions, which makes the problem worse for those who remain. Um.

397
01:50:51,701 --> 01:52:30,567
So at the elementary level at Maple and Dysart districts do this, everybody does this or well, everybody's supposed to keep a log. Thank you, principals for keeping logs of um, of injuries or incidents that could result, could have resulted in injuries in our schools do this for a lot of reasons. Um, we're required to by the Department of Labor In our labor agreements, we have loss prevention committees that are supposed to look at this kind of thing. And traditionally, those committees would ask questions like, gee, do we have enough slippery floor signs to put out? Um, and now they're asking questions like, can we get Kevlar bite guards for all the teachers in Paris? That's a real thing. Um, I bought them and this isn't the first place I've ever bought Kevlar bike guards for staff. I've been doing it for a few years now. Um, so, um, at the elementary level, we've had 20 reportable, um, accident or injury incidents. This is at Maple and Dennard during September. And here's a great example. Staff slipped on wet floor, fell backwards, hitting head back and thumb kind of what you would expect. Um, three of the 20 sound kind of like that. The other 17 sound like this. Student hit staff in the back of the head. Student kicked in leg and right forearm Scratched by student. That's a different one. Kicked in the stomach and legs by a student. Student tried to lock the teacher out of the room and then slammed the door into her as she tried to enter. Student bit her on left forearm and they go on like that.

398
01:52:30,567 --> 01:52:33,100
That's in one month. That's in one month.

399
01:52:33,100 --> 01:52:33,501
Yeah.

400
01:52:33,501 --> 01:52:43,901
Madam chair, can we get this included each month in our packet? Those types, what you just said right there in my mind, this is just as important as everything else you put out.

401
01:52:43,901 --> 01:52:44,501
This is.

402
01:52:44,501 --> 01:52:45,767
Yeah, we track this data.

403
01:52:45,767 --> 01:52:48,567
Yeah. So I think it'd be important for the public to have and for.

404
01:52:48,567 --> 01:52:56,367
Us and these are not these are not, um, children with disabilities.

405
01:52:56,367 --> 01:55:56,200
So let's talk about that. Uh, did you read ahead? It's right here on this slide. So in 1975, the federal government asked the individuals with Disabilities in Education Act. And one of the things I'd e a tells public schools to ask when we look at behavior is, is this child's behavior the manifestation of a disability? Or is this a non-disabled child misbehaving? Right. And in 1975, that was the question in 2026. We're living in an expanded world of I'd e a, um, almost all behavior, especially among our youngest students, is viewed through the lens of disability. In fact, um, I have seen this year for the first time, a diagnosis of a disability that was listed as a behavioral disability. So when a team meets for what's called a manifestation review, asking the question, is this child's behavior the manifestation of a disability? And then they look at this diagnosis and it says behavioral disability. I'm not sure how the answer would ever not be. All behavior for that child is a manifestation of a behavioral disability. I'm not a certified special educator, and some people are breathing a sigh of relief. But this is a real thing that exists in American public schools and our schools right now. And it has to be discussed, even though we are not the people who are going to go make decisions about services kids are eligible for. That's not our job and we can't do it. But there's something happening here that is changing both the staff and the student experience in our schools. Um, there is a growing perception among educators, and this is an informal conclusion that I've drawn through my experience leading school districts, that sometimes teachers will believe that students are protected from consequences for their actions, or at least that school administrators principals are powerless to give consequences. What you usually would hear, what I would expect to hear from staff who are feeling this way is it doesn't matter what they do. They're back in my class the next day no matter what. Um, and I'm not trying to be a downer here because not being ready to be in a school is not a disability, but not being ready to be in a school does result in behavior that doesn't work in the context of the public school. So disciplinary consequences might not make a lot of sense when all that's wrong is the kid isn't ready. I already talked to you at a previous meeting about the number of kids in our kindergartens who need toileting assistance.

406
01:55:56,200 --> 01:55:57,100
Yes.

407
01:55:57,100 --> 01:56:03,100
That's not been the case for decades. But that is the case now.

408
01:56:03,100 --> 01:56:11,167
And wasn't that over? I mean, it was like 15%.

409
01:56:11,167 --> 01:56:11,400
Yeah.

410
01:56:11,400 --> 01:56:12,501
Ten 1012.

411
01:56:12,501 --> 01:56:31,701
I mean, that's a significant number. 10% and more that, that. Um, so, and that, that has all kinds of health implications for the rest of the students in the classroom and for the teachers who have to take care of that situation.

412
01:56:31,701 --> 01:56:33,300
It creates some labor issues.

413
01:56:33,300 --> 01:56:35,267
It certainly does.

414
01:56:35,267 --> 01:56:36,367
Um.

415
01:56:36,367 --> 01:56:47,267
You also, and you also told us about the, I don't know whether the number of students who are non verbal.

416
01:56:47,267 --> 01:56:48,868
Yes.

417
01:56:48,868 --> 01:56:58,200
Non, non verbal. This is this is kindergarten students who are not speaking.

418
01:56:58,200 --> 01:57:32,868
So so look again, these are our youngest kids and we don't know enough necessarily to be able to ascribe cause for everything we see until we get to know the kids. But right now, we're getting to know them for the first time in a kindergarten classroom with 20 kids, where 18 of those kids are ready to be at school. And because of these disruptions, those students are not being provided with a free and appropriate public education.

419
01:57:32,868 --> 01:57:34,767
Because they have to evacuate the classroom.

420
01:57:34,767 --> 01:57:42,868
Classrooms are evacuated. Hallways are locked down. Teachers aren't in the classroom, aren't in the classroom. Principals aren't available to principal.

421
01:57:42,868 --> 01:57:43,968
Right.

422
01:57:43,968 --> 01:58:53,901
Because they're chasing these disruptions. So, um, we have two problems. We have a short term issue and we have a long term issue, um, early intervention to prepare kids to be in schools. That's a long term issue that we need to talk about. And we're going to talk about this here. Okay. Can we talk about that this year? Because that's a long term problem that I don't think is going to go away. So if we're getting kids now in the fall of 26 who aren't ready for the routines of school, I can make a prediction about the fall of 27. Yeah. So that's a long term problem. So I want to put a pin on it though, because we have bigger issues today right now. Um, and I want to be really clear that this is a short term problem and I'm going to talk about some short term solutions. I am not presenting a keystone piece of a grand strategic plan for the future of the Claremont School District. That's not what this is. This is how do we survive and have a better chance of maintaining orderly learning environments and retaining staff in October?

423
01:58:53,901 --> 01:59:26,100
Um, and step one is we add that second K one self-contained program that will bring us into compliance with state regulation. Let us get both of those rooms approved. Take 11 kids and spread them out. Plus, have the capacity to place a few more kids who might need to be in a program like that, as they hopefully learn to function in the school environment and are able to be mainstreamed in the future. And I'm sorry if I'm not using great special terminology. It's not really what I do all the time.

424
01:59:26,100 --> 02:01:42,467
We can better meet some of those students needs in a self-contained subset program. We have a teacher, certified, willing, ready to go who's already in the building. Um, we will qualify for approval of both programs, which is a step forward under our due diligence review from the department that was initiated last year. And, um, the problem is that every solution creates a new problem. By the way, we talked about, I think six other things. Well, one of them was do nothing and that really fast. Nothing's not one of our choices. So I think we talked about five other possible solutions. Hated every one of them and ended up here. And the reason it was so easy to hate most of our ideas about potential interventions right now is because every possible solution creates other problems. And we really didn't like a lot of the other problems that were created. In this case. The problem that's created is if we're going to add a second self-contained K1 program, we have to put it somewhere and there aren't any rooms. So pre-K preschool services occupy one room at Disney next door to the existing K1 subset program. It's the perfect place to put it, but that bumps preschool. I'm not saying this because I want to say this. I'm not here tonight because I haven't been looking forward to this for the last week. Um, there are two rooms available at maybe that one room that has preschool in. It is housing. It's a it's a drop in service room for kids. It's not a classroom with 16 kids running around all day in two sessions or anything like that. Kids are in and out. There's a preschool case manager, there's a preschool teacher, and then there's a speech assistant, an OT assistant who provides speech and OT services. Those for adults work in and out of that room with the kids and parents who drop in and out throughout the day. We can give them two rooms at Maple instead of one. So I view that as an improvement. How they use those rooms. I'm going to not micromanage because I have a better chance of them still liking me in a few days if I stay out of it. But I can give them two rooms. Or I should say Principal Erwin, in his generous cooperation, can give them two rooms.

425
02:01:42,467 --> 02:02:16,767
And they can be next to each other. And those adults and kids can spread out. Um, we could use one for case management and specially designed instruction. We could use the other for speech and OT or again, I could not micromanage and they could do what's ever going to be best for the kids. Gives pre-K more total space. Removes three adults from where the adults are crowded and sharing offices and things like that. I know that's a small change, but it's a change. Um, and my conclusion is that we should do this and I want to do it, and I'm planning to do it tomorrow unless you stop me.

426
02:02:16,767 --> 02:03:04,367
I'm going to keep going. Um, this is crisis management, not long term strategic planning. Um, we're going to do this unless you stop us. Um, and we need to keep talking about the future of pre-K. Um, it's not an academic readiness program. I wasn't here, I don't want to talk about it. I'm not trying to give you a hard time. I don't know what happened. Preschool is not about reading and math. It's not about whether or not they can count. It's not about whether or not they know the alphabet. It's about whether or not they can function in the social norms of a public school building with peers and adults, and we are seeing what happens when kids come into public schools who aren't ready. I'm not giving you a hard time. The past is the past.

427
02:03:04,367 --> 02:03:46,100
Thank you for indulging me. So it's interesting, I read through your slides earlier today, and I just wanted to see what our neighbors around us, how they handle pre-K. And I'm just going to plant these seeds. So it's interesting that Hanover does not offer pre-K, although there's some availability in Norwich that's based on availability. But Vermont students have priority in Lebanon, pre-K is offered via a lottery system in Keene. It's centrally housed in limited. Along with the preschool and the career center, Kearsarge competitively limited enrollment with a huge wait list to get into pre-K. Sunapee uses a lottery system and Newport identified via child find and screenings.

428
02:03:46,100 --> 02:04:41,667
So just so, so Dawn, I'm glad you brought it up So not tonight and not in the future. AM I going to propose that we instate or reinstate universal pre-K? I'm not. However, expanding the services that are being provided now and maybe having enough classroom capacity for some students who need it the most to be in a structured preschool program could address some of these most desperate needs. It is a conversation for another day, but I'm glad you brought that up. I am not driving toward a day when I plan to say we should have six preschool classrooms, and we should have eight teachers. I'm not going to say that somebody might say that it won't be me.

429
02:04:41,667 --> 02:05:28,100
Above and beyond the interventions that you're speaking about this evening, what else can the board do? Or what else can the administration do to provide more support for our teachers? And and quite frankly, regular education students, because I've always had an aversion to regular education students being part of other students treatment plan without parental consent and having their educational opportunities disrupted. And I cannot not draw the, you know, connect the dots between some of our challenges with academic achievement and the level of disruption that has been tolerated in our elementary schools.

430
02:05:28,100 --> 02:05:47,667
Heather, I can't promise, but I hope that what we're about to do will create a better experience for the remaining students and staff in our five kindergarten rooms. We'll hopefully create a better experience for the remaining students and the staff in our first grade rooms.

431
02:05:47,667 --> 02:06:17,868
What I'm suggesting beyond that is policy, some kind of policies that the school board could initiate to help support our principals and our teachers with enforcing discipline, with fidelity across both elementary schools, and perhaps even requiring that students that come in that are not considered having a disability related to incontinence or inability to manage their.

432
02:06:17,868 --> 02:07:01,767
Systems. Perhaps they're not eligible to enter the school. I think it's not okay for anybody to be hit or. I don't care that these kids are little. It's not acceptable. It wasn't acceptable in my house. It shouldn't be accepted by anybody. It's intolerable behavior. And no teacher should have to accept abuse on any level. And if we can create policy or do something meaningful. I have been so frustrated by this, I can't tell you. And the language that I've heard over the years is that there's nothing we can do. I just cannot believe that there's nothing that this board and this district can't do to support teachers and classroom environment more.

433
02:07:01,767 --> 02:10:16,067
I don't believe that there's nothing we can do. Um, I think that what we need to do and what other public schools need to do is going to be very difficult and controversial and face some backlash. Um, we are already, I think, um, issuing suspensions, actual you can't come to school tomorrow or for the next two days at age levels that maybe our principals have never had to do it or felt comfortable doing it before. And I'm encouraging it now. That's risky because we have to be confident that we've dealt with special needs appropriately, that that we're doing Evaluations and providing interventions as necessary. But at a certain point, conduct is conduct and can't be in the school. So the I have a pretty structured way. It's funny, I've been thinking about because I didn't do this on opening day with all staff. I've been thinking about going to monthly staff meetings at each school to make sure I describe this. The principals already know, but it might be good for all staff to hear. Let's do it right now. Um. Under state law, a principal in a public school can suspend a student for up to ten days. Um, that's what the law calls a short term suspension. The next ten days, 11 through 20 are called a long term suspension. They can only be issued by the superintendent. In some districts. And if you talk to some school lawyers, they will tell you. But that's ten at a time, not ten total. And if you play out that logic, the principal could suspend. Sorry, a principal. Any principal. Not just that one could suspend a student for five days, 30 times. Which doesn't seem to make a lot of sense to me. So I don't do it that way. We count cumulatively. And when a student is somewhere in that 7 to 9 days suspended range, I schedule a meeting with a parent or guardian and if appropriate, with the child. I've already had one this year I'm about to have another one, and I describe what the rest of the legal framework looks like. And it looks like this. The next time the principal needs to suspend that child because we believe in progressive discipline. If it was one day and then two, and then for the next time, it has to be more than four. And once we're over ten, it has to come from me. The principal will call me and I will authorize that additional suspension when we get to day 20. I can't do anymore. The next thing the law allows is an expulsion hearing before the school board, at which the school board has to answer the question. I'm sorry, but this is what the law in the state. Not every state does this to you, but in New Hampshire, you hold this authority and responsibility as you hold a nonpublic hearing. The family can provide can present witnesses and evidence. So can the district. And then the school board makes a decision about the potential expulsion of a student. I've never expelled an eight year old. It's never happened. I've expelled some students, but never one this young. But that is the process under the law that we will employ.

434
02:10:16,067 --> 02:11:35,167
I appreciate the explanation, but what I'm kind of trying to move towards is that right now I trust you to handle this. Okay. And in certain schools, I've trusted principals to handle it. And in certain schools in historically, the discipline has been different or handled differently. I would like an opportunity for the board to create a policy that universalize makes it universal. How behaviors. I know that folks resist that because they want the flexibility. And maybe we can build that into the policy. But what that would require is when you part ways from us at some point, which you will inevitably, or if perhaps maybe get sick of us, or if we have a change of leadership in schools, it would be really helpful for a discipline matrix or a policy to be in place that would have to be adjudicated by the. To change that policy would have to be adjudicated by the board in public and really kind of flesh this out because I would I would love it would give an opportunity for teachers to come up and give their perspective on what's going on in schools. And right now, we don't really have that mechanism and we don't have that. I know it sounds rigid, but I think sometimes Guardrails are helpful.

435
02:11:35,167 --> 02:12:20,701
I mean, I'm not I'm not going to try to talk you out of this idea. I think there's something there we might have some fun with in the policy committee. Um, the, the difficulty and this isn't a reason not to have the conversation is going to be how do we thoughtfully and responsibly integrate actual special education concerns that are legitimate in, into a system like that? I'm not saying it can't be done, but I think that's probably my guess would be the reason people say, oh, gee, that's too hard. We can't do it would be because you get into this intersection of conduct and disability and it gets extremely frightening. People don't want to make a mistake in that world that seems very charged and maybe legally challenging. It just.

436
02:12:20,701 --> 02:12:21,100
Maybe it's.

437
02:12:21,100 --> 02:12:30,567
Our first step by not by managing kids that do not fall under the. And it's a smaller window, but it would. It's something that we can do.

438
02:12:30,567 --> 02:12:44,167
One of. One of the things I hear from Doctor Broderick is there are there are there are options in place that perhaps are difficult to exercise, but important to exercise.

439
02:12:44,167 --> 02:12:45,467
I hear that as well.

440
02:12:45,467 --> 02:13:13,200
And I think it's important that they are exercised. We don't have to. For many of the things that Doctor Broderick has talked about and needs to get done, he doesn't need a policy because he's already got. I mean, the law already allows for some of those actions to take place and they should take place. And we have to have the courage to support that behavior.

441
02:13:13,200 --> 02:13:16,000
That's the difference between a policy and not policy.

442
02:13:16,000 --> 02:13:37,167
So I think it's it's important to, to, to understand their needs to be some leeway. Right? Sure, sure. But I think it's important for the board to weigh in and make sure principals and teachers know that the board supports this discipline.

443
02:13:37,167 --> 02:14:11,267
If this is happening, it's okay for you to for a staff member to take this next step that we've got your back. We want this to happen. And it's within their judgment to, to, to do it. And it's going to be difficult. I see it all over the place. I see it with my own job. When you start to enforce things, you get some pushback. And it's it's difficult because you're then responsible to follow through and.

444
02:14:11,267 --> 02:14:13,100
Well, no one likes to be held accountable.

445
02:14:13,100 --> 02:14:33,868
Well, no one likes to be held accountable. But the people you enforcing it is, is difficult because you get the pushback. But you have to, you have to be consistent and re up every single time that this is the way that it's going to be. And I'm going to we're going to hold people accountable.

446
02:14:33,868 --> 02:14:36,968
Unilateral or, you know, throughout the system.

447
02:14:36,968 --> 02:14:57,467
Perhaps we can ask the policy committee to look take a look at this at an upcoming policy committee meeting. Um, and, and perhaps there might be some language that you could put forth and let us know of what some possibilities are.

448
02:14:57,467 --> 02:14:59,367
Sure.

449
02:14:59,367 --> 02:15:08,567
Thank you, Madam Chair. I think what's important is for the superintendent and our principals and teachers is that.

450
02:15:08,567 --> 02:15:18,167
If we have to move kids out of a classroom, suspend them or whatever, to to ensure that everybody is learning and doing what needs to happen.

451
02:15:18,167 --> 02:15:19,000
And not just speaking.

452
02:15:19,000 --> 02:15:34,901
For me, I support whatever you need to do. Use all the tools you've got. But whatever it takes to restore order. And that's really what's essential to kids learning. So, um, I'm sorry for the teachers, but keep on doing what you're doing.

453
02:15:34,901 --> 02:15:49,067
Kids are resilient. They will learn. I believe they'll they'll learn and it'll take care of itself. I guess maybe I'm naive, but it's. I think that's what will happen.

454
02:15:49,067 --> 02:16:09,367
There are limits to what we'll put up with, and we're not going to put up with people getting hurt. Um, there are expectations. All right. Um, any other comments? I know this has been a very difficult these two topics have been very difficult. Thank you for. Thank you.

455
02:16:09,367 --> 02:16:24,601
I mean, you said it. This is the truth. This is what's happening in Claremont. This is what's happening in public education. Again, this is not personal. This is not about Claremont. We are not unique in this way, in these ways. This is happening even in places they're not willing to talk about it.

456
02:16:24,601 --> 02:16:25,567
Right?

457
02:16:25,567 --> 02:16:49,868
Right. All right. Let's move on to, um, total total change of orientation here. Um, the School Board Association proposed resolutions. And Lauren is our representative to the delegation. And, um, why don't you lead us in that discussion?

458
02:16:49,868 --> 02:17:19,300
I hope you guys have been able to review it. There's a lot of them. Um, I have a motion I'm willing to make in a bit, but I kind of want to start with the ones that I don't think we should support. I, of all the ones that the board of directors does not support, I think there's only one, um that I was considering possibly voting yes on, which would be proposal number seven. Um, let's see, what's that one again.

459
02:17:19,300 --> 02:17:24,000
I think I would.

460
02:17:24,000 --> 02:17:27,267
Um, except that yeah.

461
02:17:27,267 --> 02:18:32,567
So it kind of feels like one that might have some redundancy. There's a lot of these that are not being supported for redundancies. Um, but I think the wording here is important in there's, um, because it's specific to our state and kind of, um, puts more pressure on the state to go after the feds rather than sort of saying to the federal government and our other, what is it belief IX be, um, it combines them into one rather than being separate. So I would be in support of that. But the board of directors were not. Um, otherwise I'm not going to support one, two, four, seven, eight, 15 or 14. And again, those are all ones that they also don't support. Yeah. Um, and, uh, I would, um, I'd actually like to make a motion to support, um, proposed resolutions three nine and 13. Um. As written.

462
02:18:32,567 --> 02:18:33,167
I'll second.

463
02:18:33,167 --> 02:18:34,267
That.

464
02:18:34,267 --> 02:18:34,767
Yes.

465
02:18:34,767 --> 02:18:36,167
Three. Nine.

466
02:18:36,167 --> 02:18:45,868
Three. Nine and 13. Which are um, ones about non-germane amendments. One is.

467
02:18:45,868 --> 02:19:06,000
The three I supported the three that were also supported here. Nine is about old resolutions and the Nsba developing a body to review them. Um and then what was the last one. 13.

468
02:19:06,000 --> 02:19:06,667
Yeah.

469
02:19:06,667 --> 02:19:12,701
Ours is ten. Ours is ten. 123. Uh, 13 is um.

470
02:19:12,701 --> 02:19:15,167
Ours is ten.

471
02:19:15,167 --> 02:19:21,267
Uh, basically letting us, letting school boards have a buffer period after new legislation comes out? Yes.

472
02:19:21,267 --> 02:19:23,000
Yes. That made sense.

473
02:19:23,000 --> 02:19:32,367
And they supported that. So those I support as written. Um, and that's just one amendment. There's ones I support with alternative language, but I'm going to do that in a separate amendment.

474
02:19:32,367 --> 02:19:42,100
Okay. So so your motion is to um, support. 391313

475
02:19:42,100 --> 02:19:46,000
um, obviously we don't have to say ten because we already.

476
02:19:46,000 --> 02:19:54,701
I'm going to make a separate motion for the, for five, six, and ten, because those have alternative language. Okay. I just wanted to do the ones that have. Fair enough. No edits.

477
02:19:54,701 --> 02:20:05,501
Okay, so we start out with three nine and 13 and Mike seconded those. Heather. Heather.

478
02:20:05,501 --> 02:20:35,767
I didn't really understand. Um, the resolution number three. And if there were reasons, and maybe we have two representatives here that there are political reasons why not doing this would be important, I don't know. But I was curious about, um. There may be reasons why adding non-germane language is important. I don't know enough about it. I'm just curious what people's thoughts are.

479
02:20:35,767 --> 02:20:47,367
At least for me, when I read the the resolution, it's not saying like any non-germane resolution, but just ones that are specific to, um.

480
02:20:47,367 --> 02:21:03,868
Making our public schools effective. So again, what's the definition of that? I think they go a little further into detail, but it's not all non-germane amendments or germane. It's more related to schools and school legislation. Again, if people want.

481
02:21:03,868 --> 02:21:10,601
Legislation that gets carried away with different topics, not relative to education, well, that's.

482
02:21:10,601 --> 02:21:39,400
Education is concerned. We should not support those additions non-germane amendments. But again, I don't think this is saying if you made a bill about roads, you can't necessarily put something in for fire safety. Again, we are that's not our jurisdiction really, anyway. So this is specific legislation about education. It's I think, probably the last two sentences of the proposed resolution. Um but it's still understandable to have a question about it.

483
02:21:39,400 --> 02:21:54,801
Other comments. Okay. Um, so could I let's have a vote um to support the motion. All those in favor say aye. Aye. Opposed? Nay.

484
02:21:54,801 --> 02:22:00,567
I, I'm just saying nay because I don't understand. I don't feel like I understand that resolution well enough but.

485
02:22:00,567 --> 02:22:01,167
All right.

486
02:22:01,167 --> 02:22:06,267
Okay. So the motion carries on a 6 to 1 vote. Okay.

487
02:22:06,267 --> 02:22:23,267
Next I, I'd like to make a motion to support resolutions five, six and ten with the suggested alternative language from the NH board of NHS. Be a board of directors. Um, and just to highlight it. Ten is the one.

488
02:22:23,267 --> 02:22:25,267
You're supporting the alternative.

489
02:22:25,267 --> 02:22:50,000
Yes. So all three of these I'm supporting with the alternative language as outlined in this document. Got it. Um ten is Heather's. It was it's wonderful. All they did was basically combine it into three bullet points rather than three separate things. Um, they remove some of the rationales. Um, maybe those are worth adding back. It's sort of up to you. Um, but I think this is the same thing we got in our email about a month ago from Bill that I supported.

490
02:22:50,000 --> 02:22:54,400
So this is five, six and ten. Okay.

491
02:22:54,400 --> 02:22:55,601
I can't support five.

492
02:22:55,601 --> 02:23:04,100
So okay. But is there a second to his motion for five, six and ten.

493
02:23:04,100 --> 02:23:05,367
Yeah. I'll second.

494
02:23:05,367 --> 02:23:26,167
All right. Mike. Seconds. Five. Six and ten. Are there other comments about that? Those. All those in favor of five, six and ten. Supporting the alternative wording. Say aye. Aye. Opposed? Nay.

495
02:23:26,167 --> 02:23:27,501
Nay.

496
02:23:27,501 --> 02:23:31,267
So there are three nays. But for. Was it yeas.

497
02:23:31,267 --> 02:23:32,167
I couldn't tell whether.

498
02:23:32,167 --> 02:23:34,267
Was it 3 or 4. That's what I want.

499
02:23:34,267 --> 02:23:37,067
Three names. So.

500
02:23:37,067 --> 02:23:43,901
Okay. All right. So there were three nays but there were four.

501
02:23:43,901 --> 02:23:45,868
Individually.

502
02:23:45,868 --> 02:23:46,567
Five. Six.

503
02:23:46,567 --> 02:23:48,701
And I think.

504
02:23:48,701 --> 02:23:51,801
You can write. You can request passes anyway.

505
02:23:51,801 --> 02:23:54,367
So.

506
02:23:54,367 --> 02:23:58,767
If there are others from the list of ones I didn't want to that you'd like to do individually, there are.

507
02:23:58,767 --> 02:24:19,667
Okay. So the motion on the table was. The motion on the table was to, uh, to support five, six and ten. Alternate language and on the vote for said I, and three said nay. So the motion carries. All right. Next.

508
02:24:19,667 --> 02:24:26,367
That's it. That's it for me. Unless there are others that people did want to support. Um, you can make a motion for them.

509
02:24:26,367 --> 02:24:34,501
Are there others that were not included that you would like to comment or request a support of?

510
02:24:34,501 --> 02:24:50,567
Seven was the one I brought up at the beginning. I'm not going to make a motion to support it unless I would. Second, if somebody else does, but that's the only other one I considered. Um, you know, lumping in with my first three. Um, otherwise I'm. Yeah. All I have to say.

511
02:24:50,567 --> 02:24:51,567
We didn't do one though.

512
02:24:51,567 --> 02:25:05,901
Correct number. No 11247814 and 15 are all ones that I am not in support of. So I just didn't make a motion. So unless there's an affirmative for them, they are just their nose.

513
02:25:05,901 --> 02:25:12,167
So why wouldn't we? Um.

514
02:25:12,167 --> 02:25:16,267
It seems to me that there is a benefit.

515
02:25:16,267 --> 02:25:19,567
For reasonable regulation of risk pools.

516
02:25:19,567 --> 02:25:20,767
Which one are you on?

517
02:25:20,767 --> 02:25:32,868
Number one. And that it directly impacts like the budget and collective bargaining agreements and staff satisfaction are in our ability to recruit. So I don't know why we wouldn't support that.

518
02:25:32,868 --> 02:25:34,868
If you make a motion for it, I would second.

519
02:25:34,868 --> 02:25:48,701
It specifically as it relates to health insurance. However, the board of directors believes that the proposal is not specific and does not necessarily relate to school board governance matters.

520
02:25:48,701 --> 02:25:54,467
This is this is trying to get involved in.

521
02:25:54,467 --> 02:26:07,000
Some interesting legislation that was attempted to be passed ended up being vetoed. Um.

522
02:26:07,000 --> 02:26:08,367
Regarding risk pools.

523
02:26:08,367 --> 02:26:09,000
Regarding risk.

524
02:26:09,000 --> 02:26:10,701
Pools, is this health care?

525
02:26:10,701 --> 02:26:17,501
Yes, this would be health care. So my question is, is why would it not be beneficial to.

526
02:26:17,501 --> 02:26:18,567
Can you give us.

527
02:26:18,567 --> 02:26:18,767
That.

528
02:26:18,767 --> 02:26:21,567
Right.

529
02:26:21,567 --> 02:26:23,100
We can make a motion to.

530
02:26:23,100 --> 02:26:27,200
Do you have any insight. Doctor Robert.

531
02:26:27,200 --> 02:26:43,701
I don't. I'm sorry. Yeah. On the risk pool resolution I don't um I'm not thrilled with the state of um municipal and public district health care in New Hampshire. But I don't have a solution today.

532
02:26:43,701 --> 02:26:55,767
I would support the proposed resolution. So I will make a motion to support the proposed resolution, number one, as written by Governor School Board.

533
02:26:55,767 --> 02:26:57,267
I'll second.

534
02:26:57,267 --> 02:27:08,300
Okay. So we have a motion on the table to support resolution number one by Heather. Second by Lauren. Comments.

535
02:27:08,300 --> 02:27:18,701
As somebody that sits on on one of these boards, this is not something we should be getting involved in. This is a.

536
02:27:18,701 --> 02:27:20,267
Can you give us more?

537
02:27:20,267 --> 02:27:21,567
I sit on the Health Trust board.

538
02:27:21,567 --> 02:27:26,367
No. Can you give us more information about how this is a.

539
02:27:26,367 --> 02:28:02,667
Battle of wills? I guess certain boards think that they should be able to change how they operate. That isn't necessarily defined under five B for risk pools. There's a an action against one of these risk pools currently. And in the middle of this, this action that the Secretary of State's office who who oversees five B risk pools.

540
02:28:02,667 --> 02:28:20,100
In the middle of this legal wrangling in the background. These risk pools were trying to get the legislature to, I guess, bypass regulation.

541
02:28:20,100 --> 02:28:23,767
Or change the regulation.

542
02:28:23,767 --> 02:28:26,367
Change, change and bypass.

543
02:28:26,367 --> 02:29:08,701
So what was the benefit to or what was the school district's position that they said this was a benefit to the district? Why did they feel it benefited the district? Because it to me, it provides. I don't think it's going to happen overnight, but it looked to me like the opportunity to have a lot more flexibility with the way benefits are provided, which may be more cost effective or even provide better benefits. I don't know if that's the case. But if there's an opportunity for that to happen, because our current situation is completely untenable.

544
02:29:08,701 --> 02:29:12,901
I would have to say so this is how some of these games get started.

545
02:29:12,901 --> 02:29:14,000
Existing and reasonable.

546
02:29:14,000 --> 02:29:46,901
You have to know who's on their school board to know where they're placed. Um, some people ask school boards to come up with something like this to put, to make a wave and give the legislature some reason to support a certain thing. It's not it's not something that's being done. Uh, from the ground up, it's a manipulation.

547
02:29:46,901 --> 02:29:56,100
So you may you make a wave over here and, oh, I'll use that as an excuse to pass legislation.

548
02:29:56,100 --> 02:29:56,767
It's politics.

549
02:29:56,767 --> 02:29:57,501
Right?

550
02:29:57,501 --> 02:30:01,300
Well, that's that's what it is. And that's why I don't think we need to be involved in any of this.

551
02:30:01,300 --> 02:30:09,667
Well, this is all. All of this in here is, um, we're we're asking the New Hampshire School Board Association to be our, our agent agent.

552
02:30:09,667 --> 02:30:19,167
And that's why the School Boards Association says they don't they don't support it. It's not something that we need to be getting involved in. And I completely agree.

553
02:30:19,167 --> 02:30:24,567
Are you saying that in the.

554
02:30:24,567 --> 02:30:32,868
That current current law allows for risk pools to be formed.

555
02:30:32,868 --> 02:30:34,767
And so this is not needed.

556
02:30:34,767 --> 02:30:36,868
These mechanisms already exist.

557
02:30:36,868 --> 02:30:38,367
So this is.

558
02:30:38,367 --> 02:30:39,467
So what does it change.

559
02:30:39,467 --> 02:30:44,067
Yeah. So this is extraneous. This is unnecessary.

560
02:30:44,067 --> 02:30:46,400
It is. It's completely unnecessary.

561
02:30:46,400 --> 02:30:58,567
And so you think that's why the school board association directors aren't supporting it because it's additional not needed.

562
02:30:58,567 --> 02:30:59,968
Correct.

563
02:30:59,968 --> 02:31:08,100
This they say specifically the board of directors believes that the proposal is too specific.

564
02:31:08,100 --> 02:31:11,667
And does not necessary to school board governance matters.

565
02:31:11,667 --> 02:31:15,167
Additionally, they have not taken a position on such legislation.

566
02:31:15,167 --> 02:31:16,868
Yeah.

567
02:31:16,868 --> 02:31:48,667
Believing that the issues at hand do not relate to the New Hampshire School Board Association's vision and mission. And I don't necessarily feel that we need to be aligned with the New Hampshire School Board Association's vision and mission, because we direct the New Hampshire School Board with their mission should be and their vision. So I find that argument, quite frankly, that last line is what ticked me off. I was like, okay, well, then then that was suspect to me. I don't I don't think the New Hampshire school.

568
02:31:48,667 --> 02:31:49,000
Okay.

569
02:31:49,000 --> 02:31:53,767
We need, you know, like, quite frankly, I, we are the New Hampshire School Board Association.

570
02:31:53,767 --> 02:32:03,467
Okay. Let's let's look at the merits of the actual resolution. Um.

571
02:32:03,467 --> 02:32:07,067
The proposal.

572
02:32:07,067 --> 02:32:16,367
New Hampshire School Board Association supports the school district's ability to join and govern governmental pooled risk management programs.

573
02:32:16,367 --> 02:32:18,367
Commonly called schools.

574
02:32:18,367 --> 02:32:45,167
For the New Hampshire School Board Association, supports multiple forms of risk pools to be permitted to exist, including but not limited to, assessable and non-assessable risk pools. New Hampshire School Board Association also supports the reasonable regulation of risk pools, and for those regulations to promote and ensure risk pool solvency, which creates stability for both risk pool members and their employees.

575
02:32:45,167 --> 02:33:01,100
So when you read it, it sounds like they're trying to, um, It sounds like they're trying to force the school board association to take a stand on risk pools. Not I mean, this isn't related to us.

576
02:33:01,100 --> 02:33:19,767
It is everything that the New Hampshire School Board Association does is a lot. They lobby on our behalf. That is us. They are they are our lobbying agent. We pay them to lobby on behalf of New Hampshire school districts.

577
02:33:19,767 --> 02:33:20,400
I mean, that's.

578
02:33:20,400 --> 02:33:24,968
Why other board members.

579
02:33:24,968 --> 02:34:17,567
I've been doing some research over here. It has more to do with accessible and non accessible. And I really kind of still am having trouble grasping that. Um, but there's major disagreements about what a risk pool actually is and which definition it fits into. And so when they're referencing referencing legislation, apparently there's legislation to make one, make it accessible, um, which was vetoed and so forth. So it is kind of a complicated legislative thing. I'd say what caught me that I'm going to support this is, I think anything that's going to create stability for health care should be helpful. And I, I love Claremont, I don't think we're going to have the poll. So even if this was something we voted yes on, I don't think we're going to flip the conference on it. So I'd support it, even if it's just symbolically like trying to push against what we're stuck in.

580
02:34:17,567 --> 02:34:22,367
The legislation five B legislation states.

581
02:34:22,367 --> 02:34:26,300
All risk pools are accessible.

582
02:34:26,300 --> 02:35:03,100
That's what they are. So that's what happened with school care. They ran a deficit. They almost ran out of money. They assessed school districts. Right. Health trust holds the position that they are no longer an accessible plan. They're not accessible. They hold all the risk. So a risk pool Pulls all the resources. We don't technically have Cigna or Anthem Insurance. We we use them as administrators where we are. However, pulling that risk instead of being self self-funded.

583
02:35:03,100 --> 02:35:05,667
Right.

584
02:35:05,667 --> 02:35:15,100
So Health trust has taken the position that these risk pools.

585
02:35:15,100 --> 02:35:23,167
The districts or the municipalities are no longer responsible for the debt if it goes under.

586
02:35:23,167 --> 02:35:54,701
Secretary of state's office says that's not the case. Who else is responsible for it if not the owners of the pool? So Health Trust has essentially decided that they are an insurance company that holds all the risk themselves. Everybody else has no risk. And that's what this this action is about. And that's why they're talking about solvency accessible non accessible.

587
02:35:54,701 --> 02:35:58,300
And it's.

588
02:35:58,300 --> 02:36:11,501
Five B has it's a statute that allows for risk pools. It's it's it's in statute. If they want to change the statute they're going to have to do that.

589
02:36:11,501 --> 02:36:17,767
But it's not something for us to get involved with in my opinion.

590
02:36:17,767 --> 02:36:32,667
I want to vote. Um I don't have enough information to I don't understand this. So I'm going to abstain because I don't understand. Vote no.

591
02:36:32,667 --> 02:36:34,400
You don't.

592
02:36:34,400 --> 02:36:37,300
Yeah. If you don't have enough information, you should probably vote no.

593
02:36:37,300 --> 02:36:40,701
Okay.

594
02:36:40,701 --> 02:36:46,868
All right. Can we take the vote? All those in favor of resolution number one, say yes.

595
02:36:46,868 --> 02:36:47,467
Yes.

596
02:36:47,467 --> 02:36:48,801
Yes.

597
02:36:48,801 --> 02:36:59,467
All those against say no. No. No. And my no is just because I don't have enough information. All right. Any.

598
02:36:59,467 --> 02:37:00,567
Thank you.

599
02:37:00,567 --> 02:37:03,667
Do they require a position on all of these?

600
02:37:03,667 --> 02:37:07,100
They technically do. Yeah.

601
02:37:07,100 --> 02:37:28,601
So I thought that. Okay. So here's the contradiction I found myself in is like our bylaws and stuff. Our motions are supposed to be in the affirmative. So would it be a motion to vote no on those? Because it's technically trying to think of how it would need to be worded to fit that. Otherwise I, I was going to leave them and say no vote was taken. So we are voting.

602
02:37:28,601 --> 02:37:43,100
Can can we make a motion that. For all the resolutions that were not addressed by specific motions, this school board chooses not to take a position on those resolutions.

603
02:37:43,100 --> 02:38:01,667
I'm indifferent if we vote no or take no position, I think it's going to be a no vote when I raise my hand there. So that's what I think we should try to clarify. So if there are any others that people do want to talk about, we should talk about them. Now, if we're going to take a vote to say no to all of them, then we can do that. I just want to make sure other ones are. So you'll.

604
02:38:01,667 --> 02:38:01,767
Be.

605
02:38:01,767 --> 02:38:08,100
There voting. Yeah. Okay. Yeah, that makes sense. So you'll you'll vote on our behalf for.

606
02:38:08,100 --> 02:38:12,167
Yes, for the ones that we basically didn't take a vote on. Right. Exactly. Yep.

607
02:38:12,167 --> 02:38:12,667
Makes sense.

608
02:38:12,667 --> 02:38:27,467
All right. Is there, are there any others that you want to bring before the whole board. All right. Um going once twice. I'm going to move on. All right.

609
02:38:27,467 --> 02:39:32,667
Now we're on number four. Um discussion of House Bill 1300. And um I wanted to bring it before the school board. Um, and we, we, uh, house Bill 1300, um, is required to be on the ballot in November. Um, it says, shall the municipality limit property tax growth for the district under RSA 32 colon 5-I. If adopted for proposed for the two year period. Number one, the local property tax levy may not grow beyond the prior year's amount, adjusted for inflation and new construction. I think this means not property tax school. Is it school? It only. It is not property tax because it only addresses education portion. Isn't that correct?

610
02:39:32,667 --> 02:39:35,868
It's property tax that's levied to support.

611
02:39:35,868 --> 02:39:37,300
Education.

612
02:39:37,300 --> 02:39:39,467
In locally. Yes.

613
02:39:39,467 --> 02:40:50,701
So that's not that's not all of your property tax. No. I mean that's school portion is only half of it. So that's a little disingenuous. Um number two um saw central office spending may not exceed 6% of the total school district appropriation. And three bonded capital costs are excluded from both limits. These caps may only apply only to administrative operations of saw central office and do not affect classroom instruction. Uh, school based services or or other municipal expenditures. These limits may be overridden as provided by RSA 32 colon five. Adoption requires 3/5 majority vote. This is going to be on the ballot in November. And, um, I think that it's important for, um, the Claremont School Board to take a stand on whether, um, we support having a cap on our budget. Um, we did take a vote in March. We were against it then. I don't know how we'll feel tonight.

614
02:40:50,701 --> 02:41:12,167
Madam Chair. I would just look at page three in that handout where it says school board members. It says do participate in public discussion. And then the last bullet says may advocate when acting, speak in personal capacities without using district resources. So if we take a stand as a board tonight, we'll be violating that very handout that they've.

615
02:41:12,167 --> 02:41:19,400
Actually I think if you there is a further. Um.

616
02:41:19,400 --> 02:41:45,767
Wait a minute. There was a further comment on whether this was electioneering. And we were told that school boards could take a position. And in fact other districts have taken a position and have. And that has been an allowable because position, because it takes a stand as it relates to the impact it would have on our school budgets.

617
02:41:45,767 --> 02:42:13,968
I get that, Madam Chair, but this is the handout we're provided and the public has it too. And it I mean, it's what are you I'm looking at the bottom of page three in the School Board Association handout. This is. The board may, however, advocate for yes or no. Yeah. Keep reading when advocating in personal capacities. This is not this. Sitting right here is not a personal capacity. We are in session as a school board.

618
02:42:13,968 --> 02:42:32,000
Madam chair, I think that much a constructive way of handling this is having a public forum, which is one of the options that was given to us as guidance and, um, and to listen to what the public says.

619
02:42:32,000 --> 02:42:50,300
I was going to suggest that we have a public hearing, uh, at the beginning of next meeting. School board meeting. Um, at at 630 on, uh, would it be November? What would that be?

620
02:42:50,300 --> 02:42:51,467
October 21st.

621
02:42:51,467 --> 02:43:48,667
Yes. October 21st. Thank you. Um, to an, um, I think Doctor Broderick could give us information about how this might impact our budget and our planning process and our functioning as a school district. Um, and I think if we have the meeting at 630, um, when people are already tuned into school board issues, um, and it can happen at 630 and then our meeting can take place at seven. In the meantime, um, I am going to be talking to our attorneys to see if what their position is on this. As I say, I know other school districts have taken positions and, um, and their lawyers have told them it's not, um, it's not a problem.

622
02:43:48,667 --> 02:43:53,167
I'm not doubting you. I'm just saying the paper that you gave us is quite clear.

623
02:43:53,167 --> 02:44:24,667
I understand that the second bullet says, don't assume that exclusion from RSA 659 resolves all questions concerning my board, uh, acting in their official capacity. It doesn't say that it does. It just says don't assume that it does. But it also says particularly when district resources are involved. So if we were to take out, if we were to take a position and then take out an advertisement, that would look different.

624
02:44:24,667 --> 02:44:25,267
Right.

625
02:44:25,267 --> 02:44:32,000
But if it's in the general course of our meeting. My understanding is that that's allowed.

626
02:44:32,000 --> 02:44:47,868
But we will we will follow up this discussion, and we will have more data, more information for you at the next meeting. We will begin next meetings with the public hearing, and Doctor Broderick will be in leading that discussion.

627
02:44:47,868 --> 02:45:10,267
Yeah, there's there's I'll take a look at it ahead of time, but there's an informational PowerPoint that doesn't take any particular positions about, you know, doom and gloom or it's just sunshine about what it might mean. It's just here's what the law says. Here's an example of what it what it would do here. Right. I'll make sure that's prepared and we'll advertise um public hearing.

628
02:45:10,267 --> 02:45:11,167
Yes. Please do.

629
02:45:11,167 --> 02:45:27,567
Particularly concerning that the legislature is getting involved in trying to pigeonhole us and force these caps on us. What happened to local control.

630
02:45:27,567 --> 02:45:29,000
All right. We'll talk next.

631
02:45:29,000 --> 02:45:39,467
Time. It's. It's very frustrating. We already had this vote. We've had it. We've had it multiple times. And yet here we are again. It's being forced on us now.

632
02:45:39,467 --> 02:45:43,467
This school board took a vote in March to be against that.

633
02:45:43,467 --> 02:45:47,100
And we've had the school has voted had voted on it before.

634
02:45:47,100 --> 02:45:47,701
Correct.

635
02:45:47,701 --> 02:45:52,367
Years ago. Right. The municipality had a vote on this years ago. Right.

636
02:45:52,367 --> 02:46:12,467
Thank you. We'll we'll talk about it next meeting. All right. Next we have the discussion of the school board bylaws. Um, and, uh, this has been we talked about this in March. We were going to have, um.

637
02:46:12,467 --> 02:46:37,167
Brennan Woodson review it. Um, Doctor Broderick has saved us some money and he's reviewed it. Uh, he has highlighted things The. As you know, reading it, the yellow parts were the parts that he would be. He would suggest we remove the. The, um buff is what he put in place.

638
02:46:37,167 --> 02:46:43,968
The yellow parts were put in there because that was part of the violence. I'm going to.

639
02:46:43,968 --> 02:46:44,968
The buff highlights mine.

640
02:46:44,968 --> 02:46:49,367
That's bottom highlights but not the bright yellows. Yeah.

641
02:46:49,367 --> 02:46:52,968
Is he's suggesting we remove.

642
02:46:52,968 --> 02:46:54,100
The bright yellows are not.

643
02:46:54,100 --> 02:47:06,901
No. Yeah. No. I, I, I added I just added notes, I added buff with the word notes. I, I think I don't even know if I made that many recommendations explicitly. Yeah. Kind of observation.

644
02:47:06,901 --> 02:47:16,901
I mean, I think reading it, I mean, I've, I've read through it and it seems like the yellows are, um, excess information.

645
02:47:16,901 --> 02:47:34,667
No. Heather, I'd like to make a motion to table it, because the bylaws that we got in front of us are the bylaws and not the revised bylaws that the ad hoc subcommittee, the ad hoc committee revised.

646
02:47:34,667 --> 02:47:35,801
What ad hoc?

647
02:47:35,801 --> 02:47:38,267
You were on it.

648
02:47:38,267 --> 02:47:41,701
I'm sorry.

649
02:47:41,701 --> 02:47:43,200
You were there.

650
02:47:43,200 --> 02:47:44,167
Okay.

651
02:47:44,167 --> 02:47:47,968
Myself, Heather, you. And we spent a morning with.

652
02:47:47,968 --> 02:47:49,767
Oh, I remember that. That's right.

653
02:47:49,767 --> 02:47:52,300
So the copy that.

654
02:47:52,300 --> 02:47:53,567
What was the date?

655
02:47:53,567 --> 02:47:54,601
It was before you.

656
02:47:54,601 --> 02:47:59,000
Yeah. No, no, I know, but I, I I'm sorry I took this right off the district website.

657
02:47:59,000 --> 02:48:00,267
Yes you did.

658
02:48:00,267 --> 02:48:01,167
All right.

659
02:48:01,167 --> 02:48:04,100
This was the wrong thing to do. I'm sorry. No, it wasn't your fault.

660
02:48:04,100 --> 02:48:14,767
So what happened is there was a question about it. There was a there was a number of questions about an ad hoc committee was formed. We met. We revised it. We were going to bring it.

661
02:48:14,767 --> 02:48:15,367
That's right.

662
02:48:15,367 --> 02:48:21,067
That's right. We brought it to the board briefly. And then. And then it was thought, well, it should go to the attorneys.

663
02:48:21,067 --> 02:48:22,801
That's true. I'm sorry.

664
02:48:22,801 --> 02:48:28,267
This is the old. So I'm asking to table this until.

665
02:48:28,267 --> 02:48:29,667
I am delighted to table.

666
02:48:29,667 --> 02:48:31,367
I figured you might.

667
02:48:31,367 --> 02:48:32,000
Thank you very.

668
02:48:32,000 --> 02:48:32,667
Much.

669
02:48:32,667 --> 02:48:33,601
Yes.

670
02:48:33,601 --> 02:48:38,567
Thank you for helping. Remember what I've done. Um.

671
02:48:38,567 --> 02:48:41,200
It's not going to materially change anything.

672
02:48:41,200 --> 02:48:42,968
Thank you. Let's move on.

673
02:48:42,968 --> 02:48:49,467
It's set in my house quite a bit.

674
02:48:49,467 --> 02:49:10,100
I think we're down to that exciting topic of athletic handbooks. And. And if I recall, Don, you had a number of edits and you were going to work with the the athletic director and administration. Please tell us what you think.

675
02:49:10,100 --> 02:50:07,901
Thank you, Madam Chair. So, um, no, I shared my my notes with Doctor Broderick, and I publicly offered my my help to get this done. And I got to tell you that for those watching at home, um, it's probably not safe for work what I'm going to say. And rarely do, I swear. But, um, to me looking at these, this, this is a middle finger to me and, and to the board when I look at this quote unquote revisions and the fact that the word whore play still reads in this document, um, tells me that my efforts and the board's efforts were for naught. Um, and there is no way that I would ever, um, approve this as it's written. And if you want, I am happy to go through each bulleted item that I highlighted and tell whether it was fixed or not. Happy to do that.

676
02:50:07,901 --> 02:50:08,601
No.

677
02:50:08,601 --> 02:50:51,567
Um, and we pay this the athletic director, a handsome sum of money. and I'm not going to mince my words. It takes a lot to get me angry. And this made me angry. Um, particularly when I take the time to go through this and, and offer constructive criticism and put the offer on the table to help you get it revised and fixed. Um, so this is a no go for me. Um, I don't think we should waste any more time on this. I am happy to once again share with Doctor Broderick what was fixed, and the majority stuff that wasn't fixed at a simple spell check would have corrected. Thank you.

678
02:50:51,567 --> 02:50:55,801
Other board members. Reflections on these.

679
02:50:55,801 --> 02:50:58,200
Can we make a motion to.

680
02:50:58,200 --> 02:51:02,467
Wait a minute, wait a minute before you go ahead, go ahead, go ahead, go ahead.

681
02:51:02,467 --> 02:51:13,701
I'd like to make a motion to send back the Athletes Handbook. Athletic Handbook and both of them. Both of them for revision.

682
02:51:13,701 --> 02:51:15,000
Is there a second?

683
02:51:15,000 --> 02:51:16,567
Second.

684
02:51:16,567 --> 02:51:20,267
Okay. Is there a discussion?

685
02:51:20,267 --> 02:51:22,767
Relieved it's not in Comic Sans.

686
02:51:22,767 --> 02:51:23,367
I'm sorry.

687
02:51:23,367 --> 02:51:25,267
I'm relieved it's not in Comic Sans.

688
02:51:25,267 --> 02:51:29,267
I, too, was relieved to see that.

689
02:51:29,267 --> 02:51:29,767
I concur.

690
02:51:29,767 --> 02:51:44,868
Brian yeah, I, I went through I have I've got a bunch of stuff. Um, I'm equally as frustrated. Probably not, probably not. Not as frustrated as Don, but

691
02:51:44,868 --> 02:51:45,667
it's like.

692
02:51:45,667 --> 02:51:46,501
All right.

693
02:51:46,501 --> 02:51:50,567
No. Eagle.

694
02:51:50,567 --> 02:51:52,167
And Mike, you had two comments.

695
02:51:52,167 --> 02:51:54,901
No, I just I could confer with my.

696
02:51:54,901 --> 02:51:56,300
Colleagues on the board.

697
02:51:56,300 --> 02:52:01,300
Very good. Okay. There's a motion on the table. All those in favor, say aye.

698
02:52:01,300 --> 02:52:02,100
Aye.

699
02:52:02,100 --> 02:52:21,868
Opposed? Nay. I think the message is sent. Um. Okay. Now down to policies. We have second read for policy. JIHC which is the use of metal detectors. Um.

700
02:52:21,868 --> 02:52:26,868
We've had first read um I would entertain a motion.

701
02:52:26,868 --> 02:52:27,868
Motion to adopt.

702
02:52:27,868 --> 02:52:31,467
Okay. Is there a second?

703
02:52:31,467 --> 02:52:32,467
Second.

704
02:52:32,467 --> 02:52:33,567
Okay.

705
02:52:33,567 --> 02:52:34,267
Second.

706
02:52:34,267 --> 02:52:39,667
Second. Okay. Is there any discussion? All those in favor, say aye.

707
02:52:39,667 --> 02:52:40,767
Aye.

708
02:52:40,767 --> 02:52:50,167
Opposed? Nay. Motion carries unanimously. Okay. Now we have a number of policies for first read.

709
02:52:50,167 --> 02:52:51,501
Um.

710
02:52:51,501 --> 02:52:52,267
So.

711
02:52:52,267 --> 02:53:59,901
Uh, I'm hoping that you have had a chance to read these. If you have not, please do. Um, I think, um, five of them are brand new or. I don't think five of them are brand new policies that I think we can move to second read tonight. Um, two of them are revisions And there's one we discussed in committee that I think could be added if people are comfortable. But I'm happy to just bring it to our next meeting. Um, so the ones that are new are DJG, which is about vendor relationships. Yep. DJF about local purchases. Yes. D JB about establishing purchasing procedures. DJC about, uh, petty cash. Yep. DJD about purchasing cooperatives. Right. They are all, um, I believe optional policies, but they're all fiscal policies. Um, they're very similar to the nsba examples. But Tim had worked on them and brought them to us. I don't have any major notes on those five new ones. Um, so let me do a quick little debrief through my notes and see if there's anything that sticks out. Um.

712
02:53:59,901 --> 02:54:04,200
They certainly would be relevant to some of the audit procedures.

713
02:54:04,200 --> 02:54:08,567
That's exactly what these are for. Um.

714
02:54:08,567 --> 02:54:16,868
DJBDJCDJDDJFDJGR.

715
02:54:16,868 --> 02:54:23,367
New DJ and there is D. Okay.

716
02:54:23,367 --> 02:54:23,701
Oh thank.

717
02:54:23,701 --> 02:54:25,701
God.

718
02:54:25,701 --> 02:54:30,100
So let's let's let's let's let's talk about those five.

719
02:54:30,100 --> 02:54:34,968
We did the first one, the CDIHI just had some questions.

720
02:54:34,968 --> 02:54:39,467
DIH has revision has just revisions.

721
02:54:39,467 --> 02:54:41,000
Yes. But we haven't approved it yet.

722
02:54:41,000 --> 02:54:41,701
Yeah. Yeah. Right.

723
02:54:41,701 --> 02:54:42,767
Totally fine.

724
02:54:42,767 --> 02:54:57,901
Um there was the reporting of who, who gets reported to and when, when there has been a report of fraud and has been, uh, the superintendent is supposed to receive reports of fraud.

725
02:54:57,901 --> 02:55:04,400
Supposed to come to me unless the employee suspects that I'm involved in the fraud. And then it's the chair of the board.

726
02:55:04,400 --> 02:55:39,267
Um, I would like to know as a board when there has been. And as it stands, according to this policy, the board would not be informed unless the superintendent felt that fraudulent activity had occurred. But sometimes fraudulent activity occurs between two people, which may include the superintendent. And so I just think we should the board should be notified whenever there's been an accusation of fraud or fiscal mismanagement.

727
02:55:39,267 --> 02:55:40,167
I.

728
02:55:40,167 --> 02:55:42,868
I, I completely agree. I think this is.

729
02:55:42,868 --> 02:55:43,167
A tough.

730
02:55:43,167 --> 02:56:07,767
One. Yeah. Because this is this, I think that if we change the wording, at least specifically in this policy for that area, it would create, I think, no matter what reporting of the chair is going to be, you know, if too many employees are reporting to the chair when they shouldn't be, that's a problem. Separate. Um, but I think there could be an issue with a chair divulging information too quickly to a board if it's unsubstantiated.

731
02:56:07,767 --> 02:56:17,567
I'm not necessarily even suggesting that it's the chair, because the chair only gets the chair should only be involved if the superintendent is suspected of fraud.

732
02:56:17,567 --> 02:56:19,167
Oh, so you mean outside of that?

733
02:56:19,167 --> 02:56:45,000
Otherwise, all other, um, you know, complaints or suspicion of fraud or fiscal mismanagement would go to the superintendent who would do the investigation and is not required to inform the board that any investigation is is done and only if the investigation shows fraud. Is the board notified? And I just I just feel I'd like to be. I'd like to know.

734
02:56:45,000 --> 02:56:48,801
It's, um. Heather, are you saying that if.

735
02:56:48,801 --> 02:56:51,267
Somebody feels compelled enough to whistle, blow.

736
02:56:51,267 --> 02:56:58,000
So so are you saying if if there's, um identification of fraud.

737
02:56:58,000 --> 02:56:59,601
Investigation.

738
02:56:59,601 --> 02:57:05,901
Allegation below the superintendents level. You want the board to be informed.

739
02:57:05,901 --> 02:57:08,868
That would be the business administrator. Yeah.

740
02:57:08,868 --> 02:57:14,200
Or or anybody or anybody. I mean, that's what I hear you saying. I mean, that's what I'm asking.

741
02:57:14,200 --> 02:57:17,868
Yes. Because otherwise it's at the discretion of the superintendent to inform the board.

742
02:57:17,868 --> 02:57:23,501
Right, right. And so so you're saying you would like this modified.

743
02:57:23,501 --> 02:57:37,267
You want to I think you want to compel the superintendent to inform us. Correct. In any in any instance, maybe in nonpublic. I think that's what Heather's getting at. That it should be compelled to report it to us.

744
02:57:37,267 --> 02:57:39,501
And we're in the language we're.

745
02:57:39,501 --> 02:57:40,100
Suggestion, Madam.

746
02:57:40,100 --> 02:57:40,868
Chair. Yes.

747
02:57:40,868 --> 02:58:18,667
So on page two, which is where you are under investigation. Yes. What if you added after the. Based on his her judgment, the superintendent shall line at another sentence. The superintendent will notify the board in a nonpublic meeting whenever such an investigation is initiated and at the end of the next graph, after. If the superintendent is involved in the complaint, the board chair is authorized. AD. The board Chair will notify the board in a nonpublic meeting whenever such an investigation is initiated.

748
02:58:18,667 --> 02:58:19,567
Yes.

749
02:58:19,567 --> 02:58:20,901
Yeah. Excellent.

750
02:58:20,901 --> 02:58:31,767
We got another. We got two more. So under number six on page three, I'd like to add um that's updated annually.

751
02:58:31,767 --> 02:58:35,467
Shall maintain um updated list.

752
02:58:35,467 --> 02:58:38,968
Updated annual an annually updated list.

753
02:58:38,968 --> 02:58:42,467
Shall maintain updated annually.

754
02:58:42,467 --> 02:58:44,267
At the discretion of when you update.

755
02:58:44,267 --> 02:58:45,100
And I'm sorry.

756
02:58:45,100 --> 02:58:45,667
Where is that in the.

757
02:58:45,667 --> 02:58:45,968
Last.

758
02:58:45,968 --> 02:58:50,267
Number six. Number six shall maintain updated annual.

759
02:58:50,267 --> 02:58:51,000
Annually updated.

760
02:58:51,000 --> 02:58:51,367
Lists.

761
02:58:51,367 --> 02:58:53,501
Annually updated. Right.

762
02:58:53,501 --> 02:58:54,167
And that puts it right.

763
02:58:54,167 --> 02:58:55,567
Which we have to do anyway. Yep.

764
02:58:55,567 --> 02:58:56,267
Yeah. Is that.

765
02:58:56,267 --> 02:58:56,767
We're required to.

766
02:58:56,767 --> 02:59:01,901
Do that. is that it's going to be annual or biannual. I'm wondering.

767
02:59:01,901 --> 02:59:05,367
I can't be ten years. Oh, yeah. Yeah.

768
02:59:05,367 --> 02:59:06,467
Yeah.

769
02:59:06,467 --> 02:59:10,968
I think I think the auditors are going to expect that anyway.

770
02:59:10,968 --> 02:59:12,267
It's going to be expected every year.

771
02:59:12,267 --> 02:59:13,501
We give it to the auditors every year.

772
02:59:13,501 --> 02:59:14,100
Yeah. Okay.

773
02:59:14,100 --> 02:59:14,767
So we're.

774
02:59:14,767 --> 02:59:15,901
Perfect.

775
02:59:15,901 --> 02:59:16,367
Makes sense.

776
02:59:16,367 --> 02:59:17,267
Thank you. Yeah.

777
02:59:17,267 --> 02:59:24,067
Um, and then finally number seven. Um. Not only. I'm sorry.

778
02:59:24,067 --> 02:59:27,667
We're so happy you're here. You have no idea.

779
02:59:27,667 --> 02:59:28,267
Look what we have.

780
02:59:28,267 --> 02:59:39,267
Yes. Um, and the training. Um. So the administrator shall be responsible for ensuring I want there to be, um, proof of training and file on file.

781
02:59:39,267 --> 02:59:45,868
Wait a minute. Um, and administrators shall be responsible for ensuring. Sorry. Um.

782
02:59:45,868 --> 02:59:56,000
I want proof on file that the training received. Like, you know, there's annual training that people receive and you have to have proof on file that you've had the sexual harassment training. Yada, yada.

783
02:59:56,000 --> 03:00:15,501
I have good news for you. So the procedural guide on procurement and purchasing is part of my district's annual required training for every employee. So every employee signs off with a date and time stamp. I've read it and I understand it.

784
03:00:15,501 --> 03:00:18,701
Isn't that in one of the audit responses?

785
03:00:18,701 --> 03:00:25,667
I think I probably included it because I do it, I require. I've been requiring every employee in my district for a long time to.

786
03:00:25,667 --> 03:00:26,901
So if at least.

787
03:00:26,901 --> 03:00:31,200
Say that they read and understand those rules.

788
03:00:31,200 --> 03:00:52,000
If you've read the audit responses, the 11 that he's generated, um, it does reference that there will be annual notation that all employees will sign a document that says they have been informed of these procedures.

789
03:00:52,000 --> 03:00:55,367
Of the fraud prevention procedures.

790
03:00:55,367 --> 03:00:56,367
I don't know about that.

791
03:00:56,367 --> 03:00:57,701
It doesn't hurt to put it here.

792
03:00:57,701 --> 03:00:58,100
It does.

793
03:00:58,100 --> 03:00:59,100
I think it does.

794
03:00:59,100 --> 03:01:15,400
Bill. Mr. Madden has mentioned in the past that there should be clarity in the district about what whistleblower protections exist, too. I think highlighting that and making sure that employees are trained on what the whistleblower protections are.

795
03:01:15,400 --> 03:01:20,567
On an annual basis.

796
03:01:20,567 --> 03:01:26,567
That would be a request for revision.

797
03:01:26,567 --> 03:01:34,000
Okay. So number seven training. There'll be a second, um.

798
03:01:34,000 --> 03:01:36,701
As part of the district's annual mandatory training.

799
03:01:36,701 --> 03:01:43,567
Yes, that'd be great. Whistleblower protections. Yeah. Thank you.

800
03:01:43,567 --> 03:01:57,167
Okay. With those. So there were there were two, um, changes in the, um, this is the.

801
03:01:57,167 --> 03:02:21,167
First read. Um and then there have been two editions. Is that right. One under investigation and. Oh number six and number seven with those changes can we move. Can we have a a recommendation to move it to second read or is there a motion. Did I make.

802
03:02:21,167 --> 03:02:21,467
Yes you.

803
03:02:21,467 --> 03:02:24,067
Did. There is a motion. No I thought.

804
03:02:24,067 --> 03:02:31,367
I think I made a motion for the other ones. We've lost it and that's. Yeah. Yeah. Make a motion to approve with uh as amended. Okay. Very good.

805
03:02:31,367 --> 03:02:32,367
Second.

806
03:02:32,367 --> 03:02:37,968
Very good. Um, is there any discussion? Further discussion.

807
03:02:37,968 --> 03:02:38,367
Approved.

808
03:02:38,367 --> 03:02:39,267
Approved.

809
03:02:39,267 --> 03:02:41,067
Second approve.

810
03:02:41,067 --> 03:02:49,100
It is a revision. So I am saying approve as amended.

811
03:02:49,100 --> 03:02:52,567
So just we're moving to second read.

812
03:02:52,567 --> 03:02:56,400
If you want to. My motion was to approve it because it's a revision.

813
03:02:56,400 --> 03:02:58,000
Approve it without second reading.

814
03:02:58,000 --> 03:03:06,200
Because it's a revision. This is a policy we have on. So these are minor revisions. This is not a brand new policy. You had to read A to Z. So my motion is to approve it.

815
03:03:06,200 --> 03:03:21,667
And if you voted yes it would be adopting it without a second revision. Yep. Okay. All right. Um all those in favor say aye. Opposed. Opposed. Nay. All right. Very good.

816
03:03:21,667 --> 03:03:22,601
Um.

817
03:03:22,601 --> 03:03:25,167
What's the other one. That was revision.

818
03:03:25,167 --> 03:03:54,467
I'll do the other revision first. It's DJE. Uh, I might bat this to Tim, but it seemed reasonable to Don and I. Today it's about bidding and the bidding versus, quote, threshold being 20 instead of five. So this is about allowing somebody to spend more. This is just about whether or not we have to put an RFP up every time for purchases under 20 K. Right. Um, this raises our previous policy from 5 to 20, so we can get quotes for things under 20. We get bids for things over. Um, yeah.

819
03:03:54,467 --> 03:04:03,267
It's interesting. Uh, um, on our sheet it doesn't have any approval history.

820
03:04:03,267 --> 03:04:09,767
Previous this I think originally Tim did not. Tim was not I don't think you were aware that we had it. Yeah.

821
03:04:09,767 --> 03:04:10,601
I may have brought it.

822
03:04:10,601 --> 03:04:12,267
Okay. Got it. And so I just.

823
03:04:12,267 --> 03:04:12,567
Want to.

824
03:04:12,567 --> 03:04:19,767
Make sure. Exact same verbatim except the number. All right. Fair enough. There is a revision. If you looked at our policies on our website you will see our review.

825
03:04:19,767 --> 03:04:25,000
Fair enough. Okay. So you've made a motion to adopt.

826
03:04:25,000 --> 03:04:31,100
I was just explaining this, but yes, I would make a motion to adopt this as revised.

827
03:04:31,100 --> 03:04:31,868
Second.

828
03:04:31,868 --> 03:04:36,868
Okay. And Heather seconds. Any further discussion?

829
03:04:36,868 --> 03:04:37,601
Um.

830
03:04:37,601 --> 03:04:47,267
Madam Chair. So Doctor Broderick had a great example of, of why this these dollar amounts are important. In particular, you mentioned about buying light bulbs.

831
03:04:47,267 --> 03:04:49,501
So you want to hear it?

832
03:04:49,501 --> 03:04:51,100
I do. I think it's important for the.

833
03:04:51,100 --> 03:04:52,767
Public.

834
03:04:52,767 --> 03:04:55,100
To see that money. They're going to see that money.

835
03:04:55,100 --> 03:06:07,467
So this is really about the threshold for soliciting three quotes as opposed to conducting a sealed bid process. If if we're buying 324 foot LED replacement light bulbs, you know, for fluorescent fixtures, and we in our facilities director can reasonably assume that's going to cost between 10 and $12,000. Being able to send that those specifications identify identical specifications out to three vendors, get responses back probably within a day, because that's commodity stuff that's sitting in a warehouse. We can we can buy that sealed bidding. I mean, this, this plow sand bid that's going to be on the street for 30 days and it should be. And then companies have to submit certificates of insurance. And there's a lot of paperwork that comes with the respondents. If we have to do that every time we're buying, you know, $10,000 worth of light bulbs for school buildings, it's probably going to discourage vendors from responding to it. That's just that's kind of a low threshold. I mean, when I came to New Hampshire and set the bidding threshold at 20, that was a reduction from what I had had in another state where it was 35.

836
03:06:07,467 --> 03:06:19,868
Okay. So we have a motion on the table. Any further discussion? All those in favor of the change. And so we're adopting the changes. Um say aye.

837
03:06:19,868 --> 03:06:20,567
Aye.

838
03:06:20,567 --> 03:06:27,968
Opposed? Nay. Okay. The motion carries unanimously. Okay. Now we have the five new ones.

839
03:06:27,968 --> 03:06:46,000
I'm sneaking something in here. DJ is in your packet. It's not online. I'm going to bring that to next meeting. We'll skip it tonight just so people can look at the DJ that's there versus the one on our site. Fair. I'd like to make a motion to move DJGDJFDJBDJC

840
03:06:46,000 --> 03:06:58,501
and DJD to a second read. All right. Yes. They're all the new ones I had identified. So DJGDJFDJBDJC,

841
03:06:58,501 --> 03:06:59,767
and DJDD.

842
03:06:59,767 --> 03:07:04,367
Were the new ones. Okay.

843
03:07:04,367 --> 03:07:07,801
So DJC yeah, about petty cash.

844
03:07:07,801 --> 03:07:12,300
Yep. And does that include, uh, the r uh.

845
03:07:12,300 --> 03:07:20,601
The r technically is there for people to view, but we don't have to approve ours. But yes, it is there for your viewing. Okay. Thank you.

846
03:07:20,601 --> 03:07:32,100
Um, for the petty cash for nine. Can we put an a DJCDJCR?

847
03:07:32,100 --> 03:07:33,767
Say that again, please.

848
03:07:33,767 --> 03:07:41,567
Like the time period which the money must be turned into the business office.

849
03:07:41,567 --> 03:07:43,501
Can you have a preference on that?

850
03:07:43,501 --> 03:07:56,400
I mean, we require at least a monthly report on use of petty cash from the principal. Um the incentive of principal has to move faster than that is we don't replenish their petty cash until they show up with a report and a receipt.

851
03:07:56,400 --> 03:07:57,100
So you're saying.

852
03:07:57,100 --> 03:07:58,100
So there's some.

853
03:07:58,100 --> 03:07:59,567
So it's at least.

854
03:07:59,567 --> 03:08:00,300
It's at least the.

855
03:08:00,300 --> 03:08:01,300
Longest. It's monthly.

856
03:08:01,300 --> 03:08:02,100
Right.

857
03:08:02,100 --> 03:08:08,267
Usually it's the next day because they want 100 bucks in the box basically.

858
03:08:08,267 --> 03:08:13,501
So money received must not be put into petty cash. This money must be turned into the business office.

859
03:08:13,501 --> 03:08:13,801
Oh, yeah.

860
03:08:13,801 --> 03:08:14,200
It's not.

861
03:08:14,200 --> 03:08:15,167
A revolving.

862
03:08:15,167 --> 03:08:15,767
Fund.

863
03:08:15,767 --> 03:08:18,601
It's a slush fund. No, they can't add money to it.

864
03:08:18,601 --> 03:08:19,167
Right.

865
03:08:19,167 --> 03:08:21,667
They can only use it and replenish it.

866
03:08:21,667 --> 03:08:22,868
Okay. Go get. Yeah.

867
03:08:22,868 --> 03:08:28,000
And it's not replenished. No, the money doesn't go back into anybody.

868
03:08:28,000 --> 03:08:33,300
We could get a R for DJ B again.

869
03:08:33,300 --> 03:08:36,901
We need it. What's that? I said we need it. That the whole.

870
03:08:36,901 --> 03:08:38,567
We need the R it.

871
03:08:38,567 --> 03:08:51,767
It's defining an R. Its whole purpose is to have an R. But yes, I think I think that would be helpful as a time frame for JB. It's purchasing procedures. That's why I say that it's a policy about creating procedures, which is exactly what you're asking for.

872
03:08:51,767 --> 03:08:54,100
So so we're going to um.

873
03:08:54,100 --> 03:08:59,767
That's an R we need from admins, right. But could we get it for a second read.

874
03:08:59,767 --> 03:09:17,667
I think the good news is that you already approved the dash R for this. It's that really thick guide to procurement purchasing. But we talked about this at the policy meeting earlier. I will put it into this format. Make it a dash R and then put it on the online policy manual just like these others.

875
03:09:17,667 --> 03:09:18,267
Sounds good.

876
03:09:18,267 --> 03:09:19,000
Thank you.

877
03:09:19,000 --> 03:09:26,100
And continue to include it in everybody's mandatory annual training. Thank you.

878
03:09:26,100 --> 03:09:29,000
Okay. Any other discussion?

879
03:09:29,000 --> 03:09:31,100
I don't think I got a second.

880
03:09:31,100 --> 03:09:32,467
I'll second with the amendment.

881
03:09:32,467 --> 03:09:33,000
All right.

882
03:09:33,000 --> 03:09:34,067
Yay! Friendly amendment.

883
03:09:34,067 --> 03:09:37,767
That sounds good to me. Yep, Yep.

884
03:09:37,767 --> 03:09:44,367
Any further discussion? Okay, let's have a vote. This is first read.

885
03:09:44,367 --> 03:09:45,801
Yeah. To move these to second reading.

886
03:09:45,801 --> 03:09:53,267
Yes. It's a for these five with the amended additions.

887
03:09:53,267 --> 03:09:55,567
Um, again Noel or do you have them.

888
03:09:55,567 --> 03:10:01,167
Uh, I have them. JCDJDGJSJ.

889
03:10:01,167 --> 03:10:02,868
Perfect. Thanks.

890
03:10:02,868 --> 03:10:16,000
Okay. All those in favor, say aye. Opposed? Nay. Excellent. I think that's all of the policies. Is that correct? Yes.

891
03:10:16,000 --> 03:10:16,467
Yes.

892
03:10:16,467 --> 03:10:18,167
Okay.

893
03:10:18,167 --> 03:10:23,000
Thank you guys again. Yes. You guys are doing work. So thank you.

894
03:10:23,000 --> 03:10:26,667
Um, okay. Personnel report.

895
03:10:26,667 --> 03:10:27,100
Okay.

896
03:10:27,100 --> 03:10:30,567
So the.

897
03:10:30,567 --> 03:10:56,100
Awful lot of policies in the way here. Um, so on the certified hiring sheet, this is um, this is under state law, a nomination the superintendent nominates and the board elects. So, um, Mr. Gould is a certified assistant principal, um, nominated to serve as the, um student services coordinator or assistant principal at Claremont Middle School.

898
03:10:56,100 --> 03:10:57,467
All right.

899
03:10:57,467 --> 03:11:01,567
And that requires a board vote to appoint or elect Mr..

900
03:11:01,567 --> 03:11:02,501
Motion.

901
03:11:02,501 --> 03:11:03,501
Motion to.

902
03:11:03,501 --> 03:11:12,467
I would like to make a motion to appoint Sean Gould as assistant principal to CMS under the recommendations of Mr. Broderick.

903
03:11:12,467 --> 03:11:14,200
Second.

904
03:11:14,200 --> 03:11:17,267
Any discussion? All those in favor, say aye.

905
03:11:17,267 --> 03:11:18,100
Aye.

906
03:11:18,100 --> 03:11:20,601
Opposed? Nay. Motion carries.

907
03:11:20,601 --> 03:11:58,100
And you previously voted to appoint Teresa Taylor as business administrator. She's listed here because we process the contract. You see that the salary listed here is not her annual Salary, but she's here for part of the year, so it's prorated. Um, her contract gives her annual salary that you already approved. Right. Um no resignations. We do. We did receive notification of one employee's intention to retire um, as of June 30th, um, which you will find on the next page.

908
03:11:58,100 --> 03:12:01,300
Um, do we take action on this?

909
03:12:01,300 --> 03:12:18,367
So it's an interesting question. Um, I don't think you have a legal need to take a vote to accept a retirement notification, but I have seen boards routinely do so. So I think it's entirely up to you how you wish to proceed.

910
03:12:18,367 --> 03:12:22,701
I'd love to discuss we.

911
03:12:22,701 --> 03:12:24,100
Discussed in nonpublic.

912
03:12:24,100 --> 03:12:24,567
You may.

913
03:12:24,567 --> 03:12:26,701
Okay.

914
03:12:26,701 --> 03:12:41,767
All right. So we will not take any action on that? I think that gets us to the oh gosh, the subcommittee reports.

915
03:12:41,767 --> 03:12:43,167
We have some scheduling to do. Maybe.

916
03:12:43,167 --> 03:13:07,767
Yeah. And because of the time. Um, I encourage all chair of various committees to schedule meetings soon. And so that we can get this filled in for the next board meeting. Okay. Um, and I think we're to the nonpublic section of our meeting.

917
03:13:07,767 --> 03:13:12,100
Can I have a quick mention of the other business? Just fast.

918
03:13:12,100 --> 03:13:12,667
Sure.

919
03:13:12,667 --> 03:13:48,467
There's something that maybe we can discuss at an upcoming meeting. We've had a lot of, um, recognition at the beginning of our meetings. Yeah. So just as a board member, just curious how those come about. Who's bringing those forward? How do you know if this is a board record? People. Then how does the board get more involved in bringing forward people to recognize. We've had a lot, and I appreciate them, but I would I would think that up to this point, the board hasn't had much knowledge of them until they show up on the agenda.

920
03:13:48,467 --> 03:13:51,601
So it's um.

921
03:13:51,601 --> 03:13:54,200
So it could be a future discussion, right?

922
03:13:54,200 --> 03:13:56,467
No that's fair.

923
03:13:56,467 --> 03:13:59,567
I do appreciate what.

924
03:13:59,567 --> 03:14:13,467
When I became chair, um, I wanted to have some recognition at the beginning of board meetings to, um, to give.

925
03:14:13,467 --> 03:14:52,200
Applauds to good things that are in the district. Um, the first couple were um, kind of just happened. I mean, I think you were at a, um, uh, uh, tech meeting when Michelle told us about the students that were the ambassadors. And at the time, I thought, that's a I would like to give some recognition to those people. Um, and so I suggested that first, then subsequently they have been recommendations from the staff. Um, the staff has suggested who based on.

926
03:14:52,200 --> 03:14:55,567
No. And I recommended the music at that point, but I think.

927
03:14:55,567 --> 03:15:24,067
Right. So any, any board member could certainly um give me a call, send me an email if you know of a situation that you would like to have some recognition. We want, we want that to happen. But in the absence of that, the administration and, and not even in the they might know of situations and they would suggest people as well. Does that answer the question for you?

928
03:15:24,067 --> 03:15:25,000
Yeah, I appreciate it.

929
03:15:25,000 --> 03:15:27,567
Okay. Thank you. Yes.

930
03:15:27,567 --> 03:15:40,567
Just. Just to plant a seed. I mean, it's possible we could actually create a space on the agenda. And if the middle school teachers or principal have somebody they want to recognize, and maybe that's the time that.

931
03:15:40,567 --> 03:15:50,667
That's that is the I mean, I would like to limit it to one situation each meeting, but I think the administration can take.

932
03:15:50,667 --> 03:15:53,167
Well, yeah, I handle the. I don't mean we.

933
03:15:53,167 --> 03:15:55,567
Have 40 people organization of that.

934
03:15:55,567 --> 03:16:01,868
It certainly wouldn't be a bad thing if we were celebrating 40 people. Right. So.

935
03:16:01,868 --> 03:16:03,367
All right.

936
03:16:03,367 --> 03:16:12,801
Um, any other business before we entertain a motion to go into nonpublic.

937
03:16:12,801 --> 03:16:14,267
Okay.

938
03:16:14,267 --> 03:16:22,667
Um motion to go into nonpublic RSA 91 a three uh a.

939
03:16:22,667 --> 03:16:22,868
Or.

940
03:16:22,868 --> 03:16:27,767
Sorry. Two. Subsection two. A, c, and k.

941
03:16:27,767 --> 03:16:28,767
I'll second.

942
03:16:28,767 --> 03:16:31,167
Okay. Roll call please.

943
03:16:31,167 --> 03:16:31,868
Loren. Howard.

944
03:16:31,868 --> 03:16:33,167
Yes.

945
03:16:33,167 --> 03:16:34,267
Yes.

946
03:16:34,267 --> 03:16:35,467
Yes.

947
03:16:35,467 --> 03:16:36,467
Yes.

948
03:16:36,467 --> 03:16:37,601
Yes.

949
03:16:37,601 --> 03:17:17,467
Yes. Candice. Crawford. Yes.

950
03:17:17,467 --> 03:17:20,167
You are.

951
03:17:20,167 --> 03:17:20,167
Welcome.