[0:11] Understanding that
[0:12] will allow us
[0:13] objectively,
[0:13] fair and
[0:14] mercifully
[0:15] treat everyone
[0:16] our numerous
[0:17] problems so that everyone
[0:18] accepted by us
[0:19] the decisions were for the good
[0:20] and to greater happiness
[0:21] all our fellow citizens.
[0:24] Um, also, uh, Jaylen,
[0:26] I hear it on the cable
[0:28] no sound. Must
[0:29] be we
[0:29] really smart.
[0:33] I will install it. Fine.
[0:38] As for
[0:41] oaths. Big
[1:04] Thank you, Miss Lamphere.
[1:05] Um, to start our
[1:07] today's meeting
[1:08] , we will carry out
[1:09] doctor's presentation
[1:10] Scarpati, uh, oh
[1:11] summer program.
[1:12] So, I pass the floor to you.
[1:13] if the doctor
[1:14] Andre nothing more
[1:16] will not add. Fine.
[1:18] Thank you, and I would like to invite
[1:21] Jacqueline Lesser, our
[1:22] director of
[1:23] adult education
[1:24] . Um, she's playing.
[1:25] important role in our
[1:26] summer program and
[1:27] kindly agreed
[1:29] join
[1:30] me this evening.
[1:33] Fine. So this is ours
[1:36] first presentation
[1:37] curriculum in
[1:38] this academic year, and in
[1:39] conversation with Mrs.
[1:41] Prince, we decided
[1:41] tell about
[1:42] some extensive
[1:43] summer programs,
[1:44] which offers
[1:46] school district. This
[1:49] Brief overview. We
[1:53] let's talk about
[1:53] various summer
[1:54] programs, and if
[1:56] you will have
[1:56] questions, we
[1:57] with pleasure on them
[1:58] We will answer. Fine. So,
[2:04] we have several
[2:06] various programs.
[2:07] We'll tell you a little bit
[2:08] about each of them, but
[2:09] We have an extended period
[2:10] academic year,
[2:11] Power Scholars program,
[2:12] Blast Off, a program for
[2:13] English learners
[2:14] as a second language (ELL),
[2:15] program
[2:15] recovery
[2:16] credit units for
[2:17] high school and
[2:18] promotion program
[2:19] qualifications, as well as
[2:20] driving training.
[2:23] So, first of all,
[2:24] extended school
[2:26] year, or ESY. These are summer ones
[2:28] programs,
[2:28] developed on
[2:29] basis
[2:30] individual
[2:31] educational
[2:32] plans (IOP), for
[2:33] students for whom
[2:34] it is determined by them
[2:35] team by
[2:36] development of the IOP. And this
[2:38] for students from
[2:39] preschool age
[2:40] before finishing school. IN
[2:44] last year these
[2:45] programs
[2:46] were carried out in
[2:47] Nashua High School
[2:49] North, and in general
[2:50] we have difficulties
[2:51] served 290 students
[2:53] , of which 171
[2:54] studied in primary school and 119 in high school.
[2:59] The program lasted 4
[3:00] hours a day during
[3:02] 12 days. There were a lot
[3:03] bright moments. Think
[3:06] , we all were able to
[3:06] visit them at different times
[3:07] time, but there
[3:08] were carried out
[3:09] really
[3:10] exciting
[3:10] events in
[3:11] STEM fields (science,
[3:12] technology,
[3:13] engineering and
[3:13] mathematics). Students
[3:15] were very active
[3:16] involved in
[3:16] various
[3:17] practical classes
[3:18] , related to their
[3:19] own
[3:20] educational goals. IN high school they
[3:24] held a two-day
[3:25] car wash, as well
[3:27] organized a lunch with
[3:28] spaghetti for
[3:29] personnel on which
[3:30] I couldn't
[3:31] be present, but
[3:32] I heard that he was
[3:33] very good. And also
[3:40] there is a Power program
[3:41] Scholars is a collaborative
[3:43] the program we carry out jointly with
[3:45] YMCA and she was
[3:46] marked by several
[3:48] national
[3:49] awards. So, this
[3:55] program
[3:56] intended for
[3:57] students,
[3:58] transitioning to 1-6
[3:59] classes, and developed
[4:00] to improve
[4:01] academic
[4:02] skills, as well as
[4:03] social-
[4:03] emotional
[4:04] skills and training
[4:05] habits. She also
[4:12] includes
[4:13] practical classes
[4:15] in STEM disciplines, and
[4:16] Also
[4:16] purposeful
[4:17] literacy training and
[4:19] mathematics. In the past
[4:24] this year we carried out this
[4:25] program in Dr. schools.
[4:27] Crisp, Amherst Street and Fairgrounds
[4:28] for students,
[4:29] moving into 1-5
[4:30] classes, and for
[4:31] students,
[4:32] moving into the 6th
[4:33] class, she passed
[4:34] in Nashua High North and was
[4:36] aimed at
[4:37] preparation for
[4:38] transition to middle
[4:39] school,
[4:39] purposefully
[4:40] developing these skills.
[4:44] For this purpose there were
[4:45] organized
[4:46] excursions to each of
[4:47] secondary schools. All
[4:49] students were able to do it in person
[4:51] visit school
[4:52] together with his
[4:52] director, see
[4:54] buildings and
[4:54] get your bearings.
[4:56] That was great. IN
[4:59] the program was accepted
[5:00] 245 students participated,
[5:02] this is a program
[5:03] full day, that is
[5:04] it lasts 6.5 hours
[5:06] day, 20 days during
[5:08] summer. As I already
[5:12] said it
[5:13] joint program
[5:14] with the YMCA, so she
[5:15] offers some
[5:17] elements that
[5:18] may also
[5:19] suggest YMCA. This
[5:20] In the summer we included in
[5:21] program of the program
[5:23] on safety on
[5:24] water. I wanted
[5:28] say something about it-
[5:29] something else, but quite
[5:30] I missed that.
[5:31] So, this is it
[5:32] exciting
[5:33] program, and she has
[5:34] several sources
[5:35] financing. We finance it through
[5:38] Title 1, Title 4 programs,
[5:39] 21st Century program
[5:40] is
[5:41] an integral part
[5:42] of this program, and
[5:44] also at the expense of funds
[5:45] YMCA. Okay, go ahead, in
[5:48] kindergarten! This
[5:50] training program
[5:52] to the school for students,
[5:53] which come in
[5:54] Kindergarten in autumn. AND
[5:57] we have it in five
[5:58] schools participating in
[5:59] Title 1 program. She
[6:01] financed by
[6:02] Title 1 funds account. And
[6:03] she really is
[6:04] aimed at
[6:05] increasing readiness
[6:07] to school. For example, like
[6:08] get into the building? How
[6:11] navigate in
[6:12] school? Transitions,
[6:15] snacks, time
[6:16] food intake, as well as
[6:17] skill development
[6:18] early literacy and
[6:20] mathematics. We
[6:22] trained 97 future
[6:23] first-graders in
[6:25] five schools. This
[6:28] the program lasts 4
[6:29] hours a day during
[6:30] 20 school days. Like me
[6:34] I already said, in this
[6:35] the program is big
[6:36] attention is paid
[6:37] development of literacy
[6:38] , and every student
[6:39] received several
[6:41] new
[6:41] illustrated
[6:42] books to help
[6:43] top up your home
[6:44] library. They
[6:47] were engaged in water activities
[6:48] games, yoga and
[6:49] actively
[6:50] interacted with
[6:51] family. This
[6:52] really
[6:53] integral part
[6:54] programs. Offering
[6:56] various options
[6:58] for families, we help them
[6:59] get used to school,
[7:00] get to know
[7:01] staff, find out about
[7:02] daily routine, and
[7:03] we also lay down
[7:04] the basics of how they
[7:05] can support
[7:06] your child at
[7:07] transition to kindergarten
[7:09] garden. The next step is—
[7:14] our summer
[7:15] program for
[7:16] English learners
[7:17] as a second language (ELL).
[7:18] It was held on
[7:19] elementary level
[7:21] Ledge Street School and
[7:22] covered 125
[7:23] students from
[7:24] preparatory
[7:25] grade up to fifth
[7:26] class, 4 hours per
[7:27] day for 16 days.
[7:32] It really is
[7:33] opportunity for
[7:34] students continue
[7:35] development of one's own
[7:36] language skills, and
[7:37] it is designed for
[7:38] our students,
[7:39] located on
[7:40] initial or
[7:41] average level
[7:42] language proficiency. They
[7:47] we did a lot of work
[7:48] practical
[7:48] training, as well as
[7:49] completed tasks,
[7:51] which
[7:51] really
[7:52] contributed to the growth
[7:53] and development started
[7:54] during my school years,
[7:55] to ensure
[7:56] stability and
[7:57] further
[7:58] improvement
[7:59] language skills. U
[8:01] there were also some of us
[8:02] grant
[8:03] financing,
[8:04] which allowed
[8:05] students
[8:05] collaborate with Grow Nashua
[8:07] as a public
[8:08] organization and
[8:09] work in the garden nearby
[8:10] with the school on Ledgewood-
[8:11] straight. They grew
[8:13] various fruits and
[8:15] vegetables, as well as
[8:15] studied recipes and
[8:17] learned to cook
[8:18] simple dishes from
[8:19] grown products
[8:20] , which was very
[8:21] funny. In addition, in
[8:23] Northern School
[8:24] the summer was taking place
[8:24] program for
[8:25] students studying
[8:26] English as
[8:27] second language (ELL). In it
[8:28] 50 took part
[8:30] students in grades 6-12,
[8:32] 4 hours a day in
[8:33] within 20 days. Again
[8:40] same, the main focus
[8:41] was given to the initial
[8:42] levels for
[8:43] multilingual
[8:44] students, and they
[8:45] focused on
[8:46] the topic "people changing
[8:47] the world for the better”,
[8:48] using this
[8:49] concept for
[8:50] development of basic
[8:51] listening skills,
[8:52] speaking, reading and
[8:53] letters.
[9:03] Here is my part. How
[9:05] Director of
[9:06] adult education
[9:07] , I also manage
[9:08] summer school
[9:09] programs for
[9:10] high school students, and,
[9:11] because we are constantly
[9:12] at school, I also
[9:13] I act in the role
[9:14] coordinator of all
[9:15] programs conducted
[9:16] in the building. This
[9:17] allows you to have
[9:18] one person,
[9:19] which simplifies
[9:20] exchange of information and
[9:21] provides
[9:21] necessary
[9:22] materials, instead
[9:23] in order to search, to
[9:24] Who should I contact?
[9:25] building. We have
[9:26] one contact
[9:27] Human. Two of ours
[9:28] programs for
[9:29] high school students,
[9:30] which I consider
[9:31] really
[9:31] important, -this is
[9:32] programs
[9:33] recovery
[9:33] loans and
[9:34] recovery
[9:35] competencies.
[9:35] Programs
[9:36] recovery
[9:37] loans are carried out
[9:38] within 4 weeks
[9:39] in summer. They visit
[9:40] classes from 8 to 10 or from
[9:41] 10 to 12 hours, or
[9:42] both can attend
[9:43] classes. We achieved it
[9:45] great success. Our
[9:46] classes are held on 5
[9:47] days a week in
[9:48] for about 4
[9:49] weeks. We had
[9:50] indicator
[9:50] 86% completion, and as
[9:52] stated above, 172
[9:53] students received
[9:54] credit units for
[9:55] courses completed. This
[9:57] not 172 students,
[9:58] some students
[9:59] received two
[10:00] credit units.
[10:01] Likewise,
[10:02] program
[10:02] recovery
[10:03] competencies
[10:04] allows students
[10:05] come and go
[10:05] process
[10:06] recovery by
[10:06] any subjects, by
[10:07] which they received
[10:08] unsatisfactory
[10:09] assessments in summer.
[10:11] The program also
[10:12] works in autumn and
[10:13] in the spring, but come to us in the summer
[10:14] students come with
[10:15] more dense
[10:16] extracurricular schedule
[10:17] , and this allows them
[10:18] do everything
[10:19] necessary tasks
[10:20] in one week, not
[10:21] stretch them by 5
[10:22] weeks. I repeat, 63
[10:24] student completed
[10:25] program that
[10:26] makes up 84% of
[10:27] total number. We are very proud of these
[10:29] in numbers. I think that
[10:32] the most important thing in summer
[10:34] school is ours
[10:35] culture: firstly,
[10:36] you need to come, and in-
[10:37] secondly, this is the place where
[10:38] you can achieve
[10:40] success, correct
[10:41] mistakes of last year
[10:42] and move forward in
[10:43] next year with
[10:44] hope and
[10:45] confidence in one's own
[10:46] forces. And I think it is
[10:49] very important. Generally,
[10:51] all our programs
[10:52] for adults
[10:52] based on culture
[10:54] hopes. If path A
[10:55] it doesn't work, we
[10:56] let's try path B.
[10:57] If path B is not
[10:58] it works, we
[10:58] Let's try path C. This
[11:00] very important part
[11:01] our program. IN
[11:03] overall, there was a lot over the summer
[11:04] 235 credits were scored
[11:06] units, and 113 students
[11:07] received this year
[11:09] diplomas of promotion
[11:10] qualifications for
[11:11] adults, not
[11:12] standard, basic
[11:14] or equivalent
[11:15] high school certificates
[11:16] schools. I'm proud of it.
[11:20] In summer too
[11:21] courses are offered
[11:22] driving. They
[11:23] are held five times a
[11:25] year: all four
[11:25] semesters and summer.
[11:27] The advantage of summer
[11:28] programs
[11:28] is that
[11:29] what for students,
[11:30] involved in sports
[11:32] , which cannot
[11:33] set aside two days in
[11:34] week per semester,
[11:35] this is an opportunity
[11:36] solve this problem,
[11:37] if they want it.
[11:39] We are very surprised. On
[11:41] This week we have
[11:42] the lottery took place and we
[11:43] filled out two more
[11:44] groups, as well as
[11:45] formed a list
[11:46] expectations, what not
[11:47] it was a long time ago.
[11:49] This is probably the most
[11:50] inexpensive program
[11:51] in this area, and I
[11:52] thank you for this
[11:53] school district,
[11:54] because they
[11:54] support in
[11:55] use
[11:56] objects and various
[11:57] issues concerning
[11:58] insurance and the like
[11:59] similar,
[12:00] is covered by the district,
[12:01] and it really is
[12:02] allows us
[12:03] offer services for
[12:04] at a more affordable price
[12:05] for students. IN our area
[12:06] training programs
[12:07] driving on average
[12:08] cost more than a thousand
[12:09] dollars per one
[12:10] student. And this
[12:11] too expensive for
[12:12] many of our families.
[12:13] They just can't
[12:14] afford it.
[12:15] Our summer
[12:15] the program works
[12:16] three days a week. They
[12:18] come to these three
[12:19] days. They either
[12:19] pass
[12:20] theoretical
[12:20] classes, and then
[12:21] are practiced, or
[12:22] practice and then
[12:23] theoretical. We have
[12:24] two shifts.
[12:25] Most of the students
[12:26] successfully completed the task. I don't think I have
[12:28] were there any
[12:29] failures in this
[12:30] program. Like this
[12:31] thus, this summer
[12:32] We trained about 50
[12:33] students. Again, 49,
[12:34] Sorry. I knew that
[12:36] that's about it.
[12:37] Very successful
[12:38] program. She
[12:39] is held in the South
[12:39] campus every summer.
[12:41] Therefore, although
[12:41] most of us in
[12:42] this year were in
[12:42] North Campus,
[12:43] driving training
[12:44] is always carried out in
[12:45] South Campus. This
[12:46] just a question
[12:47] logistics with
[12:47] cars and
[12:48] other things. Very
[12:49] successful. We have
[12:50] two employees,
[12:51] who speak
[12:52] Spanish, what
[12:53] allows us
[12:53] cover much
[12:54] a wider circle
[12:55] students and help
[12:56] to our students,
[12:57] who are studying the language.
[12:58] Overall, the program
[13:00] was very successful in
[13:01] the last few
[13:02] years. As I already said
[13:03] , we have lists
[13:04] expectations. We fill all the places.
[13:06] Our students
[13:07] show excellent results and I am very
[13:10] I'm glad we can
[13:11] encourage them to get
[13:12] driver license,
[13:13] because it gives
[13:14] independence for them,
[13:15] opportunity
[13:16] employment,
[13:17] allows them
[13:17] start right
[13:18] adult life,
[13:19] after finishing high school. Here,
[13:24] That's all, actually.
[13:25] Fine.
[13:26] Thank you for that
[13:27] joined
[13:28] me, Miss Lesser. A
[13:30] also huge
[13:31] help in the summer in the plan
[13:32] coordination
[13:33] logistics and work
[13:34] directly in
[13:35] high school
[13:36] solving emerging
[13:37] questions. So I really appreciate it. AND
[13:41] now we can
[13:42] answer yours
[13:43] questions or
[13:44] comments if you have
[13:45] Some people have them. Miss
[13:47] Prince?
[13:48] I'm just curious.
[13:49] learn about some
[13:50] moments. I understand,
[13:51] what is extended
[13:52] the academic year was founded
[13:53] on individual
[13:54] educational plans (IPO).
[13:56] But how do they direct
[13:57] children in such
[13:58] programs like Power
[14:00] Scholars and Blast Off to Kindergarten?
[14:02] Yes, that's a great question.
[14:04] So, the Blast Off program
[14:05] open to all
[14:06] families,
[14:07] registered
[14:08] to kindergarten, at
[14:10] provided that their children
[14:11] attend one of the five
[14:13] schools participating in
[14:14] Title I program. We have
[14:18] there were no problems with
[14:19] compiling lists
[14:21] expectations. Usually we offer two
[14:24] class in each of
[14:25] buildings, if any
[14:26] sufficient demand.
[14:29] This is one of those
[14:30] programs for which
[14:32] we are sending
[14:33] Title I funds. What
[14:34] concerns the program
[14:35] Power Scholars, we are opening
[14:37] it's for all schools
[14:38] districts. Historically
[14:41] it turned out that on
[14:43] elementary level
[14:44] she's basically a school girl
[14:45] serves students
[14:47] from Title I schools and Title XXI schools
[14:49] centuries. Partly because,
[14:51] that they are already connected with
[14:52] these programs,
[14:53] are familiar with what this is
[14:55] the same with the staff.
[14:58] These programs, according to
[14:59] at least at first
[15:00] are carried out according to
[15:01] invitation, for
[15:02] students who
[15:03] necessary
[15:04] additional
[15:05] academic
[15:06] support and development
[15:07] during the summer. And if
[15:10] appear
[15:11] additional seats
[15:12] , program
[15:13] is expanding.
[15:15] Please.
[15:16] Miss Raymond?
[15:17] Uh, thank you.
[15:18] The Power Scholars program
[15:20] as before
[15:20] cooperates with the YMCA?
[15:22] Yes.
[15:22] Good, great. A
[15:26] We used to get
[15:27] data that
[15:28] collects YMCA or,
[15:29] It seems like Power Scholars,
[15:31] to show how
[15:32] it affected them
[15:33] education. This data
[15:37] already available or yet
[15:39] too early?
[15:40] I haven't seen it yet
[15:41] data for this summer.
[15:43] I usually meet with
[15:44] Carlista Choate of the YMCA.
[15:47] She is our contact there. IN
[15:48] last year, I think
[15:50] , we met in
[15:50] early October, and
[15:51] she had this data,
[15:53] because they
[15:53] were processed
[15:54] third-party
[15:55] organization,
[15:56] which is engaged in
[15:57] data collection. But I know from the data,
[16:01] received last
[16:02] in the fall for the previous one
[16:03] summer, that students
[16:04] achieved
[16:05] sufficient
[16:06] progress over the summer,
[16:07] so they are not only
[16:08] did not experience loss
[16:09] knowledge, which is often
[16:10] happens to many
[16:11] students, but also
[16:12] made some progress
[16:13] further. So that's it
[16:17] really
[16:18] impressive
[16:18] statistics. Except
[16:21] that is, there is
[16:21] qualitative data
[16:22] about how fun it is
[16:23] children, how are they
[16:24] spend time on
[16:25] excursions and
[16:26] get this
[16:27] wonderful experience.
[16:30] Thank you. Mister
[16:31] Salvi?
[16:32] Yes. Some
[16:33] questions. Firstly,
[16:37] my question is: all these
[16:38] courses that we spend it in the summer,
[16:40] are financed by
[16:41] account of a certain
[16:42] type of funds or for
[16:43] federal account
[16:44] grants?
[16:47] Yes, it is mixed.
[16:48] approach. I know that
[16:50] Mr. Gray is here
[16:50] some
[16:51] prepared figures
[16:52] which she can
[16:53] share if u
[16:54] do you have specific ones?
[16:54] data, but part
[16:55] funds come from
[16:56] operating
[16:57] budget, part of it
[16:58] our federal
[16:59] grants. For example,
[17:00] program "Blast Off to
[17:01] Kindergarten» in full
[17:03] financed by
[17:04] federal account
[17:06] Title I grant.
[17:07] Power Scholars Program
[17:09] financed by
[17:10] Title I funds account, Title
[17:12] IV-A, Title IV-B and YMCA. Like this
[17:15] thus, these two
[17:16] programs not
[17:16] use funds
[17:18] operating
[17:18] budget.
[17:22] Fine. I don't need it
[17:23] answer each
[17:24] question separately. My
[17:25] second question
[17:26] based on this. My
[17:29] second question:
[17:29] is it possible
[17:30] organize summer
[17:31] program for
[17:32] high school students,
[17:33] who want
[17:34] go to college?
[17:39] Some preparation
[17:40] for them, because
[17:41] this is the time when they
[17:42] can
[17:42] focus on
[17:43] studying outside of school
[17:45] classes and be
[17:45] ready. Is it possible?
[17:50] ask this question
[17:51] to the manager
[17:55] programs?
[17:59] Yes, I just want
[18:00] clarify: do you have in
[18:01] kind of help in the filing process
[18:03] applications to colleges and
[18:04] academic
[18:05] preparation? Help in the filing process
[18:11] applications, preparation for
[18:12] submission of applications,
[18:13] teaching them what they
[18:14] needs to be done so that
[18:16] enroll in
[18:16] a specific college?
[18:24] The simple answer is yes, we do.
[18:25] we can do it.
[18:26] It's because we use
[18:28] federal funds
[18:29] to pay for many
[18:30] summer programs. Us
[18:31] it will be necessary
[18:32] make sure it is
[18:33] part of our assessment
[18:34] needs. We
[18:35] let's conduct an analysis
[18:36] needs,
[18:36] let's make sure that there is
[18:37] need and
[18:38] desire in this, if
[18:39] we will
[18:39] use
[18:40] federal funds
[18:41] . And if there is something in this
[18:42] necessity and
[18:43] wish we would
[18:43] used for
[18:44] this
[18:44] state
[18:45] financing.
[18:46] That's why we need
[18:47] will go through
[18:48] this process, having carried out
[18:49] needs assessment
[18:50] and inventory
[18:53] interested
[18:54] sides.
[18:55] Undoubtedly,
[18:55] there is a need,
[18:56] because I
[18:57] talked to
[18:58] by many
[18:58] high school students.
[18:59] They expressed
[19:00] concern about
[19:01] that they don't
[19:01] provided
[19:02] enough
[19:03] opportunities for
[19:04] preparation for
[19:05] admission to
[19:05] colleges in the top 50
[19:06] colleges and so on
[19:07] . So of course,
[19:09] there is a need, you can spend
[19:11] survey and identify this
[19:12] specific
[19:12] need.
[19:14] Can I add one more thing?
[19:15] one question to that,
[19:16] what did mister say
[19:17] Selby? For example,
[19:19] additional
[19:20] programs such as
[19:21] "My Turn"
[19:22] Um, I don't know,
[19:23] is it necessary
[19:24] students should be
[19:25] enrolled in their
[19:26] program because
[19:27] I know they can
[19:29] work with
[19:29] students, um, me
[19:30] I think at the age of 16
[19:31] years, um, if they
[19:32] it is absolutely necessary
[19:34] be enrolled in
[19:35] their program, but,
[19:36] Maybe,
[19:36] meet them
[19:38] or cooperate with
[19:39] them in addition to,
[19:40] um, just, um, uh, uh
[19:41] -uh, some stands
[19:42] or events,
[19:43] to talk to
[19:45] children and, excuse me,
[19:46] talk to
[19:47] students oh, um,
[19:48] admission to, um,
[19:49] colleges and the like
[19:50] something similar would be
[19:51] healthy.
[19:51] Yes.
[19:52] I don't know if it will help
[19:53] This. But
[19:54] additional
[19:55] support, obviously,
[19:56] is very important for ours
[19:57] students. I
[19:59] a little out of place
[20:00] normal daytime
[20:01] school.
[20:02] Yes.
[20:03] Miss Raymond. Um,
[20:05] Thank you. And I know it,
[20:06] because I have
[20:07] just been there
[20:08] high school student, and
[20:08] I have a student
[20:09] penultimate
[20:10] class. In both
[20:11] schools are held
[20:12] planning evenings
[20:13] admission to
[20:14] college. In the spring they have
[20:15] there is evening,
[20:16] dedicated to the fact that
[20:17] What is FAFSA and how
[20:18] apply for
[20:19] FAFSA, what are we required to do?
[20:20] according to the law
[20:21] state. But they also have
[20:22] there are topics like "
[20:23] What you need to know about
[20:24] filing an application in
[20:25] college" and "What is needed
[20:27] know about the Common App? And also
[20:28] they have a whole
[20:29] seminar to which
[20:30] children can
[20:30] sign up to
[20:31] get help in
[20:32] writing an essay for
[20:33] admission to
[20:33] college. They help
[20:35] they have to deal with it
[20:36] topics because
[20:37] Common App uses those
[20:38] the same topics. And then
[20:39] they have employees
[20:40] , which will be
[20:41] check these essays
[20:42] in summer. And in the fall, in my senior year, I think next time
[20:46] a week or in
[20:47] a week passes
[20:48] planning evening
[20:49] admission to
[20:50] college for
[20:51] parents and children,
[20:52] where can they again
[20:53] find out how to get
[20:54] these statements. Eat
[20:55] checklist.
[20:57] Are you ready? There are a lot of
[20:58] information about
[20:59] financial
[20:59] planning. This
[21:01] many. So, I think there are some
[21:04] moments. This is not
[21:05] summer program,
[21:06] because they
[21:07] start with an essay for
[21:08] admission to
[21:09] college. They
[21:10] begin in the spring, on
[21:11] second or third
[21:12] course.
[21:13] Everything is in order. I will answer
[21:16] your question. Now in
[21:20] high school
[21:21] enough students,
[21:22] striving
[21:23] be in the top 50
[21:24] colleges. They need
[21:27] get ready. Them
[21:31] you need to understand that
[21:32] they are the ones who need it
[21:33] study in order to enroll
[21:37] to these colleges. They don't
[21:41] receive answers to
[21:42] these questions during
[21:43] ordinary activities.
[21:48] So if we
[21:49] let's make time and our
[21:50] consultants will be able to
[21:51] find answers and
[21:52] prepare for these
[21:53] questions during
[21:54] normal activities or
[21:55] in the summer, we will start
[21:56] discuss priorities
[21:58] and we will try to give them
[21:59] decision before the start
[22:00] academic year. IN
[22:06] Anyway, Mrs. Heather
[22:08] said that it was
[22:09] process, process
[22:10] filing applications in
[22:11] colleges and all that
[22:12] details. This
[22:15] minimally
[22:16] necessary details,
[22:17] which we can
[22:18] discuss during
[22:23] normal activities, but
[22:24] this requires more
[22:25] deep learning.
[22:28] We can try
[22:29] do it in the summer,
[22:30] because we have
[22:31] many programs. So,
[22:33] we will all be very
[22:34] we are glad if ours
[22:35] students will enter in 50
[22:36] the best colleges.
[22:40] I think it's great
[22:41] an idea that is worth
[22:43] to study, and I think we can put this off for
[22:45] administrative
[22:46] discussion in another
[22:48] time, especially with
[22:49] taking this into account
[22:49] increased interest
[22:51] . We have a lot
[22:53] students who,
[22:54] you know, they do
[22:55] ...now we focus on
[22:57] middle segment, on
[22:58] overwhelming
[22:59] most, but,
[23:00] Of course, there are
[23:01] exceptions to which
[23:02] additional needed
[23:03] support, and we can
[23:05] continue studying
[23:06] this question. But
[23:08] now i think we
[23:09] focused on
[23:10] programs that
[23:11] we are, and on that,
[23:12] to celebrate
[23:13] the work that ours
[23:14] employees perform
[23:16] outside the ordinary
[23:17] academic year. But,
[23:19] maybe that's what
[23:20] I can entrust you with it
[23:21] get busy, mister
[23:22] Salvi.
[23:23] I know, I definitely will
[23:25] I'll take care of it.
[23:26] Yes, good. Thank you
[23:27] to you and thank you for that,
[23:28] what do you keep it in
[23:29] course. Miss Lamphere?
[23:30] Um, I just wanted to
[23:31] find out about the extension
[23:33] academic year. He
[23:34] lasts only 12 days?
[23:45] Yes, I know they are
[23:46] considered different
[23:48] options based on
[23:49] summer schedule, and
[23:50] also reviews from families,
[23:52] but this year everything
[23:53] it was exactly like that,
[23:54] right?
[23:58] Does this correspond?
[23:59] to what they do
[24:00] other cities and
[24:01] villages around us?
[24:03] I will need to
[24:03] ask this question
[24:04] ours
[24:05] administrative
[24:06] team by
[24:06] special
[24:07] education. I think,
[24:08] that this was part of that
[24:09] was considered when
[24:10] decision making, but
[24:11] we could get
[24:12] more for you
[24:13] detailed information
[24:14] , if that helps.
[24:15] Yes, that would be
[24:16] Great. Um, me too
[24:18] I wanted to know if everything was
[24:19] children go to North School
[24:21] , even the most
[24:21] small ones? Yes.
[24:24] How is it for them?
[24:25] does it add up? They
[24:27] too big or
[24:28] too small
[24:29] for chairs?
[24:30] I think we could
[24:31] reply to this
[24:32] question. Yes, miss.
[24:32] Lester can talk about this
[24:33] tell.
[24:34] I can do it
[24:35] confirm, because
[24:36] that I, so to speak,
[24:37] I will organize all these
[24:38] programs in the north.
[24:39] They bring
[24:40] necessary
[24:40] equipment for
[24:41] students
[24:41] corresponding
[24:42] size.
[24:43] Oh, okay.
[24:44] Honestly,
[24:44] layout in the south
[24:45] a little more comfortable,
[24:46] because that's all
[24:47] the students are on the first floor, but at
[24:49] this little children
[24:50] not so hard
[24:51] rise one
[24:52] floor to get to
[24:53] your class.
[24:54] Good, great.
[24:55] Thank you.
[24:55] And we usually each
[24:57] We alternate between north and north every year
[24:58] south.
[24:58] Oh, okay. Thank you.
[25:02] Miss Lewis.
[25:03] Thank you. As for
[25:05] Power Scholars programs,
[25:06] I'm just curious,
[25:07] When did it start?
[25:10] After the pandemic?
[25:12] Yes, before. It was,
[25:15] I think it was around 2018
[25:16] years. I think it was
[25:18] first year of the program.
[25:21] It started, well,
[25:22] the first year or two, on
[25:23] Amherst Street, and beyond
[25:25] the last few
[25:26] years has expanded.
[25:28] Well, I would like to
[25:29] praise the program
[25:31] Power Scholars. Um, I have experience of participating in
[25:33] this program, um, and
[25:35] I even participated and
[25:36] was a volunteer at
[25:37] some excursions
[25:39] . This is great
[25:39] program. Um, they
[25:40] go on excursions
[25:42] almost every
[25:43] Friday. So
[25:44] this is for children
[25:44] definitely like it
[25:45] , and teachers
[25:46] wonderful. So
[25:47] what, thank you.
[25:50] Dr. Andre.
[25:51] Yes. Um, I want to do it again.
[25:52] thank
[25:52] Dr. Scott
[25:53] Padden and Miss Lesser
[25:54] for today
[25:55] presentation. But I also want to do this again
[25:57] emphasize volume
[25:58] work that
[25:59] is invested in
[26:00] summer school. Em,
[26:01] organization,
[26:02] coordination. We have
[26:04] more than 1000 students,
[26:06] um, they participate. This
[26:09] includes
[26:10] organization of food
[26:11] behind the scenes,
[26:12] transport for 1000
[26:13] students and
[26:14] preparation, um,
[26:15] HR department with
[26:16] hiring staff. So
[26:18] what, um, are we starting?
[26:19] plan for summer
[26:21] school, hire
[26:21] staff and work
[26:23] over the transport already in
[26:24] January.
[26:25] Mmm.
[26:25] And, you know, in January
[26:27] there's nothing else around
[26:28] it doesn't happen,
[26:29] around this time.
[26:30] We are now preparing for
[26:32] budget, but we already have
[26:33] there is a team that
[26:34] preparing to receive 1000
[26:36] students in the summer. How
[26:37] once they finish with
[26:38] organization of food
[26:40] , transport and
[26:41] recruiting staff, we
[26:42] let's start preparing for
[26:43] September. So that's it
[26:45] really
[26:46] tense and demanding
[26:47] a lot of coordination, but
[26:49] , you know, 1000 students
[26:50] for 16 days—that's it
[26:51] a huge job, and
[26:52] this is more than in
[26:53] most districts.
[26:55] And we have to
[26:56] coordinate this
[26:57] two or three times a year
[26:58] . That's why I really want to
[27:00] thank our
[27:01] team for all the work
[27:02] , done in
[27:03] behind the scenes, and if you will see how ours
[27:06] the students are smiling
[27:07] In the summer, it's worth it.
[27:09] Thank you. Big
[27:10] thank you guys
[27:11] for sharing
[27:12] all of this. We are this
[27:13] We appreciate. Thank you.
[27:16] Okay, that sums it up.
[27:17] us to our agenda
[27:19] days. I'm looking for a person,
[27:20] which could contribute
[27:20] proposal about
[27:21] approval of the agenda
[27:22] days without discussion.
[27:23] I'll make a suggestion.
[27:24] Thank you, Ms. Raymond.
[27:26] Can I have a second?
[27:27] Thank you, Ms. Prin.
[27:29] All who are for
[27:29] approval of the agenda
[27:30] days without discussion,
[27:31] say "I". Eat
[27:32] Is anyone against it?
[27:33] The offer is accepted.
[27:34] This brings us to
[27:35] first period
[27:36] questions and answers from
[27:37] public, Ms.
[27:38] Prince. I hope you already
[27:40] put on their hiking boots.
[27:48] Thank you. Fine.
[27:51] First things first, Gary.
[27:52] Hoffman, come in.
[27:59] Gary Hoffman, Perham
[28:01] 38th Street, Nashua, New
[28:02] Hampshire. Um, uh,
[28:06] the first point that
[28:07] I would like to briefly
[28:08] touch it
[28:09] recommendation
[28:10] approve the contract
[28:11] for equipment for
[28:12] children's playground
[28:13] Led- Elementary School
[28:14] straight. This was expected,
[28:18] oh my god, so many
[28:20] years. Tonight
[28:22] present in the hall
[28:23] person, Michelle Mills
[28:24] , which will perform
[28:25] after me. She
[28:26] really was
[28:29] protector of this
[28:30] children's playground on
[28:32] Led Street on
[28:32] over the course of many
[28:34] years. She collided
[28:36] with many
[28:37] obstacles, and
[28:38] an ordinary person,
[28:39] I probably would have given up,
[28:40] but Michel is not ordinary
[28:42] Human. She
[28:43] absolutely
[28:44] extraordinary, and she
[28:45] knew that for children
[28:46] we need this site, and
[28:47] continued
[28:48] talk to
[28:49] people until I found
[28:50] those who finally
[28:52] found money to accomplish this.
[28:55] That's why I
[28:55] insistently
[28:56] I urge you
[28:57] unanimously approve
[28:58] this is a selection
[28:59] funds, because
[29:00] This has been a long time coming.
[29:02] These children need
[29:03] playground. AND
[29:04] Once again, Michelle Mills,
[29:06] Lead Street heroine.
[29:07] What can I say? In
[29:10] -secondly, just general
[29:11] a note on finances
[29:12] and operations. In November
[29:16] will be put to the vote
[29:18] a bill has been introduced
[29:19] HB 1300. School Board
[29:20] can conduct by
[29:21] public to him
[29:22] hearings, and I offer this to you
[29:24] do so that
[29:25] clarify some
[29:26] questions because,
[29:28] As you have already read, I don't even know what he is
[29:30] means. First
[29:31] part says that we limit taxes.
[29:35] Part two
[29:36] limits
[29:36] administrative
[29:37] functions of the school. People
[29:40] asked for clarification.
[29:42] And there is a big one
[29:44] confusion. And I think,
[29:48] because of the consequences,
[29:49] especially for that,
[29:50] What are you doing here?
[29:51] every time we vote on any
[29:53] appropriations,
[29:54] holding public
[29:55] hearings where people
[29:56] will be able to discuss this
[29:58] publicly, will be
[29:59] extremely important.
[30:02] That's why I'm going to
[30:03] address this
[30:04] request as
[30:05] Citizen Nashua.
[30:05] Let's do it
[30:06] public hearings
[30:07] on this issue, and,
[30:08] maybe we can
[30:09] figure out what it is
[30:10] may mean.
[30:10] Thank you.
[30:11] mister.
[30:12] Hoffman. Michelle Mills
[30:14] .
[30:33] Good evening. Thank you
[30:35] , Gary, for this
[30:36] wonderful
[30:36] performance. I appreciate
[30:38] your kind words.
[30:39] My name is Michelle
[30:41] Mills. Before you
[30:44] if you vote, I will
[30:45] I would like to
[30:46] thank everyone
[30:47] for what you
[30:48] looked at mine
[30:49] candidacy and
[30:49] took part in this process. Now
[30:54] I'll read a little. I would like to
[30:56] thank the mayor and
[30:57] city ​​officials
[30:58] , school district,
[30:59] Lead Street School,
[31:00] our employees,
[31:01] our families, our
[31:02] friends and everything ours
[31:03] community for what
[31:05] they united,
[31:06] to support our
[31:07] children's project
[31:08] sites. This
[31:09] the site is
[31:10] much more than
[31:11] just a new game
[31:12] space. She
[31:13] reflects that
[31:14] it can happen,
[31:15] when people
[31:15] unite,
[31:16] cooperate and
[31:17] defend interests
[31:18] our students and
[31:19] our schools. This is what do I relate to
[31:21] with great passion, and
[31:22] many of you know
[31:23] about this because
[31:24] you had to either
[31:25] listen to me or you
[31:26] were passing by, and I
[31:27] how would it attract yours
[31:28] attention to the project
[31:29] children's playground. We
[31:31] -school, we overcome
[31:33] difficulties, and how
[31:34] said Mr.
[31:34] Hoffman, times
[31:35] not easy, but I believe in
[31:37] perseverance and
[31:38] cooperation, and I believe that we are working
[31:40] transparent, and
[31:41] thanks to this
[31:42] may occur
[31:43] great things. And I believe
[31:46] , that the project is exactly
[31:47] such. Before I
[31:53] I'll finish, I want to
[31:54] thank
[31:55] everyone who
[31:56] donated funds
[31:57] , participated in
[31:58] volunteer work,
[31:59] shared an idea or
[32:00] I just supported
[32:01] project and listened to it
[32:02] . I played my part in
[32:04] embodiment of this
[32:05] visions into reality,
[32:06] and I sincerely
[32:07] thankful. Thank you
[32:11] to everyone who believed in
[32:12] a project that itself
[32:13] was not easy in itself
[32:14] task, and helped
[32:15] bring it to life
[32:17] . For this
[32:18] really
[32:19] it was required
[32:20] participation of all
[32:20] communities, and I don't
[32:21] I can be more
[32:22] thankful
[32:23] community here in
[32:24] Nashua. That's why I just hope that
[32:26] it will be successful, and
[32:27] I hope so
[32:28] will help us all
[32:29] move forward to
[32:30] cooperation and
[32:31] to how
[32:32] amazing things
[32:33] may occur.
[32:35] Thank you all.
[32:36] Thank you. Thank you.
[32:39] Okay, that's all for now.
[32:40] You can continue,
[32:42] Heather. This is a let down
[32:43] us to the comments
[32:44] ours
[32:44] superintendent,
[32:45] that's why I'm passing it on
[32:46] Dr. Andre has the floor.
[32:48] Thank you.
[32:49] Good evening everyone. I want to share
[32:51] several
[32:52] news,
[32:52] emphasizing our
[32:53] constant efforts to
[32:55] strengthening
[32:55] communications,
[32:56] honoring our
[32:57] schools and involvement
[32:58] our community.
[32:59] Telling a story
[33:00] our district. IN
[33:01] during the last
[33:02] several weeks we continue to expand
[33:04] methods
[33:05] distribution
[33:06] stories about our
[33:06] students,
[33:07] employees, schools and
[33:08] community. We observe especially
[33:10] active response in
[33:11] social networks.
[33:13] A few recent ones
[33:14] publications caused
[33:15] significant interest
[33:16] . Publication,
[33:17] dedicated to
[33:18] flag donation
[33:19] graduates of 2000,
[33:21] received about 21,000
[33:23] views. Our
[33:24] first article in Mosaic,
[33:26] dedicated to the evening
[33:27] cinema in elementary school on Amherst
[33:30] street, received about
[33:31] 23,000 views. Our
[33:34] the second article in Mosaic,
[33:36] dedicated to
[33:37] student council
[33:38] primary school on
[33:40] Broad Street, received
[33:41] about 34,000 views.
[33:44] These numbers
[33:45] demonstrate
[33:46] community interest in
[33:47] stories reflecting
[33:49] people, experience and
[33:49] school achievements
[33:51] Nashua County. We
[33:53] also created
[33:53] special section,
[33:55] dedicated to stories
[33:56] district, on the website
[33:57] school district
[33:58] Nashua. Now ours
[33:59] Articles in Mosaic are available
[34:00] directly on
[34:01] main page
[34:02] districts, which makes it easier
[34:03] families and members
[34:04] communities
[34:04] opportunity to find out
[34:05] more about people and
[34:06] programs that
[34:07] make our school
[34:08] special. Average
[34:11] McCarthy School
[34:12] AIA Award Winner
[34:14] New Hampshire Design Award. I'm glad
[34:17] report that the average
[34:18] McCarthy School
[34:19] received an award from
[34:20] American
[34:21] institute
[34:21] New Architects
[34:22] Hampshire. This award
[34:25] recognizes outstanding
[34:27] achievements in
[34:27] architecture and
[34:28] construction, and
[34:29] also recognizes
[34:30] project teams and
[34:31] customers whose
[34:32] work improves
[34:33] urban environment in New
[34:34] -Hampshire. Awards
[34:36] mark projects,
[34:37] demonstrating
[34:38] good design,
[34:39] stability and
[34:40] influence on
[34:41] community. This
[34:42] recognition especially
[34:43] It's important because
[34:44] our school buildings
[34:45] - it's more than
[34:46] just buildings. This
[34:47] educational premises and
[34:48] public
[34:49] spaces,
[34:50] which should
[34:50] support ours
[34:51] students,
[34:52] employees and families
[34:53] throughout
[34:54] generations.
[34:54] Congratulations to everyone who
[34:55] participated in
[34:56] planning,
[34:57] design and
[34:58] construction
[34:59] high school
[34:59] McCarthy. This award
[35:01] -wonderful
[35:01] confession
[35:02] collective work,
[35:03] which was
[35:04] done for
[35:05] creation
[35:05] high quality
[35:06] learning environment for
[35:07] Nashua's disciples. Battle
[35:09] over the bridge and I'm sure
[35:10] what about this
[35:11] they will definitely be found
[35:13] students' comments
[35:14] . Annual
[35:15] competition "Battle
[35:17] "behind the bridge" between
[35:18] teams of the North and
[35:19] The South was passing on
[35:20] last week, and in
[35:21] present day South
[35:22] is in the lead. Left
[35:24] a few more
[35:24] competitions, right?
[35:26] I had
[35:26] opportunity
[35:27] be present at
[35:28] several games, and
[35:28] what's special
[35:29] I remember this
[35:30] a great feeling
[35:31] community and pride
[35:32] for my school,
[35:32] reigning on these
[35:33] events. Our
[35:34] the students are persistent
[35:35] compete with and
[35:36] pride
[35:36] present their
[35:37] schools, and families,
[35:38] classmates,
[35:39] employees and members
[35:40] communities
[35:40] unite to
[35:42] support them. Although
[35:43] we certainly do
[35:44] let's enjoy
[35:45] friendly
[35:46] rivalry between
[35:47] North and South, "
[35:48] "Battle for the Bridge" also
[35:49] is wonderful
[35:50] a reminder that we are one district.
[35:53] It's wonderful to see,
[35:54] how many members
[35:55] Nashua communities
[35:56] unite to
[35:57] mark ours
[35:58] students and our schools
[35:59] . Thanks to ours
[36:00] students-
[36:00] athletes,
[36:01] to the coaches,
[36:01] employees
[36:02] sports department,
[36:03] families and fans
[36:04] for what these did
[36:05] events such as
[36:06] positive. Survey about
[36:07] priorities
[36:07] communities and
[36:08] strategic
[36:09] priorities. Finally,
[36:10] I want to insistently
[36:11] call our families,
[36:12] employees,
[36:13] students and members
[36:14] communities to fill
[36:15] our survey about
[36:15] priorities
[36:16] communities and
[36:17] strategic
[36:18] priorities. On
[36:18] today, 28
[36:20] September, we received
[36:21] 635 answers that
[36:22] is good
[36:23] the beginning, but we want
[36:24] hear an opinion
[36:25] much more
[36:26] number of residents of Nashua.
[36:28] This is important
[36:28] opportunity to help
[36:30] shape the future
[36:31] school district
[36:32] Nashua. Received
[36:33] reviews will help in
[36:34] further
[36:35] implementation of our
[36:36] strategic
[36:37] plan for 2025-2030 and
[36:38] in planning
[36:39] development
[36:40] infrastructure,
[36:41] including important ones
[36:42] discussions
[36:43] educational
[36:44] priorities and
[36:45] future configuration
[36:46] our schools. These
[36:47] decisions will have
[36:49] long-term impact
[36:50] on our students,
[36:51] family, employees and
[36:52] community. We want,
[36:54] so that these decisions
[36:55] were taken into account
[36:56] interests of people,
[36:57] which we serve.
[36:59] If you haven't already
[37:00] filled out the survey,
[37:01] Please take some time
[37:02] a few minutes,
[37:03] to do this.
[37:05] Also, please,
[37:06] call your own
[37:07] friends, neighbors,
[37:08] colleagues and others
[37:08] community members
[37:09] Nashua accept
[37:10] participation. The wider
[37:11] the more participation, the better we are
[37:12] we will be able to understand
[37:13] priorities of our
[37:14] communities and
[37:15] use
[37:15] feedback received
[37:16] for further
[37:17] planning our
[37:18] work. Thank you all,
[37:19] who continues
[37:20] interact with
[37:21] our schools,
[37:22] share stories,
[37:23] support ours
[37:24] students and help
[37:25] we need to develop
[37:25] Nashua School District.
[37:26] Thank you.
[37:28] I'll start
[37:29] first, but in order
[37:30] clarify about
[37:31] survey, where are people,
[37:32] who don't receive
[37:33] regular
[37:33] emails
[37:34] from school, they can
[37:35] find?
[37:36] Yes, several places. He
[37:40] is on our website
[37:42] Nashua website. He was in
[37:44] our posts in
[37:45] social networks, and
[37:46] we will send it again
[37:48] him this Friday.
[37:49] Fine.
[37:50] We will try
[37:51] spread it. G
[37:53] -Mrs. Pren, I'll start with you.
[37:54] so that you can answer
[37:55] comments
[37:56] superintendent.
[37:58] I would also like
[37:59] call people
[38:00] take the survey. Us
[38:01] need to hear
[38:02] everyone's voices. And once again
[38:03] thanks for everything
[38:04] updates. I admit
[38:06] that I am one of 20,000
[38:07] people who
[38:08] looked. I really
[38:10] I liked to see
[38:11] positive stories in
[38:12] social networks.
[38:14] Sometimes it seems that
[38:15] social networks are
[38:17] desert, but to see
[38:18] good positive
[38:19] stories always
[38:20] inspires,
[38:21] especially me. I have
[38:23] I mean, I have
[38:24] my view on
[38:25] high school, because
[38:26] that my son is there
[38:27] studies, therefore
[38:28] It's nice to hear about that
[38:29] what's going on in our area. Me too
[38:31] I like that we can tell
[38:33] everyone about these
[38:34] positive stories,
[38:35] so thank you.
[38:37] mister.
[38:38] Johnson. Um, just
[38:40] I speak as a human being,
[38:41] who ran the account
[38:42] parental
[38:43] New Seasons School Committee
[38:45] on Facebook and was happy,
[38:46] when he was reaching 50
[38:47] views, this is
[38:48] amazing—20, 30, 35
[38:50] thousands of views,
[38:51] when people see that
[38:52] what do schools do?
[38:53] they are trying to achieve with whom
[38:55] they interact,
[38:56] and when other schools
[38:57] they say, "Hey, this is
[38:59] "not a bad idea." Maybe we can
[39:01] try this in
[39:01] our school. "So,
[39:03] This is great. Thank you.
[39:04] mister.
[39:05] Johnson. Miss Lewis.
[39:07] Thank you very much for
[39:08] updates, without
[39:09] comments. Mister
[39:10] Salvi. Thanks for
[39:12] update. I don't know,
[39:13] How do you manage?
[39:14] so much of everything
[39:15] be on time. He has
[39:16] Great team.
[39:18] Good team.
[39:19] Yeah. Miss Lanfear.
[39:21] Yes, it seems like everyone does
[39:22] Great start. And I mean, school
[39:24] works at full capacity
[39:25] power, and then,
[39:26] before we do this
[39:27] we realize we will have
[39:28] big break on
[39:29] Christmas. I can't
[39:30] wait.
[39:31] Miss Lopez.
[39:33] Thanks for
[39:34] updates, and that's it
[39:35] That's all for now.
[39:36] Fine. Miss Raymond.
[39:38] Yes,
[39:39] Thank you. I
[39:39] really
[39:40] I call on people
[39:41] take the survey. He
[39:42] concerns
[39:43] master plan
[39:44] development
[39:45] infrastructure, and,
[39:46] you know, I think I receive electronic
[39:48] letters from people,
[39:49] who want to know,
[39:50] in which direction
[39:52] will develop
[39:53] district,
[39:54] because we have,
[39:55] you know,
[39:56] is declining
[39:56] population, as well as
[39:58] Our buildings are getting old.
[39:59] What should we do? Was
[40:00] It would be great to receive
[40:01] community opinion on
[40:03] this issue. So, I hope people come
[40:05] to the site and fill out
[40:07] questionnaire. Yeah.
[40:08] Yes, we should too.
[40:09] do it. Not
[40:10] forget that we are all
[40:11] we do this.
[40:12] Yes.
[40:14] This is important. This
[40:16] anonymously. Me too
[40:19] I would like to
[40:20] emphasize the importance
[40:21] social networks, for
[40:22] which we
[40:22] really
[40:23] fought to get it
[40:24] became available, and it
[40:25] exactly what we want
[40:26] imagined it simply
[40:27] share everything
[40:28] really
[40:29] good things,
[40:30] which are happening.
[40:31] Create this
[40:32] community and then
[40:33] use
[40:34] platform on which
[40:35] people are essentially just
[40:36] exist today
[40:37] , and have the opportunity
[40:38] see the positive
[40:39] side
[40:40] what is happening is
[40:41] Great. Developing
[40:43] Mrs. Prin's thought, I think we have
[40:45] your children in this
[40:46] area or your own
[40:47] personal experience
[40:48] interaction with it.
[40:49] And when we look at
[40:50] posts on social media
[40:51] networks, we understand,
[40:53] what is our experience
[40:53] really
[40:54] focused on
[40:55] one aspect. And we can really
[40:58] find out about that
[40:59] happens at school,
[41:00] based on experience
[41:01] our families. And if you
[41:03] , guys, tell me
[41:04] about all other things
[41:05] , which...This
[41:06] really
[41:06] helps to understand that
[41:07] we do not exist
[41:08] isolated, only
[41:09] within our family
[41:10] and that they
[41:11] are worried. That's why I
[41:12] I'm very glad to hear that,
[41:14] what is this gaining
[41:14] turns and does what we wanted.
[41:17] Just creates
[41:17] community. And yes, "
[41:20] "Battle for the Bridge". I was
[41:21] there at the football
[41:22] match on Friday. To me
[41:25] I had to take a bag
[41:26] and move away because I thought that in some
[41:29] then I will be
[41:30] behave differently
[41:31] adult. Don't know,
[41:33] did the judge accept
[41:34] wrong decision
[41:35] . I think the whole crowd
[41:36] was ready
[41:37] run away. That's why,
[41:39] Before I leave, I
[41:40] left. Honestly. I
[41:43] talked to yours
[41:44] daughter another time
[41:45] and said, "Darling, I
[41:47] so angry." «
[41:47] So, we can ask
[41:48] question about this
[41:49] about? I don't want
[41:50] violate someone's
[41:51] medical
[41:52] confidentiality,
[41:53] but I know it was there
[41:55] student, and was
[41:55] ambulance. Eat
[41:57] do we have any
[41:58] news?
[41:58] Yes, everything is fine with the student
[41:59] in order.
[42:00] Oh, thank God. Oh, that's it.
[42:01] relief.
[42:02] I was in
[42:03] confusion. This
[42:04] what to do
[42:04] simultaneously
[42:05] a person and a member
[42:06] advice. When
[42:07] all this happened
[42:08] incident, I thought:
[42:10] "Lawn? How is he?
[42:11] what is it called? Lawn?
[42:14] What is this? Turf. I
[42:15] thought: "Dern, no
[42:16] "drive on it."
[42:20] There is one more point.
[42:21] But this is how it happens,
[42:23] when you have
[42:23] several roles.
[42:24] Right.
[42:25] A lot of things arise
[42:26] problems when something
[42:27] is happening. But in any case, yes,
[42:29] Thank you for yours
[42:30] news. It was
[42:31] very useful
[42:31] hear. And let's go
[42:32] let's continue the discussion
[42:34] the rest of the
[42:35] our agenda.
[42:37] Miss Prue, what are
[42:38] your news about
[42:39] student?
[42:40] Um, as you mentioned,
[42:41] "Battle for the Bridge"
[42:42] it started, but,
[42:42] as far as I remember,
[42:43] not quite yet
[42:44] ended. Um, more
[42:45] have to play
[42:47] golf and one other sport
[42:48] sports. One tomorrow, and
[42:49] the other one seems to be 6
[42:51] October. Um, right now,
[42:52] I think it's "South"
[42:54] is in the lead. I can
[42:55] make mistakes, but 6-3.
[42:57] Oh. On
[42:59] In fact, I thought
[43:00] that seven. Um, but we hope to recruit more
[43:06] a couple of glasses. And we are with
[43:07] we are looking forward to it
[43:08] all the rest
[43:08] seasons.
[43:09] Yes.
[43:09] Um, but that's probably it.
[43:11] All.
[43:12] Great. Thank you. ABOUT
[43:15] God. As a parent
[43:17] North student, I just...I know that we
[43:19] we're trying today
[43:20] to speak briefly, but
[43:21] at the "Battle for the Bridge"
[43:23] because, you know, I come from the Panthers myself.
[43:25] ", but my children are studying
[43:26] in "North". So, in
[43:28] at some point,
[43:29] you know, guys on
[43:30] the stadium said: "
[43:31] Let's give a round of applause
[43:32] , you know, cheerleaders
[43:33] "Nashua South". Or
[43:35] no, to the cheerleaders
[43:36] South". And I thought: "
[43:37] Hooray!" And that's all
[43:39] people around me
[43:40] they said: "We are here
[43:41] We honor everyone who
[43:42] "Tries." All in all,
[43:47] Enough about me. What do you think about me?
[43:52] I'll pass it on now
[43:53] a word from Mrs. Lamphere
[43:55] Finance Committee
[43:56] and operations.
[43:59] OK, thank you. We
[44:01] met in
[44:02] Last Monday.
[44:04] And I'm very glad that
[44:05] my first
[44:06] offer-
[44:07] approve the contract with
[44:08] by M.E. O'Brien and
[44:10] Sons Inc. from Medway, WA
[44:11] Massachusetts, on
[44:12] supply
[44:13] equipment and
[44:14] rubber coating
[44:16] for the playground
[44:17] Less Elementary School
[44:19] street for 247,147.20
[44:20] dollars. And I'm sure,
[44:23] that everyone here knows,
[44:24] but those who watch,
[44:25] may not know that
[44:26] this money arrived
[44:28] from the gambling business,
[44:29] from the casino. And they went
[44:32] not to us, but to the city.
[44:36] Thus, the city
[44:37] allocated to the school Less-
[44:38] street these funds on
[44:40] their playground.
[44:41] That's why we are all very
[44:43] grateful to the Council
[44:44] elders and the mayor for
[44:45] This. Um, so here it is,
[44:48] financing
[44:50] comes from the account
[44:54] 91.1001.994600-081100-0000. Em,
[44:57] This is the mayor's office's account.
[44:58] I support.
[44:59] Supported.
[44:59] Fine.
[45:00] Too many people
[45:01] simultaneously. Think,
[45:02] We both at the same time.
[45:03] Fine.
[45:04] So, Ms. Flaherty, you
[45:05] made a proposal.
[45:06] We discuss everything
[45:07] microphones turned on
[45:08] . Ms. Flaherty, you
[45:09] made a proposal, and
[45:10] Mrs. Lopez his
[45:10] supported. Eat
[45:11] comments or
[45:12] questions?
[45:14] I just wanted
[45:15] add that about the amount
[45:17] I don't have $247,147
[45:21] I can speak. IN any case, big
[45:24] part of this
[45:24] financing,
[45:25] which is here
[45:26] mentioned in this
[45:27] proposal,
[45:28] comes from the city,
[45:29] allocated to the school
[45:30] Less Street. But
[45:31] parents' committee
[45:33] Less Street School
[45:34] also collected 25,000
[45:35] dollars, what
[45:36] really should
[45:37] be taken into account. And these
[45:41] there will be money
[45:42] used for
[45:43] construction
[45:44] pedestrian path
[45:45] around the nursery
[45:46] platforms, lighting and
[45:47] completion
[45:48] fences around
[45:49] her.
[45:52] Great. Thank you for that
[45:54] shared this. Eat
[45:55] some others
[45:56] comments or
[45:57] questions? Miss Raymond
[45:58] .
[45:58] Thank you. I just
[45:59] I wanted to thank you for what you
[46:02] included all the sketches in
[46:03] package for those of us
[46:04] who couldn't
[46:05] be present at
[46:06] financial
[46:06] faculty. It was
[46:08] very useful. And one more thing
[46:09] one small
[46:10] comment. There
[46:11] it is said that the new
[46:12] playground
[46:13] will be built on
[46:14] old football
[46:15] field behind the school. And I had no idea that
[46:18] there was a football match
[46:19] field. So here's mine
[46:22] there was a question, and I think,
[46:24] Miss Lamphere replied,
[46:25] what does it concern
[46:26] fences, because
[46:27] what I didn't see there
[46:28] no fencing.
[46:29] There will be a fence,
[46:30] so that people couldn't
[46:32] go to the children's room
[46:33] site from the side
[46:34] entrance to the Mains Park
[46:35] Falls, right?
[46:36] Yes. So, on the page
[46:38] 16 there is a top view on
[46:40] what was before
[46:41] football field. You can see that
[46:45] there are several around
[46:46] trees. Will
[46:48] a fence is installed, and
[46:49] power take-off shaft
[46:50] will support
[46:51] additional fence
[46:52] . As Mr. explained
[46:56] Smith in the past
[46:56] Monday from the point of view of the plant's operation,
[46:59] you don't necessarily
[47:00] you will see a full fence
[47:01] around the entire perimeter,
[47:02] but you will be able to see
[47:03] the fence that
[47:04] will not allow anyone
[47:05] penetrate into the forest and
[47:06] potentially
[47:07] prevent
[47:08] penetration
[47:09] animals that
[47:10] can move
[47:11] along this grassy
[47:12] territory.
[47:14] Right. And one more
[47:15] quick question. On
[47:17] the sketch seems to be
[47:18] there's something there
[47:19] rubberized
[47:19] coating. Is this true or not?
[47:21] it will be something
[47:22] like wood chips?
[47:24] Yes. That's right. This
[47:26] rubberized
[47:27] coating. Mr. Smith
[47:29] and his team
[47:30] explained that for
[47:31] laying this
[47:32] coatings are necessary
[47:33] certain
[47:34] temperature. At first
[47:37] they will install everything
[47:38] equipment, and then
[47:39] will return to
[47:40] put to bed
[47:41] rubberized
[47:42] coating. So, I hope so
[47:46] it will be done,
[47:47] probably in the spring
[47:49] next year, in 2027
[47:51] year. Just in time like this
[47:53] it will be approved and that's it
[47:54] ordered, and, to
[47:55] unfortunately, in some
[47:56] earth moment
[47:57] will freeze before
[47:58] later, it won't be
[47:59] ready until next
[48:00] spring or summer.
[48:05] And I'll just add to
[48:07] this on page 18.
[48:08] So, on our
[48:09] meeting at the last
[48:10] I asked a question this week
[48:12] about the fence, and they
[48:13] reported that
[48:14] actually collected
[48:16] $25,000, you will see in this
[48:18] yellowish circle,
[48:19] it says there that it is
[48:20] concerns the tracks,
[48:22] fences and
[48:22] lighting. This is what
[48:25] than we talked about.
[48:26] OK, thank you. On my screen it is like this
[48:29] finely.
[48:29] Yes. But that's what I
[48:31] raised. But yes, yes.
[48:33] I just wanted to
[48:34] share this.
[48:34] Thank you. Fine.
[48:36] Great. I am very glad
[48:37] vote on this issue, sir
[48:39] Johnson.
[48:40] I just wanted to
[48:41] ask,
[48:41] is it used for
[48:42] coatings
[48:43] recycled
[48:44] material?
[48:46] Good question. I don't
[48:48] 100% sure. I see,
[48:50] as employees
[48:51] enterprises are pumping
[48:52] head in sign
[48:53] denial. That's why I will choose the option "
[48:55] lifebuoy", to
[48:56] Unfortunately, no.
[48:59] Okay, guys. All,
[49:03] who is for the statement?
[49:04] financing in the amount of 247,147.20
[49:07] US dollars for
[49:08] provision
[49:09] primary school on
[49:11] Lowe Street gaming
[49:12] equipment and
[49:13] rubber coating,
[49:15] say "I". Is there any?
[49:18] Who-
[49:19] anyone against?
[49:20] The offer is accepted.
[49:22] Congratulations, guys.
[49:23] Thank you for your
[49:24] hard work. AND
[49:28] the same to you, madam
[49:29] Lamphir. Fine,
[49:30] following
[49:31] offer-
[49:32] approve the contract with
[49:34] by Beacon Communication
[49:37] Services for wages
[49:39] one speech therapist and 1.8
[49:41] speech therapist assistant
[49:42] for the 2026-2027 academic year,
[49:44] the cost of which
[49:46] will not exceed 368,943.75
[49:48] US dollars. These
[49:50] funds will be
[49:50] attributed to
[49:51] operating
[49:52] budget within
[49:53] contract services.
[49:54] You bring this in
[49:55] offer. To me
[49:56] I need a second.
[49:57] Wait a second.
[49:57] Thank you, Ms. Lewis.
[49:59] Are there any?
[50:00] comments or
[50:00] questions? Mrs. Raymond.
[50:03] Thank you. I mean
[50:06] , I'll mention it again,
[50:07] that it is almost 400,000
[50:08] dollars almost
[50:10] three people that
[50:11] significantly more,
[50:12] what do we pay for
[50:13] our contracts with
[50:14] teachers, including
[50:16] benefits. That's why me
[50:19] worries
[50:19] direction, in
[50:20] which we again
[50:21] we are moving this year
[50:22] with contract
[50:23] services. We must
[50:24] do this, and I understand that we
[50:26] must do this. But
[50:30] when we are considering this
[50:32] new bill,
[50:33] are they
[50:34] part of the central
[50:35] office? That is,
[50:37] do they relate to
[50:38] services of teachers, not
[50:39] related to
[50:39] teaching in
[50:40] classes that
[50:41] may be affected?
[50:43] Does anyone know?
[50:44] answers to these questions
[50:45] ?
[50:45] I think we still have
[50:46] some is needed
[50:46] information on everything
[50:47] to this.
[50:48] So,
[50:48] can i intervene?
[50:50] Yes, sure. So,
[50:51] let me, I think a little
[50:52] touch yours
[50:53] bill HB 1300.
[50:54] So, in the near future
[50:55] we will have time
[50:56] meeting of the Council
[50:57] education. I think,
[50:59] the doctor and I
[50:59] Andrades discussed
[51:01] it's on the first
[51:01] meeting in October.
[51:03] There will be an opportunity
[51:04] for the public
[51:05] discussions, as well as
[51:06] will be provided
[51:07] legal
[51:08] recommendations,
[51:08] that will help us
[51:10] understand how it is
[51:10] will affect the budget in
[51:12] future. Doctor
[51:13] Andrades and I will be
[51:14] tomorrow on
[51:14] conferences where
[51:15] will also be
[51:16] presented
[51:17] additional
[51:18] recommendations from
[51:18] state. In response to your
[51:21] question or just
[51:22] commenting
[51:22] what you said that
[51:23] concerns the cost,
[51:24] we discussed this on
[51:26] meeting
[51:26] financial and
[51:27] operating
[51:28] departments, right? So
[51:29] that, without a doubt, I am with
[51:31] I agree with you. So
[51:32] sides
[51:33] the administration was
[51:34] many objections
[51:35] against this
[51:36] supplier, in
[51:37] particulars. I
[51:39] said frankly,
[51:40] what if tomorrow
[51:41] a speech therapist will come or
[51:43] several assistants
[51:44] speech therapist, unfortunately
[51:45] , it will probably be
[51:46] one of the first
[51:47] contracts that
[51:49] we will terminate. On
[51:51] at this stage it is
[51:52] It's a delicate balance, isn't it?
[51:54] As we have already said,
[51:55] on any vacant
[51:57] the position becomes
[51:58] very difficult to find
[51:59] auxiliary
[52:00] staff, whether
[52:01] teachers for children with
[52:02] special
[52:02] needs or
[52:03] speech therapists. Um, in this year we are very
[52:08] be careful. We put it off
[52:11] necessary requests,
[52:12] requesting data
[52:13] for justification
[52:14] potential hire
[52:15] additional
[52:16] full-time employees,
[52:17] related to
[52:18] speech therapy. Again,
[52:21] we would like to hire
[52:23] these specialists
[52:24] independently, but, to
[52:25] Unfortunately, now
[52:26] there is no such thing among us
[52:27] staff, therefore
[52:28] we have to
[52:29] work on
[52:30] contract.
[52:32] Moreover, I
[52:33] asked a question about
[52:34] raising the rate by 2
[52:36] dollar compared
[52:37] with the previous year.
[52:40] That's why we
[52:40] really necessary
[52:41] find a full-time employee or
[52:43] contact the college,
[52:44] who can
[52:45] train such
[52:46] specialists to
[52:47] there were more of us
[52:48] .
[52:48] I think this is the highest
[52:49] education.
[52:51] Yes.
[52:52] Fine. There is more
[52:55] any
[52:56] comments or
[52:57] questions? No. Fine,
[52:59] everyone who is for
[53:00] statement
[53:01] contract with Beacon
[53:02] Communication Services on
[53:04] provision
[53:05] one speech therapist and 1.8
[53:07] speech therapist assistant
[53:09] for the 2026-2027 academic year
[53:11] for the amount not
[53:12] exceeding 368,943.75
[53:14] US dollars.
[53:15] Financing will be
[53:16] enrolled in
[53:16] operating budget
[53:17] within the framework of contracts
[53:18] services. Tell,
[53:19] Please. Is there any?
[53:21] Anyone against?
[53:22] I think deep down
[53:23] we are all against it, but we all support
[53:24] providing our
[53:25] children of what they
[53:26] it is necessary, therefore
[53:26] offer
[53:27] accepted.
[53:28] Go ahead, madam.
[53:29] Lamphere.
[53:29] Following
[53:30] offer-
[53:31] approve the contract with
[53:32] Reach the Top Tutoring on
[53:33] hourly services
[53:34] tutoring for
[53:36] 2026-2027 academic year
[53:37] an amount not exceeding
[53:38] 85,000 US dollars.
[53:40] Financing will be
[53:41] enrolled in
[53:41] operating budget
[53:42] within the budget, not
[53:43] related to
[53:44] school district.
[53:45] I support.
[53:46] Thank you, Ms. Lewis.
[53:47] Comments or
[53:48] questions?
[53:49] I just wanted
[53:49] let everyone know that
[53:50] this concerns
[53:51] students who have
[53:52] there are individual ones
[53:53] educational plans (IPO),
[53:55] but which for some reason
[53:56] or for some reason
[53:57] not at the present time
[53:58] attend school. Em,
[53:59] usually it's a transition,
[54:00] sometimes in others
[54:01] areas, sometimes between
[54:02] places of study for
[54:03] outside the district, and
[54:04] this does not concern
[54:05] ordinary students, and
[54:06] we are lucky that we have
[54:08] there is this service,
[54:09] which takes upon itself
[54:10] school responsibilities
[54:11] in relation to these
[54:12] children.
[54:13] Yes. Eat
[54:14] some others
[54:15] comments or
[54:16] questions? I don't see
[54:18] none, everyone who is for
[54:19] statement
[54:20] contract with Reach the Top
[54:21] Tutoring on an hourly basis
[54:23] tutoring services
[54:24] for the 2026-2027 academic year
[54:25] worth no more than 85
[54:27] 000 dollars, with
[54:28] financing from
[54:29] operating
[54:30] budget within the framework
[54:31] budget for education
[54:32] outside the area,
[54:34] let's say, ".I". Is there any?
[54:35] Who-
[54:36] anyone against?
[54:37] The offer is accepted.
[54:38] Mrs. Lamphere.
[54:39] Um, next
[54:40] offer-
[54:41] approve the contract with
[54:43] Boothbay Therapy Services at
[54:44] services
[54:45] alternative,
[54:46] additional
[54:47] communications and
[54:49] auxiliary
[54:50] technologies for 2026-2027
[54:51] academic year
[54:52] worth no more than 44
[54:54] 640 dollars.
[54:55] Financing will be
[54:56] isolated from
[54:56] operating
[54:57] budget within the framework
[54:58] contract services.
[54:59] I can do it
[54:59] confirm.
[55:00] Thank you, mister.
[55:01] Salvi. Are there any-
[55:02] either comments or
[55:03] questions? Miss Raymond
[55:05] . U
[55:05] I have a question about this. One of
[55:08] these, as I understand it,
[55:09] it's, well, you know,
[55:10] devices on
[55:11] which you click
[55:12] button and they say
[55:14] or something like that
[55:15] . They are both like this or
[55:17] other something else?
[55:18] Is there anything else?
[55:21] I think they are similar, but there is something
[55:23] another, Mr. Bear. I wouldn't want you to
[55:26] sat there the whole time
[55:27] night. Why don't you
[55:28] join us,
[55:30] and you can get
[55:31] additional
[55:31] explanations.
[55:35] Thank you. I just
[55:36] it seems so
[55:37] It's great because
[55:39] they didn't have this,
[55:40] when we were kids,
[55:41] and the idea that people,
[55:42] children find their
[55:43] the voice they have
[55:45] it wasn't like that before,
[55:46] I think,
[55:46] wonderful
[55:47] development, Vol. But I don't
[55:50] I know what this is
[55:51] other.
[55:51] Thank you. Yes, I would.
[55:53] I wanted to thank
[55:54] you for the invitation. I
[55:56] Volume. Auxiliary
[55:59] technology is
[56:00] wider
[56:01] category. So,
[56:02] AAC devices are
[56:03] form
[56:03] auxiliary
[56:04] technologies.
[56:05] Auxiliary
[56:06] technologies, and this
[56:07] the contract includes
[56:08] not only yourself
[56:09] provision of services
[56:10] , but also an assessment
[56:11] needs
[56:12] students in these
[56:13] areas.
[56:14] Auxiliary
[56:15] technology is so
[56:16] wide as they can
[56:17] include also
[56:18] low-tech
[56:19] or others
[56:20] devices, but AAC, as
[56:21] I think you're right
[56:22] characterized, -
[56:23] this is usually
[56:24] portable
[56:25] devices that
[56:26] the child uses
[56:27] to help with communication
[56:28] one way or another
[56:30] . They look like-
[56:31] different, and their
[56:31] configuration can
[56:32] be very different
[56:33] for every child.
[56:35] Can I ask one more thing?
[56:36] one question?
[56:37] Yes, go ahead.
[56:38] If we have
[56:39] students who
[56:42] successfully used
[56:44] a similar device,
[56:45] does this remain
[56:46] device at school
[56:47] or they can
[56:48] use it and
[56:49] Houses? This
[56:52] good question. This
[56:54] will depend on
[56:55] a specific child.
[56:56] Yeah. Fine. This
[56:58] covered
[56:58] Medicaid program or
[57:00] Katie's program
[57:00] Beckett?
[57:01] Katie Beckett, yes.
[57:02] Fine. Thank you.
[57:04] Yes, until now.
[57:05] there may be others
[57:06] factors such as
[57:07] external
[57:08] insurance or Medicaid.
[57:09] Fine. Thank you.
[57:12] Just from
[57:12] personal experience,
[57:14] my son brought his
[57:15] placement in school and
[57:16] back and it was
[57:17] at home, and
[57:18] It was at school. His
[57:19] home device.
[57:20] I think it might be
[57:22] many children have this
[57:23] which ones to them
[57:24] they use it because
[57:25] what, you know, two
[57:26] devices,
[57:26] tuned by two
[57:28] by different people,
[57:28] mean that they are not
[57:30] will be the same.
[57:31] Thank you.
[57:32] Yes, thanks for that.
[57:33] Welcome.
[57:36] Are there any others?
[57:37] comments or
[57:38] questions? I don't see
[57:39] none, everyone who is for
[57:40] statement
[57:41] contract with Boothbay Therapy
[57:42] Services for provision
[57:43] services for
[57:44] alternative,
[57:44] additional and
[57:45] auxiliary
[57:46] communications and
[57:47] auxiliary
[57:48] technologies for 2026-2027
[57:50] academic year
[57:50] worth no more than 44
[57:52] 640 US dollars, from
[57:53] financing,
[57:54] which will be
[57:54] attributed to
[57:55] operating
[57:56] budget within
[57:57] contract services,
[57:58] Tell:
[57:59] Me. Is there?
[57:59] Anyone against?
[58:00] The offer is accepted.
[58:02] Sorry, I missed it
[58:03] , who was second.
[58:04] Oh, that's it.
[58:04] there was Mrs. Lamphere, and
[58:06] then Mr. Salvi.
[58:07] Yes.
[58:07] Salvi, thank you.
[58:09] Mrs. Lamphere?
[58:10] Oh, next question?
[58:11] Proposal about
[58:12] approval of the report
[58:14] MM280 for fiscal 2026
[58:16] year of expenses over
[58:17] 10,000 dollars.
[58:19] Yeah.
[58:19] Second question.
[58:20] Thank you, Ms. Lewis.
[58:22] Any comments or
[58:23] questions about this
[58:23] about?
[58:24] Sorry about that
[58:25] I'm interrupting. I just
[58:26] I wanted to say that
[58:27] This is pretty cool.
[58:29] These are all expenses above
[58:31] $10,000 for the whole thing
[58:33] Fiscal year 2026.
[58:35] So it's a ton.
[58:36] information. You can
[58:38] see how much
[58:39] spent school money
[58:39] district and when it is
[58:40] it became known. So
[58:41] that yes, it is
[58:42] really cool.
[58:43] Thanks for sending it
[58:44] This is for us, Mr. Gray.
[58:45] Yes.
[58:46] Welcome.
[58:47] Eat
[58:47] any
[58:47] comments or
[58:48] questions about this
[58:49] about?
[58:49] No. Not
[58:50] I see none, everyone who
[58:52] for approval
[58:53] MM280 report for 2026
[58:54] financial year o
[58:56] expenses over 10,000
[58:57] dollars, say: Me.
[58:59] I am.
[59:00] Anyone against?
[59:01] The offer is accepted.
[59:03] Mrs. Lamphere?
[59:04] Proposal about
[59:05] approval of the report on
[59:06] transfers of funds for
[59:07] August 2017
[59:08] financial year.
[59:09] I can support him
[59:10] .
[59:10] Thank you, Mr. Salvi.
[59:11] Comments or
[59:12] questions?
[59:13] There is no question about this
[59:14] there was nothing
[59:15] essential,
[59:16] only small ones
[59:16] expenses.
[59:17] This is because we have
[59:18] ran out of money. U
[59:19] there weren't any new ones yet
[59:20] funds.
[59:21] Yes.
[59:22] Okay, others
[59:23] comments or
[59:24] no questions. All who
[59:25] for approval
[59:26] transfer report
[59:27] funds for August 2017
[59:28] financial year,
[59:29] say yes. Is there any?
[59:30] Who-
[59:31] anyone against?
[59:32] The offer is accepted.
[59:33] Now I pass the floor over
[59:35] Mrs. Raymond for
[59:36] policy committee.
[59:37] Hello.
[59:39] Thank you. So here we are
[59:42] also met on
[59:43] last week, and
[59:45] We have a new one
[59:46] a policy that...oh
[59:47] , I'm too far
[59:48] I scrolled through it because
[59:49] what does she occupy
[59:50] a million pages and I don't see it anymore
[59:53] names. This is ours
[59:57] policy
[59:58] security
[59:59] students and
[59:59] prevention
[1:00:00] violence, as well as
[1:00:01] combat bullying.
[1:00:03] Normally we would
[1:00:04] introduced her to you,
[1:00:05] like everyone else,
[1:00:06] for the first reading. We
[1:00:08] would have mentioned this,
[1:00:09] would have received the opposite
[1:00:10] connection and opportunity
[1:00:11] return to politics.
[1:00:15] But the state asked us
[1:00:16] refuse
[1:00:17] first reading and
[1:00:18] approve it on
[1:00:19] first meeting,
[1:00:20] because the reason,
[1:00:23] by which we carry out
[1:00:24] policy on
[1:00:25] discussion,
[1:00:26] is that
[1:00:26] what was she
[1:00:27] completely rewritten
[1:00:28] . It was contributed
[1:00:30] a few changes
[1:00:32] in state law, RSA 193 F4,
[1:00:33] which concerns
[1:00:35] cyberbullying, and RSA 193
[1:00:36] F3, which concerns
[1:00:38] only bullying, and
[1:00:39] this law is already
[1:00:40] entered into force on
[1:00:42] academic year. That's why
[1:00:44] the state asks for everything
[1:00:48] districts to update their
[1:00:50] politics as much as possible
[1:00:51] quicker. So, I will contribute
[1:00:52] two sentences.
[1:00:53] The first thing is to refuse
[1:00:54] from the second reading. ABOUT,
[1:00:55] No. I think we just
[1:00:57] let's do it one
[1:00:57] proposal. Fine,
[1:00:59] doesn't matter. Let's get straight to the point
[1:01:01] .
[1:01:01] I will make a proposal
[1:01:02] refuse
[1:01:03] second reading and
[1:01:04] approve the policy
[1:01:05] JICK—safety
[1:01:06] students and
[1:01:07] prevention
[1:01:08] violence. And if someone-
[1:01:09] will anyone support this?
[1:01:10] we can have a nice time
[1:01:11] to chat.
[1:01:12] Thank you, mister.
[1:01:13] Salvi. Johnson,
[1:01:14] Seems.
[1:01:14] Johnson, Johnson.
[1:01:16] Oh, Mr. Johnson.
[1:01:17] Sorry. Fine.
[1:01:18] So, it's 17 pages.
[1:01:24] But the first six
[1:01:27] half is
[1:01:27] just crossing out
[1:01:29] our old
[1:01:29] politicians, and the new one
[1:01:30] politics begins
[1:01:31] on page seven.
[1:01:33] So that's only 10
[1:01:34] pages. And I just
[1:01:36] I would like to draw your attention to the couple
[1:01:38] moments. On the seventh
[1:01:42] policy page, on
[1:01:43] page 51 in the package
[1:01:44] documents, there
[1:01:45] really
[1:01:46] a little more
[1:01:47] it is said about
[1:01:48] cyberbullying than
[1:01:49] earlier. And I think it is
[1:01:53] It's really important.
[1:01:56] And the district has it too
[1:01:57] powers in
[1:01:57] relation
[1:01:58] cyberbullying,
[1:01:59] which is happening
[1:02:00] between students,
[1:02:01] no matter,
[1:02:02] where physically
[1:02:03] is happening
[1:02:04] cyberbullying. Mmm. That
[1:02:07] there is, especially if
[1:02:08] they use for
[1:02:09] this computers
[1:02:10] districts. But usually it is
[1:02:13] happens in
[1:02:14] social networks,
[1:02:15] Snapchat or others
[1:02:16] messengers. Even
[1:02:18] if this happens
[1:02:20] at home on weekends if
[1:02:21] this happens between
[1:02:22] students, that's all
[1:02:23] equally falls under
[1:02:24] action of this
[1:02:25] policies and is subject to
[1:02:26] disciplinary measures
[1:02:28] at school. This is important. A
[1:02:33] on page 52, that is
[1:02:34] on page eight
[1:02:36] politicians, we have updated
[1:02:40] some
[1:02:41] definitions. So, RSA
[1:02:42] 193 F3 changed
[1:02:43] definition of bullying in accordance with
[1:02:46] legislation
[1:02:47] state. Earlier
[1:02:49] it was said that
[1:02:50] bullying is happening,
[1:02:51] when it exists
[1:02:52] power imbalance
[1:02:53] between two
[1:02:54] students. State
[1:02:56] removed this term, "
[1:02:57] imbalance of power" and
[1:02:59] reworked
[1:02:59] definition. Now
[1:03:02] it means
[1:03:03] unit
[1:03:04] significant
[1:03:05] incident or series
[1:03:06] incidents,
[1:03:07] including
[1:03:07] written, oral
[1:03:08] or electronic
[1:03:09] communication, or
[1:03:10] physical act or
[1:03:12] gesture that
[1:03:12] cause harm
[1:03:13] the student is called
[1:03:14] stress interferes with studies,
[1:03:16] create hostility
[1:03:17] environment, violate
[1:03:18] orderly work
[1:03:19] schools or occur
[1:03:21] on school grounds
[1:03:22] or at an event,
[1:03:23] organized
[1:03:24] school. This
[1:03:27] essential
[1:03:27] change.
[1:03:31] Um, we're quite a lot
[1:03:32] spoke on
[1:03:33] meeting on
[1:03:33] policy issues about
[1:03:35] how this will affect
[1:03:36] on students with
[1:03:37] different stages
[1:03:38] development and different
[1:03:39] needs. Em,
[1:03:41] Miss Lanford, remember
[1:03:43] , what page are we on
[1:03:44] added...
[1:03:45] Em,
[1:03:46] some text?
[1:03:48] He's closer to the end. Em,
[1:03:49] he's closer to the end, I know. He's closer to the end
[1:03:52] . Um, we added...to
[1:03:58] national
[1:03:59] option from what
[1:04:00] it was recommended
[1:04:02] state...um, so that
[1:04:07] the district was convinced that
[1:04:08] we take into account...
[1:04:09] students' interests...
[1:04:10] I forgot how we did it
[1:04:11] formulated.
[1:04:13] It's on page 14.
[1:04:14] Thank you.
[1:04:15] Welcome. This
[1:04:16] down.
[1:04:17] Yes.
[1:04:17] 15. I went too far.
[1:04:20] 14.
[1:04:20] Fine. So, in
[1:04:21] section "
[1:04:22] Disciplinary
[1:04:23] consequences"
[1:04:28] it is said that
[1:04:29] the consequences must
[1:04:30] correspond
[1:04:31] JIC policy, but they
[1:04:32] should vary
[1:04:33] depending on
[1:04:34] specific
[1:04:35] circumstances such as a character
[1:04:37] behavior, age
[1:04:38] student, manifestation
[1:04:39] disability (if
[1:04:41] applicable),
[1:04:41] previous
[1:04:42] disciplinary
[1:04:43] history or
[1:04:44] student performance
[1:04:45] . And then to the disciples
[1:04:48] will be provided
[1:04:49] due legal
[1:04:50] procedure. That's why we
[1:04:51] considered that it was
[1:04:52] it's really important,
[1:04:53] to give our
[1:04:54] to administrators
[1:04:55] opportunity
[1:04:56] take everything into account
[1:04:56] factors before
[1:04:58] make a decision. AND
[1:04:59] I don't think so
[1:05:00] is against the law
[1:05:01] state. I think it is
[1:05:02] only improves
[1:05:03] situation. Phew, that was
[1:05:04] many. That's why we
[1:05:06] we're doing this on
[1:05:07] at the policy level. So
[1:05:12] , this is a question for
[1:05:13] administration. Eat
[1:05:17] are there ways to simplify
[1:05:18] you control this
[1:05:19] process? Is it necessary?
[1:05:23] fill out documents?
[1:05:25] Everyone loves to fill out
[1:05:26] documents. Are you
[1:05:27] don't want to do this
[1:05:28] more often in the district
[1:05:29] management?
[1:05:30] Always.
[1:05:30] But is there a way?
[1:05:31] significantly
[1:05:32] simplify this
[1:05:33] process?
[1:05:34] One of the tasks
[1:05:35] which I am now
[1:05:36] I work with Tara and
[1:05:37] Cam, -development
[1:05:38] fillable PDF file
[1:05:39] , which will be
[1:05:40] accessible to everyone
[1:05:41] to the administrator on
[1:05:42] desktop
[1:05:43] computer.
[1:05:45] Administrators
[1:05:46] will be able to fill it,
[1:05:47] and as soon as
[1:05:48] there will be an investigation
[1:05:49] completed, the file will be
[1:05:50] sent to Tara,
[1:05:51] which will save it
[1:05:52] electronic copy.
[1:05:53] I think this one
[1:05:54] fillable PDF file
[1:05:55] will greatly simplify
[1:05:57] work
[1:05:57] administrators.
[1:05:58] Fine. And one more
[1:06:00] the moment that I
[1:06:01] forgot to mention (he
[1:06:02] takes up 17 pages),
[1:06:04] - on page 15 at the bottom,
[1:06:07] no later than December 15
[1:06:09] 2026, that is, very
[1:06:11] soon. In law,
[1:06:14] superintendent
[1:06:15] is obliged to prepare
[1:06:16] report or link to
[1:06:18] report on how
[1:06:19] district politics
[1:06:21] integrated into
[1:06:22] curriculum
[1:06:23] schools,
[1:06:24] disciplinary
[1:06:25] rules, programs
[1:06:26] behavior correction
[1:06:27] and other measures to
[1:06:28] prevention
[1:06:29] violence. This report
[1:06:30] or a link should
[1:06:31] be directed
[1:06:31] to the Commissioner for
[1:06:32] education,
[1:06:33] to the chairman
[1:06:33] State
[1:06:34] advice on
[1:06:35] education,
[1:06:35] to the President of the Senate
[1:06:36] New Hampshire, Speaker
[1:06:37] Chambers
[1:06:38] representatives of New-
[1:06:38] Hampshire and members
[1:06:39] committees on
[1:06:40] formation of the Chamber
[1:06:41] representatives and
[1:06:42] Senate. And probably,
[1:06:43] also to us.
[1:06:45] Oh, the state doesn't mind.
[1:06:47] against us. We just
[1:06:50] barriers.
[1:06:51] So I know that we
[1:06:52] with Mr. O'Rourke
[1:06:54] have already started studying
[1:06:55] politics, right? AND
[1:06:56] our policy
[1:06:57] enough
[1:06:58] consistent. I don't
[1:06:59] I think it will be
[1:07:00] a lot of work on
[1:07:01] politics, but, but
[1:07:02] the part concerning
[1:07:03] curriculum,
[1:07:04] really
[1:07:05] interesting, and to me too
[1:07:06] very curious
[1:07:07] find out how the doctor
[1:07:08] Andre and your team
[1:07:09] will do it.
[1:07:11] So now we are
[1:07:12] created a Google document
[1:07:13] Docs for everyone
[1:07:14] school principals and
[1:07:15] school psychologists,
[1:07:16] so that they could
[1:07:17] fill it out
[1:07:17] information about that,
[1:07:19] where in their educational
[1:07:19] programs
[1:07:20] is being considered
[1:07:21] policy of combating
[1:07:22] bullying, whether in
[1:07:23] within the framework of the program
[1:07:24] school psychologist,
[1:07:25] in health classes
[1:07:27] or in every educational institution
[1:07:28] establishment. Then we
[1:07:29] let's create this
[1:07:30] document, we will finalize it when we collect it
[1:07:32] all the information,
[1:07:33] let's create a link and
[1:07:34] let's put it on the web
[1:07:35] website, after which
[1:07:36] Dr. Andre will be able to
[1:07:37] pass it on
[1:07:38] to the Commissioner for
[1:07:39] education and the Council
[1:07:40] by education.
[1:07:42] Completion of work
[1:07:44] over the document
[1:07:45] scheduled for the 27th
[1:07:47] January, but December 15,
[1:07:48] probably will be
[1:07:49] good term.
[1:07:51] Yeah, okay.
[1:07:53] Just a question.
[1:07:55] How many cases?
[1:07:56] cyberbullying we
[1:07:57] are we observing? We are not
[1:07:59] we know.
[1:07:59] I don't know.
[1:08:00] Fine.
[1:08:01] I mean, I can
[1:08:02] tell you when
[1:08:03] my children studied in
[1:08:04] high school, my
[1:08:06] the son was involved in
[1:08:07] cyberbullying when
[1:08:08] one of the students
[1:08:09] mocked him, and
[1:08:10] then the school principal
[1:08:13] was wonderful.
[1:08:14] It's the school
[1:08:15] contacted us and
[1:08:16] said, "Hey, this is
[1:08:17] "is happening." You know,
[1:08:21] I know from my own experience,
[1:08:22] what happens,
[1:08:24] and what is in schools, this
[1:08:25] was on Elm Street already
[1:08:26] there was then
[1:08:28] procedure.
[1:08:28] Fine. Many
[1:08:30] years ago, about six years
[1:08:31] back.
[1:08:31] Because me
[1:08:32] what worries me is that
[1:08:33] we will have politics,
[1:08:34] which looks like
[1:08:35] ok, everyone will be there
[1:08:36] informed, but
[1:08:37] children should know
[1:08:38] what they should
[1:08:39] report such
[1:08:40] cases.
[1:08:40] Mmm.
[1:08:41] That's why we need
[1:08:42] some training and
[1:08:44] for them.
[1:08:45] Is there still in
[1:08:46] high school
[1:08:47] procedure
[1:08:48] restorative
[1:08:49] justice or
[1:08:50] student mediation?
[1:08:52] Does this still exist?
[1:08:53] ? I think a couple
[1:08:55] years ago they
[1:08:55] conducted
[1:08:56] presentation.
[1:08:57] No, it was
[1:08:57] several years ago.
[1:08:59] We still have
[1:09:00] there are student ones
[1:09:01] advice on providing
[1:09:02] assistance that can
[1:09:03] participate in
[1:09:04] application of some
[1:09:05] restorative
[1:09:06] practitioner, but ours
[1:09:06] student
[1:09:07] representatives can
[1:09:08] tell more about
[1:09:09] how often this
[1:09:10] it happens, but it's not
[1:09:11] quite practical.
[1:09:12] Mmm.
[1:09:12] Restorative
[1:09:13] justice must
[1:09:14] be a practice.
[1:09:15] But, as Mr. noted,
[1:09:16] Salve, all of ours
[1:09:17] administrators, to
[1:09:18] Unfortunately, I
[1:09:19] This is unpleasant
[1:09:19] speak,
[1:09:20] indeed, um,
[1:09:21] experienced in composing
[1:09:22] case reports
[1:09:23] bullying. They
[1:09:24] occur in everyone
[1:09:25] building. And again, to
[1:09:26] your remark about
[1:09:27] that we can
[1:09:28] investigate only
[1:09:29] what is being reported.
[1:09:30] Yes.
[1:09:32] Um, yeah, yeah, but in every building
[1:09:34] bullying occurs and
[1:09:35] all school principals,
[1:09:36] um, we made our own
[1:09:38] share of reports on
[1:09:39] cases of bullying. And I think, again, it is
[1:09:42] it will be interesting in relation to the new
[1:09:44] formulations about
[1:09:45] what is
[1:09:46] proof
[1:09:47] ongoing bullying.
[1:09:48] It will take a lot
[1:09:49] training at each
[1:09:50] level, because
[1:09:51] it's very complicated
[1:09:52] topic.
[1:09:52] Mmm. Fine. So, I think we're better off
[1:09:57] there is nothing to discuss in relation to this
[1:09:59] politicians. So, if you have
[1:10:01] there are no others of us
[1:10:02] comments or
[1:10:03] questions, I'll reread
[1:10:06] politics. All who
[1:10:08] advocates for
[1:10:09] policy statement
[1:10:10] JICK, first of all,
[1:10:12] Sorry. All who
[1:10:14] advocates for the abolition
[1:10:15] second reading and
[1:10:17] policy statement
[1:10:18] JICK for safety
[1:10:19] students and
[1:10:20] prevention
[1:10:21] violence and bullying,
[1:10:23] say: "I".
[1:10:24] Any objections? This
[1:10:25] offer
[1:10:26] accepted.
[1:10:27] Fine. Then we have
[1:10:28] there is...Oh, I'm not here. AND
[1:10:30] then we have
[1:10:30] several points
[1:10:31] for the first reading. I
[1:10:32] I'll just mention them. U
[1:10:35] we have a religious
[1:10:36] ACD neutrality and
[1:10:37] religious benefits. I would like more details
[1:10:39] stop there
[1:10:40] point. Fine.
[1:10:41] So this is the new one
[1:10:42] politics for our
[1:10:43] districts. U
[1:10:46] Do you have a question?
[1:10:47] So, reading it, I would
[1:10:49] I really wanted to...So,
[1:10:55] because it is not
[1:10:56] politics, and the new one
[1:10:58] politics, still
[1:10:59] we are all here
[1:11:00] discussed ours
[1:11:01] religions and ours
[1:11:01] position. And here
[1:11:05] it literally says
[1:11:07] about district employees,
[1:11:08] does this also apply to
[1:11:09] advice? So, we can't do it anymore
[1:11:14] talk about your
[1:11:15] religion, beliefs
[1:11:16] or unbelief? IN
[1:11:19] document
[1:11:20] it is said that the district
[1:11:21] and his employees do not
[1:11:22] should neither
[1:11:22] support, no
[1:11:23] hinder
[1:11:24] religion, nor to show
[1:11:25] hostility towards
[1:11:26] religious or
[1:11:27] non-religious
[1:11:28] beliefs. That is
[1:11:29] Dr. Andre can't
[1:11:30] come here and
[1:11:31] read to us
[1:11:32] sermon, explaining,
[1:11:33] why should we
[1:11:34] join his
[1:11:35] religions. Maybe,
[1:11:36] we shouldn't either
[1:11:37] do this, but we
[1:11:38] not district employees.
[1:11:39] Right.
[1:11:40] This is definitely something,
[1:11:41] what can you do
[1:11:41] study in detail in
[1:11:42] within the framework of policy.
[1:11:43] Fine. Main,
[1:11:44] so that it doesn't fall on me
[1:11:45] was spreading
[1:11:46] ban on
[1:11:46] disclosure
[1:11:47] information. Right. I mean, I don't
[1:11:49] I think that on someone-
[1:11:50] or still should
[1:11:51] spread
[1:11:52] ban on
[1:11:52] disclosure
[1:11:53] information about your
[1:11:54] religion or anything
[1:11:55] similar, because
[1:11:56] This is protected by the First
[1:11:57] amendment, but I just wanted to
[1:11:59] emphasize that in
[1:12:00] literally in the document
[1:12:01] it is said that you do not
[1:12:02] can you talk about
[1:12:03] this. You can't do this
[1:12:05] support.
[1:12:06] You can't.
[1:12:07] And I think that
[1:12:09] state
[1:12:10] schools, employees
[1:12:11] public schools
[1:12:13] ,
[1:12:13] created for that
[1:12:14] so that we can
[1:12:14] learn to read
[1:12:15] The Bible. That's how I am
[1:12:16] I think so.
[1:12:18] Reading the Bible, Quran
[1:12:19] or any other
[1:12:21] text absolutely
[1:12:22] appropriate. But to speak
[1:12:24] people that this is
[1:12:25] the only truth,
[1:12:26] —this is to say
[1:12:27] students who don't
[1:12:28] are yours
[1:12:29] children, what do they care about
[1:12:29] one should believe,
[1:12:30] based on this,
[1:12:31] -this is absolutely
[1:12:32] unacceptable. In Nashua
[1:12:33] very diverse
[1:12:34] community where they live
[1:12:36] people of different
[1:12:36] religions, and
[1:12:37] some don't at all
[1:12:38] profess none
[1:12:39] faith. And every student
[1:12:41] deserves it
[1:12:42] to know what faith is
[1:12:43] his family is completely
[1:12:44] normal in our
[1:12:45] community.
[1:12:47] We must
[1:12:48] support everything
[1:12:48] faith.
[1:12:49] This means that
[1:12:49] teachers can't
[1:12:50] say that one
[1:12:51] the faith is correct, but
[1:12:52] the other one is wrong
[1:12:53] . Under no circumstances.
[1:12:55] That's why I want to contribute
[1:12:56] clarity. The essence
[1:12:57] politicians in that
[1:12:58] students have the right
[1:12:59] confess your
[1:13:00] religion. And if they
[1:13:02] special conditions are needed,
[1:13:04] for example, because of
[1:13:04] religious
[1:13:05] holiday, they should
[1:13:06] be provided
[1:13:08] these conditions. In this and
[1:13:09] what is the meaning
[1:13:10] politicians. We are talking about
[1:13:11] not so much about
[1:13:12] suppression
[1:13:13] employees, how many
[1:13:14] about respectful
[1:13:15] attitude towards students,
[1:13:16] if they are fasting or
[1:13:17] celebrate religious
[1:13:18] holiday and can't
[1:13:19] learn because of others
[1:13:21] obligations. Them
[1:13:22] must be completed
[1:13:23] these obligations and
[1:13:24] work off
[1:13:24] missed classes.
[1:13:26] It's clear?
[1:13:27] And I think we have a lot
[1:13:28] talked about it,
[1:13:29] when we rewatched it
[1:13:32] our statement. We have
[1:13:35] was very
[1:13:35] thorough
[1:13:36] conversation, and we
[1:13:37] received a lot
[1:13:38] feedback from students about
[1:13:39] that some
[1:13:40] used by us
[1:13:41] terms
[1:13:42] offensive to
[1:13:43] them, and they don't
[1:13:43] felt like
[1:13:44] have the right to speak out.
[1:13:48] That's why I'm very happy,
[1:13:49] what the council was able to do
[1:13:50] make this shift
[1:13:51] and be attentive to every student in this district. I think,
[1:13:58] we are still reading
[1:13:59] prayer in the Council
[1:14:00] elders in the JSSBC, and
[1:14:01] while we adhere to
[1:14:03] written, I think,
[1:14:04] we comply
[1:14:05] city
[1:14:06] resolutions. But I think that as advice
[1:14:10] we as a whole
[1:14:11] we support everyone,
[1:14:12] regardless of them
[1:14:13] origin. But
[1:14:14] again, i think that
[1:14:15] you can discuss
[1:14:16] this is at the meeting
[1:14:17] policy committee
[1:14:18] in more detail.
[1:14:19] Now we just
[1:14:20] we announce the first
[1:14:21] reading, and then Heather
[1:14:22] will tell you in detail
[1:14:23] more about this next
[1:14:24] committee meeting.
[1:14:26] So, can I...
[1:14:27] Yes, Ms. Lopez.
[1:14:29] We just
[1:14:30] sent to you
[1:14:31] email with
[1:14:32] our opinion, because
[1:14:33] what does this concern
[1:14:34] people, not children. We understand...
[1:14:38] I think I would
[1:14:39] asked you
[1:14:40] discuss this on
[1:14:40] committee meeting
[1:14:42] on politics. On
[1:14:43] October will come to us
[1:14:44] our director of
[1:14:45] special
[1:14:45] education, if
[1:14:46] only this is not
[1:14:47] will change.
[1:14:48] It is planned that our
[1:14:49] Director of
[1:14:49] special
[1:14:50] education will come,
[1:14:52] will conduct...well, I don't know
[1:14:53] ...audit of all our
[1:14:54] policies influencing
[1:14:55] special
[1:14:56] education, and he has
[1:14:57] there are several
[1:14:58] proposals for their
[1:14:59] update and new
[1:15:00] politicians. This
[1:15:02] planned by me
[1:15:04] agenda, but we,
[1:15:05] of course we can
[1:15:06] come back to this
[1:15:07] question and start with
[1:15:08] discussions. So,
[1:15:09] if you want to contribute
[1:15:10] changes in
[1:15:11] formulations, we can do it,
[1:15:12] or we can turn on
[1:15:13] it's on the agenda
[1:15:14] November, if we count,
[1:15:15] that the discussion will be
[1:15:16] more
[1:15:16] long-lasting,
[1:15:17] so that we have
[1:15:17] enough time
[1:15:18] for discussion
[1:15:19] questions
[1:15:19] special
[1:15:20] education.
[1:15:21] And I would advise,
[1:15:22] if it will be
[1:15:23] emotional
[1:15:24] discussion, come with
[1:15:25] proposals,
[1:15:26] requests, just
[1:15:27] get ready. I think that we, as
[1:15:31] advice, we love you
[1:15:31] discuss issues,
[1:15:33] which can
[1:15:34] make an impact.
[1:15:35] Sometimes it can
[1:15:36] A little
[1:15:37] get stuck,
[1:15:37] so just
[1:15:38] come
[1:15:39] prepared,
[1:15:40] organized and with
[1:15:41] your personal
[1:15:42] agenda to
[1:15:43] we could get to
[1:15:44] end of discussion.
[1:15:45] Yes. Now I think,
[1:15:47] which is probably better
[1:15:48] do it in November,
[1:15:50] if possible.
[1:15:51] Or
[1:15:52] This is fine.
[1:15:54] Thank you for that
[1:15:54] listened to me. I knew it would happen
[1:15:57] discussed in the first
[1:15:58] reading because we
[1:16:00] received a summons
[1:16:01] days, so I just
[1:16:02] I wanted to make sure that
[1:16:03] I know that politics
[1:16:04] is that
[1:16:05] to send this to
[1:16:07] Policy Committee.
[1:16:11] I think that even
[1:16:13] just crossing this out
[1:16:14] part and recognizing it. But
[1:16:17] we'll figure it out
[1:16:18] Later. Big
[1:16:19] thank you for being you
[1:16:20] allowed me
[1:16:21] speak out, and we
[1:16:22] we'll figure this out in
[1:16:23] November, 9 at 6:00 pm.
[1:16:26] Thank you. Thank you.
[1:16:28] This is not our usual
[1:16:29] day because
[1:16:30] November is strange
[1:16:30] month. Yeah. Fine. Em,
[1:16:32] next question,
[1:16:33] which we will have,
[1:16:34] -This
[1:16:34] question to...sorry.
[1:16:36] Yes, Mr. Selvi,
[1:16:37] ask.
[1:16:38] Just a clarification,
[1:16:39] Fine? Because,
[1:16:40] when I was at school, I
[1:16:42] I've seen this in different places
[1:16:43] countries. My question
[1:16:45] is that people, in essence,
[1:16:47] different religious
[1:16:48] beliefs. And they
[1:16:51] can conduct
[1:16:52] some
[1:16:53] certain rituals
[1:16:54] during the day.
[1:16:57] Do we allow them?
[1:16:58] do it on
[1:16:59] school grounds?
[1:17:01] Yes. So far it doesn't bother me
[1:17:03] to other students, we
[1:17:04] let's give them a place,
[1:17:06] some special
[1:17:08] space, and they
[1:17:09] will they be able to do this?
[1:17:10] Yeah.
[1:17:11] Okay, so that's it
[1:17:13] need to know, right?
[1:17:14] You know, so that they
[1:17:15] could have taken into account
[1:17:16] many nuances,
[1:17:17] what can
[1:17:18] significantly
[1:17:18] complicate the situation.
[1:17:20] That's why we need
[1:17:21] make sure that
[1:17:22] there are many
[1:17:23] religions and rituals,
[1:17:27] which they
[1:17:27] confess. That's why
[1:17:29] we really
[1:17:30] you have to be very
[1:17:31] careful. If we
[1:17:32] let's solve one
[1:17:33] religion, then on
[1:17:34] the next day
[1:17:35] the second one will come and
[1:17:36] will come up with something else.
[1:17:37] That's why,
[1:17:40] I think during
[1:17:40] school activities for us
[1:17:42] you only need to think
[1:17:43] about
[1:17:44] training. This is what I
[1:17:46] Think.
[1:17:46] Yes. Can I
[1:17:48] offer on
[1:17:49] meeting on November 9
[1:17:54] ask for school
[1:17:55] find out about the administration
[1:17:57] , what is their current situation?
[1:17:58] practice so that we
[1:17:59] could discuss this 9
[1:18:00] November? Yes.
[1:18:05] I just wanted
[1:18:06] add that
[1:18:07] everyone can come. IN general, is there any-
[1:18:10] that specific one
[1:18:13] a place where you can
[1:18:14] pray?
[1:18:16] Is it allowed?
[1:18:17] students bring with them
[1:18:18] themselves what they are
[1:18:19] consider their own
[1:18:20] Bible or book?
[1:18:21] How long does it take for a student to
[1:18:22] Is it allowed to pray? I think that's all here
[1:18:25] enough
[1:18:26] difficult. It's very difficult.
[1:18:28] I want this
[1:18:29] looked like
[1:18:30] distraction,
[1:18:31] right? But I think that
[1:18:32] This is important, right?
[1:18:34] To understand better
[1:18:40] cultural aspect,
[1:18:41] right? What is allowed,
[1:18:46] do you understand? So,
[1:18:47] obviously this is the topic
[1:18:48] for deeper
[1:18:50] discussions, but I just wanted it
[1:18:52] emphasize. Because
[1:18:54] what if we are going to create
[1:18:56] such a space,
[1:19:00] for example, as in
[1:19:01] hospital, right? Eat
[1:19:03] a place where a person
[1:19:05] maybe I'll come too
[1:19:06] I think people can
[1:19:07] practice different
[1:19:08] things in this
[1:19:09] space, right?
[1:19:12] So I just
[1:19:13] It was curious. And one more thing,
[1:19:15] I think it has to do with
[1:19:17] the problem of bullying,
[1:19:18] right? Will there be any over?
[1:19:19] to laugh at someone or
[1:19:21] mock if he
[1:19:22] will bring something,
[1:19:23] besides the Bible, right?
[1:19:24] Or they will be above him
[1:19:25] mock because
[1:19:26] that he will bring his
[1:19:27] Bible to school? Can
[1:19:29] Should I bring the Bible to
[1:19:30] school? Or is it...Me?
[1:19:33] I just want...I just
[1:19:36] I want...I see that
[1:19:38] Miss Saad, the light is on.
[1:19:39] I just want to remember,
[1:19:41] that during these
[1:19:41] discussions are needed
[1:19:42] wait until I get you
[1:19:44] I won't call us
[1:19:45] could comply
[1:19:45] decency. So, I
[1:19:47] I'll hand over the floor now
[1:19:49] Ms. Saad, and I just
[1:19:50] I'm trying to stop
[1:19:51] disputes because
[1:19:52] I want to hear everyone.
[1:19:54] I just wanted
[1:19:55] say that at school
[1:19:56] North...I don't remember exactly,
[1:19:58] but it seems there were
[1:19:59] cases when this
[1:20:00] happened, and,
[1:20:01] obviously not
[1:20:02] specific place, but
[1:20:03] ...there are conference rooms
[1:20:05] , which are not
[1:20:05] are used in
[1:20:06] during the day. Eat
[1:20:07] classes that are not
[1:20:08] are used in
[1:20:09] during the day. And also
[1:20:11] there is an opportunity
[1:20:12] come to school and
[1:20:13] bring with you
[1:20:14] The Bible, or if you
[1:20:15] Muslim and you
[1:20:16] I need to take something from
[1:20:17] by yourself, you can
[1:20:18] leave it in
[1:20:19] office so that no one
[1:20:20] I didn't see this. So
[1:20:22] what i think they are
[1:20:23] very loyal
[1:20:24] relate to this, and
[1:20:25] it doesn't cause
[1:20:26] no problem. AND
[1:20:27] teachers just
[1:20:28] let you go and
[1:20:29] return without
[1:20:29] questions.
[1:20:30] Fine. I'm glad that
[1:20:31] We have one like that
[1:20:32] respectful
[1:20:33] practice. What else? Us
[1:20:34] no need more about
[1:20:35] talk about this. We can discuss this
[1:20:37] more details November 9
[1:20:37] time of the meeting
[1:20:38] political issues
[1:20:39] at 18:00.
[1:20:40] Fine. Let's move on to the next one
[1:20:42] politics.
[1:20:42] This will be great.
[1:20:43] Yes.
[1:20:44] Fine. I'm confused.
[1:20:46] So, AD. Next
[1:20:47] politics is
[1:20:48] AD policy that
[1:20:49] describes philosophy
[1:20:51] school district. She
[1:20:52] was updated to
[1:20:53] reflect our mission
[1:20:55] and the wording in
[1:20:56] our strategic
[1:20:57] plan. We have more
[1:20:59] one new policy
[1:21:00] GBAM, which concerns
[1:21:01] conditions for
[1:21:02] pregnant women, women in labor,
[1:21:03] children and infants, and
[1:21:04] also others
[1:21:05] related to this
[1:21:06] states. Next
[1:21:08] We already had a Law
[1:21:09] about family and
[1:21:10] medical leave.
[1:21:12] GBAM simply expands
[1:21:14] this is especially for
[1:21:15] these specific ones
[1:21:16] circumstances, and this
[1:21:17] corresponds to both
[1:21:18] state law,
[1:21:19] federal law
[1:21:20] and our current one
[1:21:21] practice in the district.
[1:21:23] We just don't have this
[1:21:24] never been in
[1:21:25] politics.
[1:21:25] Yeah. So.
[1:21:27] And then we moved
[1:21:28] FMLA discussion because
[1:21:30] what we are faced with
[1:21:31] that they
[1:21:32] referred to each other
[1:21:33] friend. So. Fine.
[1:21:36] OK.
[1:21:37] Looks like you have a lot ahead of you
[1:21:38] several saturated
[1:21:39] meetings. It sounds
[1:21:40] Interesting.
[1:21:41] It is worth mentioning that
[1:21:42] policy for October
[1:21:44] will be on October 20th. And there
[1:21:46] Dr. Vicente will be here,
[1:21:47] which will tell about
[1:21:48] in your audit
[1:21:49] policies in the field
[1:21:50] special
[1:21:51] education and about that,
[1:21:52] what changes, by
[1:21:53] in his opinion, to us
[1:21:54] are necessary. So
[1:21:56] this should be too
[1:21:57] very good
[1:21:58] meeting, October 20th
[1:22:00] 18:00. Invite everyone,
[1:22:01] who can come.
[1:22:02] Fine. Great. We,
[1:22:05] obviously,
[1:22:06] focused on C&E
[1:22:07] at the opening. Nothing
[1:22:10] on personnel issues.
[1:22:12] I don't see anything by
[1:22:13] unfinished business.
[1:22:15] So
[1:22:15] I'll pass the floor over
[1:22:16] to Dr. Andre for
[1:22:17] new questions.
[1:22:18] Yes. There is one question.
[1:22:21] on personnel issues.
[1:22:22] There is one
[1:22:23] recommendation for
[1:22:24] to the staff. So, I ask for a recommendation
[1:22:27] on approval
[1:22:28] recommendations for
[1:22:30] staff from 28
[1:22:31] September 2026. IN
[1:22:33] package of documents
[1:22:34] there is one new one
[1:22:35] employee.
[1:22:37] How are you doing with
[1:22:37] lifting weights in
[1:22:38] lately?
[1:22:39] He lifts weights.
[1:22:41] I'm just kidding. I will contribute
[1:22:43] offer.
[1:22:44] I support.
[1:22:44] Okay, there are some-
[1:22:45] any comments
[1:22:46] or questions?
[1:22:47] I'm glad we found it
[1:22:48] someone. Yes. U
[1:22:50] there are two of us.
[1:22:52] Yes. Are there any?
[1:22:54] comments or
[1:22:55] questions? I don't see
[1:22:56] none, everyone who is for
[1:22:57] statement
[1:22:58] recommendations for
[1:22:59] staff from 28
[1:23:00] September 2026,
[1:23:02] They say: Me.
[1:23:02] I am.
[1:23:03] Anyone against?
[1:23:04] The offer is accepted.
[1:23:06] Next I ask
[1:23:06] recommendation about
[1:23:07] approval
[1:23:07] memorandum of
[1:23:08] mutual understanding
[1:23:09] between the Council
[1:23:10] education and
[1:23:10] Local Council No. 93
[1:23:11] on questions
[1:23:12] staffing
[1:23:13] and appointments to
[1:23:13] manager positions
[1:23:14] by organization
[1:23:15] mass events
[1:23:16] . I would be happy to
[1:23:20] I'll discuss this. I will contribute
[1:23:21] This is a proposal. And I will support him. On
[1:23:24] start.
[1:23:24] Fine. So, first of all
[1:23:26] that's all I want
[1:23:27] thank
[1:23:27] Jason Garrett,
[1:23:28] which is located in
[1:23:30] hall, behind
[1:23:30] cooperation with
[1:23:31] district under development
[1:23:32] this document and
[1:23:33] support of the district.
[1:23:35] Reason for creation
[1:23:36] positions related
[1:23:37] with crowd control,
[1:23:38] obviously,
[1:23:39] consists of
[1:23:40] security and
[1:23:41] control over many
[1:23:42] our events
[1:23:43] . And indeed,
[1:23:47] the city gave instructions,
[1:23:48] what if on
[1:23:49] event
[1:23:50] more than 250 are present
[1:23:51] guests, us
[1:23:52] necessary
[1:23:53] organize
[1:23:54] crowd control.
[1:23:57] That's why we worked with
[1:23:58] trade union over
[1:23:59] creation of a mechanism
[1:24:00] filling these
[1:24:01] positions. So
[1:24:03] these are good workers
[1:24:04] relationship with
[1:24:05] trade union, which
[1:24:06] led to the conclusion
[1:24:08] of this memorandum of
[1:24:09] mutual understanding.
[1:24:10] Great. I really appreciate it
[1:24:12] This. Comments or
[1:24:13] questions? Mrs. Lamphere?
[1:24:15] I wanted to ask,
[1:24:16] it says there that it is
[1:24:17] video training. I don't
[1:24:19] I know how much it is
[1:24:20] does it last and will it be
[1:24:21] available to everyone.
[1:24:23] I'm not sure about
[1:24:24] duration, and
[1:24:25] I'm not sure if he knows
[1:24:26] Jason
[1:24:26] duration
[1:24:27] training. Yes. No, I don't.
[1:24:30] I know. I can do it
[1:24:31] check, but any,
[1:24:32] Who...
[1:24:33] I'm just concerned
[1:24:34] the fact that some
[1:24:35] people who,
[1:24:36] perhaps not trained
[1:24:37] working with the crowd,
[1:24:38] can feel
[1:24:39] themselves deceived and
[1:24:40] be deprived
[1:24:40] overtime, because
[1:24:41] that they don't fit
[1:24:42] for this job,
[1:24:43] because they didn't pass
[1:24:44] education.
[1:24:45] Yes, I think so.
[1:24:46] training on the spot
[1:24:47] in the case regarding
[1:24:49] short, and if
[1:24:50] Jason has the answer,
[1:24:51] he can come, but
[1:24:52] we are part of
[1:24:53] mechanism to
[1:24:55] each was
[1:24:55] opportunity to pass
[1:24:57] training if he
[1:24:58] interested. Yes,
[1:24:59] so I don't think so,
[1:25:00] that it is complicated
[1:25:01] task.
[1:25:01] Good, great.
[1:25:03] These are elbows to the sides,
[1:25:04] knees to the sides? Here
[1:25:05] how to manage
[1:25:06] in a crowd. Don't let yourself
[1:25:07] trample.
[1:25:10] A video will be shown.
[1:25:15] The school district will
[1:25:16] shoot this video.
[1:25:19] Take a look.
[1:25:22] Yes, as far as I know
[1:25:23] it is known they will
[1:25:24] work with
[1:25:25] video program in
[1:25:26] South school to
[1:25:27] make this video. IN
[1:25:33] there is on the Internet
[1:25:34] quite long
[1:25:35] video.
[1:25:38] Yes.
[1:25:38] We'll shorten it for
[1:25:40] school
[1:25:40] districts. And before
[1:25:42] become a manager
[1:25:42] crowds, need
[1:25:43] watch this video.
[1:25:48] How many people?
[1:25:49] Now
[1:25:50] certified or
[1:25:50] have a certificate
[1:25:51] crowd manager? Bye
[1:25:52] no one until we do it
[1:25:54] Let's approve. Fine.
[1:25:57] Thank you. There is more
[1:25:59] any
[1:26:00] comments or
[1:26:00] questions? Miss Raymond
[1:26:02] .
[1:26:02] Thank you. I am very
[1:26:03] I hope that in this
[1:26:05] videos will take part
[1:26:06] about 250 children from
[1:26:07] Southern school, and we will see examples of that,
[1:26:10] How to control a crowd.
[1:26:12] No, I appreciate yours.
[1:26:14] work on it.
[1:26:16] Earlier this year we
[1:26:17] approved the KF policy
[1:26:18] in the committee on
[1:26:19] politics, and this is ours
[1:26:20] policy
[1:26:21] use
[1:26:21] school premises
[1:26:23] community; and one
[1:26:24] from the changes that
[1:26:25] we contributed,
[1:26:26] consisted in the fact that
[1:26:27] what the city demanded from
[1:26:28] us availability
[1:26:29] crowd managers in
[1:26:30] time of big
[1:26:31] events, and their
[1:26:32] several during
[1:26:33] years. Um, I'm glad that you
[1:26:36] We have a well-established system
[1:26:38] process for this.
[1:26:39] Mmm...
[1:26:40] um, so people could
[1:26:41] get the necessary
[1:26:42] permits from the city
[1:26:43] and continue
[1:26:43] use our
[1:26:44] buildings for their own
[1:26:45] events.
[1:26:45] And stay inside
[1:26:46] cities?
[1:26:47] Yes. I really do
[1:26:48] I think it is
[1:26:49] useful for
[1:26:49] communities to make them
[1:26:50] events
[1:26:51] were held here. AND
[1:26:52] Yes. So, Miss Lamphere?
[1:26:54] I just forgot
[1:26:54] ask this question.
[1:26:56] Um, now manager
[1:26:57] on working with a crowd
[1:26:58] will work
[1:26:59] separately from any
[1:27:00] cleaner who
[1:27:01] usually on duty during
[1:27:02] time of events
[1:27:03] after school.
[1:27:04] Right. That is,
[1:27:06] First we'll fill it out
[1:27:07] a vacancy for a cleaner, and
[1:27:09] then manager for
[1:27:10] working with the crowd.
[1:27:12] Okay, sounds good.
[1:27:13] not bad. Thank you.
[1:27:15] Fine. There is more
[1:27:16] any
[1:27:16] comments or
[1:27:17] questions? I don't see
[1:27:18] none, everyone who is for
[1:27:19] statement
[1:27:20] memorandum of
[1:27:20] mutual understanding
[1:27:21] between the Council
[1:27:22] education and
[1:27:23] local branch
[1:27:24] AFSCME No. 365 Council No. 93 of
[1:27:25] questions
[1:27:25] staffing
[1:27:26] and appointments
[1:27:27] work managers
[1:27:28] with the crowd, say: I.
[1:27:29] Me. Is there anyone?
[1:27:30] against? Offer
[1:27:32] accepted. Thanks for
[1:27:33] help. So,
[1:27:35] Let's move on to reports on
[1:27:36] interaction.
[1:27:37] The JSSBC meeting was
[1:27:38] cancelled because
[1:27:40] Herriman received
[1:27:41] reward for our
[1:27:42] amazing building.
[1:27:44] Are there any others-
[1:27:45] any reports about
[1:27:45] interaction? We have
[1:27:47] there's a meeting soon
[1:27:48] Council on
[1:27:48] education. So,
[1:27:50] we will prepare this
[1:27:51] report. But I think,
[1:27:53] there are no others. So,
[1:27:56] let's move on to the second one
[1:27:58] public
[1:27:59] comment, Ms.
[1:28:00] Pren.
[1:28:08] Thank you.
[1:28:09] Gary Hoffman,
[1:28:10] come in.
[1:28:15] Gary Hoffman, 38 Pearl
[1:28:16] Ham Street, Nashua, New
[1:28:18] Hampshire. In short,
[1:28:19] thank you for being you
[1:28:20] told about the new
[1:28:21] policy of combating
[1:28:22] bullying. I saw that
[1:28:25] the text is pretty
[1:28:26] long, but Heather
[1:28:27] explained well
[1:28:28] major changes.
[1:28:33] The fact that the clause about
[1:28:34] power imbalance
[1:28:35] removed, leads me
[1:28:37] to the thought that,
[1:28:37] will probably appear
[1:28:39] new disciplinary
[1:28:40] categories that
[1:28:41] will fall under
[1:28:42] this is the definition.
[1:28:48] Therefore, in addition to
[1:28:49] school psychologists,
[1:28:51] I really do
[1:28:52] I think that
[1:28:52] almost all
[1:28:53] staff, especially
[1:28:54] teachers who
[1:28:55] work a lot with
[1:28:56] students should
[1:28:57] read this
[1:28:58] politics. How
[1:29:03] Human,
[1:29:03] worked
[1:29:04] I've been a teacher for 20 years, I know
[1:29:05] that children often
[1:29:06] used the term
[1:29:07] "harassment" for
[1:29:08] designations of things,
[1:29:09] which are not
[1:29:10] corresponded
[1:29:11] definition. But
[1:29:13] now, oh my god, I don't
[1:29:14] I know. That's why I would
[1:29:16] advised
[1:29:16] administration
[1:29:17] call the directors
[1:29:18] set aside time for
[1:29:19] meetings
[1:29:20] pedagogical
[1:29:21] team for
[1:29:22] discussions of this
[1:29:23] new policy,
[1:29:24] changes and how
[1:29:25] it can on them
[1:29:26] influence because
[1:29:27] I see that this can
[1:29:28] lead to much
[1:29:29] more
[1:29:30] reports of bullying.
[1:29:32] That's all.
[1:29:34] Fine. Thanks for
[1:29:36] this is, Mr. Hoffman.
[1:29:37] This brings us to
[1:29:38] last one
[1:29:39] comments from members
[1:29:40] Advice, that's why I
[1:29:41] I'll start with Ms. Prin.
[1:29:43] OK, thank you. I just want to say,
[1:29:45] what happened last week
[1:29:46] I've been to rock bottom
[1:29:48] open doors
[1:29:49] Fairgrounds High School
[1:29:50] for my son and I like to go there
[1:29:52] every year. This
[1:29:53] last year of my
[1:29:54] son, he's in eighth
[1:29:55] class. But it is this one
[1:29:58] atmosphere, teachers
[1:29:59] they know all the children, they
[1:30:00] friendly, and I really think so
[1:30:03] that children are very
[1:30:04] are proud of the fact that
[1:30:05] can show us
[1:30:06] school, so I like
[1:30:08] the parent is very this
[1:30:09] I appreciate it. And I just want
[1:30:12] thank everyone
[1:30:13] teachers for everything that
[1:30:14] they do it because
[1:30:15] what I know is that
[1:30:16] It's almost September
[1:30:17] ended. We are approaching the end.
[1:30:20] Mr. Johnson.
[1:30:22] You know, it's great,
[1:30:23] the school year is underway
[1:30:24] in full swing. I have
[1:30:26] there was an opportunity
[1:30:28] meet with 21
[1:30:29] high school student-
[1:30:30] football player to
[1:30:31] do for them
[1:30:32] banners.
[1:30:33] Oh my god.
[1:30:35] 10 high school students,
[1:30:36] no, nine
[1:30:37] high school students-
[1:30:38] orchestra members,
[1:30:39] and two volleyball players with
[1:30:40] three coaches,
[1:30:41] three managers,
[1:30:42] which will do
[1:30:44] one banner together.
[1:30:46] But it's always great
[1:30:47] go out and see everyone
[1:30:48] children, see how
[1:30:50] they are excited,
[1:30:51] especially
[1:30:51] high school students,
[1:30:52] which are carried out
[1:30:53] his last year in
[1:30:54] these sports, and
[1:30:55] how much fun they have together.
[1:30:57] So it's simple
[1:30:58] Great to see.
[1:30:58] Yes, thank you. Miss
[1:31:00] Lewis.
[1:31:04] Uh, speaking of days
[1:31:05] open doors in
[1:31:06] McCarthy, it was
[1:31:07] it's just great
[1:31:08] be in schools and
[1:31:10] in the field, see children
[1:31:11] in Stellos. It was
[1:31:15] a great start
[1:31:16] autumn. And I am very
[1:31:20] grateful to everyone
[1:31:21] to the coaches and everyone
[1:31:22] to teachers for the whole
[1:31:22] support. I see it
[1:31:26] by the smiles of children and by
[1:31:27] my daughter's smiles,
[1:31:29] I am very grateful.
[1:31:31] Thank you.
[1:31:32] Mister
[1:31:33] Salvi.
[1:31:34] It's simple
[1:31:34] comment or,
[1:31:35] maybe a question for
[1:31:36] to Dr. Andre. I
[1:31:40] met with
[1:31:40] some
[1:31:41] high school students, and
[1:31:42] they said that
[1:31:44] there is a charter school
[1:31:45] some kind of partnership
[1:31:46] with the presenters
[1:31:47] companies such as
[1:31:48] like Fidelity and others,
[1:31:49] for summer
[1:31:50] internships. That's how it is
[1:31:56] does ours have
[1:31:56] state
[1:31:57] school of any kind
[1:31:58] partnership with
[1:31:59] local
[1:31:59] enterprises in order to
[1:32:01] our students could
[1:32:02] go through these
[1:32:02] internships?
[1:32:05] Yes, I have. And by the way, I think we have November 3rd
[1:32:09] there will be a meeting,
[1:32:12] which will be present
[1:32:14] many of ours
[1:32:15] business partners.
[1:32:16] Usually comes to us
[1:32:18] from 100 to 150 companies.
[1:32:20] So there are opportunities
[1:32:21] plenty.
[1:32:22] Ok if I get it
[1:32:22] a few details
[1:32:23] to answer
[1:32:24] them properly.
[1:32:25] Yes. Great.
[1:32:26] Thank you.
[1:32:27] Miss Lanfear?
[1:32:29] No, today without
[1:32:30] comments.
[1:32:31] Thank you.
[1:32:31] Miss Lopez?
[1:32:35] I just wanted
[1:32:36] congratulate everyone on
[1:32:38] the coming autumn and
[1:32:40] Happy Indigenous Peoples' Day
[1:32:41] peoples who
[1:32:42] celebrated on 10.12.2026,
[1:32:44] in front of ours
[1:32:45] next meeting 13
[1:32:47] October at 18:00. And I
[1:32:52] I'll leave the floor to
[1:32:53] Today: community.
[1:32:55] So, big thanks to you
[1:32:57] Thank you.
[1:32:57] Miss Raymond
[1:32:59] ?
[1:33:01] Thank you. I just
[1:33:03] I wanted to mention that
[1:33:04] last week I was at a conference,
[1:33:08] which lasted
[1:33:09] all day and was
[1:33:10] dedicated to
[1:33:10] responsible gaming.
[1:33:13] There was a very good performance there
[1:33:14] impressive young
[1:33:15] a man from Maine,
[1:33:16] senior student
[1:33:17] classes of their school in the state of Maine. He
[1:33:22] quite a few
[1:33:23] talked about his
[1:33:23] non-profit
[1:33:24] organization that
[1:33:26] he created because
[1:33:27] he himself had some
[1:33:28] problems with online
[1:33:29] games through
[1:33:30] applications on the phone, and he knew
[1:33:32] a large number
[1:33:33] other teenagers
[1:33:34] under 18 years of age who
[1:33:35] used
[1:33:36] similar
[1:33:37] applications on
[1:33:37] their phones. And I know that in the senior
[1:33:41] school at all
[1:33:42] allow
[1:33:42] to use
[1:33:43] mobile
[1:33:44] telephones. But one
[1:33:47] from the conclusions that I
[1:33:48] made out of all this
[1:33:49] conferences,
[1:33:50] consisted of how
[1:33:51] we are like a schoolchild
[1:33:52] district, we can help
[1:33:53] young people
[1:33:54] get an education
[1:33:56] so that they don't get in
[1:33:57] into this trap. Because
[1:33:59] what I think is that, although
[1:34:00] you must be over 18
[1:34:01] years, it turns out,
[1:34:03] incredibly easy
[1:34:04] just say, "Yes,
[1:34:05] I'm 18," and then at 16-17
[1:34:07] years you may have
[1:34:08] develop a problem with
[1:34:09] gambling. AND
[1:34:12] It really bothers me
[1:34:13] worries. And that's why
[1:34:14] I hope that in what
[1:34:15] -at some point we will be able to
[1:34:16] work with
[1:34:17] coalition on
[1:34:18] prevention, or
[1:34:19] include this in lessons
[1:34:20] health, or to do
[1:34:21] something else to make ours
[1:34:22] the children realized that
[1:34:23] This is dangerous. Yes. And this
[1:34:25] it was really
[1:34:26] Interesting.
[1:34:26] Statistics of young people and how they
[1:34:29] thought they could
[1:34:30] win,
[1:34:30] really
[1:34:31] sobered me up. How
[1:34:32] you're getting older,
[1:34:33] the fewer people
[1:34:34] they think, "Oh no, I'm not
[1:34:35] I will win these games"
[1:34:36] . But, you know, 18-year-olds
[1:34:38] guys think that
[1:34:40] they have a 30% chance
[1:34:41] win in all of these
[1:34:42] games. What not
[1:34:45] So? 18 year old boys don't
[1:34:46] have a realistic
[1:34:47] ideas about
[1:34:48] what they really are
[1:34:49] what they can and what they can't
[1:34:50] do.
[1:34:50] They are very aggressive.
[1:34:51] They want to win.
[1:34:52] Right? But they need it
[1:34:54] parents and adults
[1:34:55] near.
[1:34:56] Right? So that's it was sobering. So
[1:34:58] what, yes,
[1:35:01] gambling
[1:35:02] are interesting. Um, I
[1:35:05] I'm just very happy,
[1:35:06] that we lived to be 28
[1:35:07] September, and not yet
[1:35:09] there were none
[1:35:10] crazy, terrible
[1:35:11] events. Knock on wood, but
[1:35:14] , um, it seems like a training one
[1:35:16] the year has begun
[1:35:17] really smooth
[1:35:18] . You guys are great
[1:35:19] you can handle it. I don't
[1:35:20] I get a lot
[1:35:21] negative reviews,
[1:35:22] so i will
[1:35:23] consider this a victory.
[1:35:25] Um, to finish
[1:35:26] meeting, I know that
[1:35:27] talked about it
[1:35:28] earlier. Em,
[1:35:30] returning to
[1:35:31] Robert's Rules
[1:35:32] regarding participation
[1:35:33] members of the council,
[1:35:34] remember that I have to
[1:35:35] call you in front of
[1:35:36] the way you start
[1:35:37] speak even if
[1:35:39] Heather or someone from
[1:35:40] they are
[1:35:40] chairman
[1:35:41] committee. When we are on
[1:35:44] meeting of the council in full force, I challenge you
[1:35:47] speak out. Um, we
[1:35:48] very emotional
[1:35:49] we react to these
[1:35:51] meetings, and sometimes
[1:35:52] we start interrupting
[1:35:53] each other, but I'm not from
[1:35:54] those people who
[1:35:55] can hear 13 things
[1:35:57] simultaneously. Em,
[1:35:58] if we just
[1:35:59] adhered to
[1:36:00] Robert's rules, this
[1:36:01] That would be wonderful.
[1:36:03] But again, I'm very
[1:36:04] happy with how
[1:36:05] the school year is underway.
[1:36:06] Um, and just, you know, I
[1:36:08] I'm very glad
[1:36:09] the coming year.
[1:36:11] So, Dr. Andre,
[1:36:13] I just...I just
[1:36:15] I say that we
[1:36:16] missed the opportunity
[1:36:17] Miss Sadd to perform
[1:36:18] earlier. She was late,
[1:36:20] and I just didn't want to
[1:36:21] play it safe,
[1:36:22] I just wanted
[1:36:23] make sure she has
[1:36:24] there will be an opportunity
[1:36:25] to perform. I just
[1:36:27] I wanted to clarify. Em,
[1:36:30] battle for bridges on
[1:36:31] last week
[1:36:32] it didn't go quite like that,
[1:36:33] as I wanted, but this
[1:36:34] ok because
[1:36:36] we have
[1:36:36] winter. Um, yeah, that's all.
[1:36:39] You guys are great
[1:36:40] worked,
[1:36:40] supporting the public.
[1:36:42] You lit up the crowd in
[1:36:43] Friday evening. This
[1:36:45] It was impressive. So
[1:36:47] Well done guys. And with this
[1:36:49] I ask you to make a contribution
[1:36:50] proposal about
[1:36:51] closing the meeting.
[1:36:52] Second.
[1:36:53] Everyone who is for, say "
[1:36:54] Yes". Who's against it?
[1:36:55] The offer is accepted.
[1:36:57] Meeting
[1:36:58] closes at 7:40.