[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.

Nashua (NH) Board of Education Meeting 9/28/26

Transcript