[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[2:08] As far as I can call the school boards to meeting, please excuse me,
[2:16] please excuse the flag of the United States of America, and to the Republic, for which it stands, one nation under God, and this one, with liberty and justice for all.
[2:33] When we have non
[2:38] -public right away, board, we want to do a general review first, and you want to go to know what the work is. We can do a general review first. So let's do a general review first, yes.
[2:46] Can I add the DOE 25?
[2:49] Sure.
[2:50] What a new business.
[2:52] Sure.
[3:09] With that said, can I get a motion to go in and out public, please?
[3:13] I make a motion to go into non-public under RSA 91-832-C.
[3:20] Second.
[3:21] We'll pass.
[3:22] Hello, Faroei.
[3:24] Gary and I.
[3:24] We'll pass.
[3:25] We'll pass.
[3:26] We'll pass.
[23:06] Public session and next we're on to presentations of public hearings. We will be having a public hearing this evening to withdraw funds,
[23:33] So at this point we can open the public here so that's not here so it asks me to give
[23:45] a little presentation. When they pulled things out of the cafeteria to do the
[23:51] forest, the cold service line was mass-wide, incorrect wiring, rust, heat
[23:59] and elements touching the water, like in the water, touching the metal, just to
[24:05] maybe if fire hasn't, you know, someday if we didn't take care of it, and it was
[24:10] 41 years old and so we took pitches and I immediately contacted the DOE because it
[24:21] has to go through them and they're okay with the three options we gave that they're
[24:28] acceptable for USDA so I think you put the one that he likes on top and it's Hitchwich
[24:40] That was a $33,079 five-time.
[24:47] And I believe, if you look at the minutes from the last meeting,
[24:51] the three proposals are in that.
[24:54] It just, there were three proposals that said,
[24:57] and the one that he recommended was the management.
[25:03] Any questions or may
[25:15] I get a motion?
[25:17] I make a motion to withdraw $33,779.59 from the maintenance contingency fund.
[25:34] Before we close, did Brad say, I know he didn't say anything to me, so does me for sure.
[25:38] Any other money that goes along with this for installation?
[25:42] Let's cover that.
[25:43] Okay, there it comes, have it in there.
[25:45] Put that said.
[25:47] All in favor?
[25:49] All right.
[25:50] Okay.
[25:52] It is approved.
[25:54] And with that, we will go ahead and close the public hearing.
[26:00] And with that, it is the
[26:07] 26th.
[26:08] We will open public comment at this time.
[26:12] Oh, that's right.
[26:13] I'm sorry.
[26:13] We have an in-h-s-a-s presentation.
[26:16] Which is in our packets.
[26:20] Your book.
[26:22] I mean, it's in your way.
[26:26] Okay, I keep scooting in or out.
[26:29] Hi everybody.
[26:32] So, 25 to 26, school year, SAS.
[26:36] There it is, we'll call it SAS.
[26:38] But it's the state testing.
[26:39] So, New Hampshire, statewide assessment system.
[26:44] If you ever hear us talking about state testing,
[26:45] it's what we're referring to.
[26:47] And that's just student academic achievement,
[26:49] growth in key subjects, specifically,
[26:51] language arts, math, and science,
[26:52] but science is just for grade five in eight math and reading.
[26:56] we do three through eights. Our first grade second graders don't take this test and first through four,
[27:02] six and seven don't take science. We do it to measure academic progress, instructional improvement,
[27:08] accountability and transparency. So it gives us a good kind of measuring stick to CE, how we're doing
[27:13] as compared to everybody else. And we have got some data here that shows how we've been kind of
[27:26] sure you had it compared to the year before. The scale here on the right shows the levels. I put
[27:31] this in here just so you can see as we go through them that like a 500 score doesn't mean the same
[27:36] thing in an ELA test as it means in the math test. So if a kid comes home with a 500 and it's got a
[27:42] color on it and then they get a 500 on the other test as a different color it's because they just
[27:47] weigh the scores differently and it really is kind of a measure of grade level expectations.
[27:53] So this is our test results from this year.
[27:55] When you look at competency stuff, so people will say the proficiency at Wakefield is 30
[28:02] and it's because you take the green, which is on grade level and then blue is exceeds effectively.
[28:08] So you add those two together and that's your proficiency, so that's the percentage of your kids
[28:11] who are either at either source of V or beyond when they're supposed to be.
[28:15] So the 30% is admittedly a low number as compared to the rest of the states.
[28:19] but we've got kind of positive stuff to show here, too.
[28:23] So acknowledging that that's kind of a low number,
[28:25] let's look at year versus years.
[28:28] This is 24.25 versus 25.26.
[28:31] You can see that we had a pretty big jump in our green area,
[28:34] which is the kind of on grade level score.
[28:37] So for math, we went from 24% proficient
[28:40] to 30% proficient.
[28:43] I have mixed feelings about this.
[28:46] I'm both like thrilled that our score went up
[28:48] six percentage points is not a number to sneeze at, but also like 30% still kind of isn't good enough.
[28:57] So we're making progress, we're moving in the right direction, but it's hard to kind of celebrate too much,
[29:02] we have so much ground to make up.
[29:05] I think if we start getting up into the 40s, then you know, everything that's also paddled the back, but we've got a lot of work to do still.
[29:13] Another thing to note here is last year versus this year we have fewer kids.
[29:16] So we had 24 fewer kids in this kind of three through eight that took this test
[29:22] That's for a variety of different reasons. So
[29:25] Kids can still opt out just like I did before we had fewer opt-outs this year than we did the year before
[29:29] I can't quote the number for previous years but this year our number was like seven and I know that in years past
[29:35] It was like double digits. So like in the 15s and 20s
[29:40] I've heard a lot of talk about people having misinformation about like opting out and what that means
[29:44] So there was a discussion like I think a year ago about if you opt out, it's an automatic zero
[29:48] That's not a hundred percent accurate. It's a little bit more complicated than that
[29:52] We have a threshold where like if 10 kids opt out, it's fine
[29:55] It's like they didn't test and it's like no harm no foul or if you go above I believe it's
[30:00] 5%, which for us is like 19 kids. Everybody after that 19th kid counts as a zero. So if you as a school, though, hey, our tactic for state testing is we're just going to have a ton of kids opt out. That's how they control for that. To be like, yeah, you can't do that. And then because we're not getting a good enough sample size. So organically, people can opt out. So people just need to know that they can do that. And then they call in and we give them everything that they need to do. And they opt out. If more than that 5% choose to opt out, we can't do anything about it. It's just the reality. So we have to allow them to opt out.
[30:29] out. But this year we just didn't have a ton of people
[30:32] have stopped out. So, I think it's good. The number is
[30:36] coming down every year. I couldn't imagine we'd do less than
[30:38] seven next year, but we were at like 30, 40, 50 when it was
[30:43] like right around COVID time. People were kind of scared of the test.
[30:45] So, how many kids are in Warren, three through eight?
[30:49] So, two, 86 is the number that tested. I don't know what the
[30:54] like head counts on three through eight was, because like that
[30:57] that test shows like our population of kids kids who missed it because they
[31:02] opted out and then you get like medical exemptions too so if you get a kid
[31:05] who's like really sick during like the testing period because they don't let
[31:07] us just do this whenever we want they give us like a four-week time period to
[31:11] get it done so if you get the measles and you're at a school a bunch you don't
[31:15] you're not gonna take the test and so you have to do like a kind of a different
[31:18] opt-out that's like a medical one so I would somewhere around 300 or so and so
[31:24] than like this year we were closer to like two-seven days.
[31:26] So the actual number of like kids in 3-0-8 might have dropped
[31:29] by 25, 30, something like that.
[31:32] But the thing that's important to note too
[31:34] is that like we lost those 20-something kids.
[31:36] They didn't all come out of the red and yellow,
[31:38] which is kind of like what this looks like.
[31:40] Where it's like, oh, the numbers are the same.
[31:41] So like, I'm telling you from knowing the kids who like left
[31:44] to like move to different states.
[31:46] They they moved to different towns.
[31:47] They did homeschool instead.
[31:49] They weren't all red and yellow kids.
[31:51] It was from a spread.
[31:52] So like this shows that we moved kids from yellow to green. We had kids that were in the blue who moved out of town
[31:57] Then we turned a green kid into a blue kid. Yes, and not only that
[32:01] What about the grades, you know, the eighth grade moving to high school?
[32:04] So how many of the eighth grade is that maybe opted out is now gone correct?
[32:09] Yeah, and then that eighth grade class size was way bigger than this year's third grade
[32:13] When they shift over that difference there also makes up some of that gap
[32:18] All right, so there's math
[32:22] This is our ELA overview.
[32:23] So again, you take the green and the blue,
[32:25] you add them together.
[32:26] That is our proficiency number,
[32:27] not as much of an improvement year over year for ELA,
[32:31] but still an improvement nonetheless.
[32:33] So we can't get to where we need to be
[32:35] if we don't take small steps at getting better.
[32:37] So this is not bad news.
[32:39] I would have loved to have it in 6% and so forth,
[32:41] but we'll get there.
[32:43] Again, this number ELA scores in the state
[32:47] are generally higher than math scores.
[32:49] So our ELA score should be higher than our math scores,
[32:51] but they both of those numbers should just be higher.
[32:54] We're working on it.
[32:55] I got some stuff at the end to talk about kind of what
[32:57] we're trying to do to fix some of this stuff.
[33:00] And then, sorry, I went too fast.
[33:03] Kind of the same points that I made with a math.
[33:05] There's a higher number of our kids,
[33:07] or a similar number of our kids are green and blue.
[33:10] But overall, a number of kids who are tested dropped.
[33:13] So we moved kids from categories up into the next category,
[33:16] which is ultimately the goal.
[33:19] Growth is kind of like one of our big measures
[33:20] that we excel in, which again, I've got a slide that can show kind of put a finer point
[33:25] in that, but we tested fewer kids, the number of kids who are proficient saved the same
[33:30] as that means we move kids from categories.
[33:33] And then this last one is science.
[33:35] Our proficiency score is 22%, which a lot of room for improvement.
[33:42] There's a lot of different reasons why I think our science scores are so low, and we've got
[33:47] lot of stuff we're doing to try to fix that. Sixth grade, seventh grade, eighth grade. They were
[33:53] kind of split up before and now six through eight is all the middle school. Our sixth, seventh,
[33:58] and eighth graders are now going to get science every single day instead of having to share time
[34:01] with social studies. In addition to the fact that we now have three different people teaching
[34:06] science, a set of one person trying to teach the entire middle school science curriculum
[34:09] in two and a half years and then even that gets thinned out because we would do half year science,
[34:15] half of your social studies. So when I was teaching 7th grade science, I got those kids
[34:19] for half of the 7th grade and half of the 8th grade. So I had one year to teach effectively
[34:24] through years of science, which is losing the recipe. So we're training in the right direction.
[34:31] We see what these are. This is kind of like with the old guards. We still made progress.
[34:35] We still made improvements. But we are kind of changing the approach to how we teach science
[34:40] in our school, which we think will have a big effect on all this stuff.
[34:45] So, this is kind of the awesome part, the thing that I'm really thrilled about.
[34:50] This is our academic growth, so this stuff is all available on the state website, once
[34:54] all the numbers are like finalized, anybody can go look at this stuff.
[34:58] Academic growth, they're measuring against their peers, so they look at a kid and they go,
[35:02] based on how they did in second grade, how do we think they're going to do in third grade?
[35:05] And so then if you do what they thought you were going to do, then you end up with like
[35:09] So like you can look at different schools and see some schools have 50s, they have 51s and schools have like 48s
[35:14] So they projected how the kids were going to do throughout their career and if you go backwards your number gets lower
[35:19] So our math score being a 59 shows that like our kids made a huge amount of growth in math
[35:24] And I think the thing that's ironic is that like we had a almost 60% kind of academic growth
[35:32] Which there aren't many schools around us that could have that have a number like this a lot of schools are kind of going the other direction
[35:39] We adopted a new math curriculum that we then, our math program, that we then moved away from.
[35:44] And I think what this number is, is indicative of how beneficial it is to have a math program
[35:50] in our building, whereas before we didn't have one at all.
[35:53] So even though we had one that we didn't feel like fit our school very well for where we're
[35:57] at and what we were trying to do, and we shifted gears that go in a different direction,
[36:00] these are really promising in the sense that not having the teachers have to make up a math
[36:04] program while they're going shows dividends like the kids had a path to follow
[36:10] and they showed growth we'll see this year with our new program our number if
[36:16] we're gonna continue to kind of close the gap from where we are from where we're
[36:18] supposed to be our numbers should stay the same so if our math growth next year is
[36:22] 50 and that means we stall now but as long as we're seeing kind of like high 50s
[36:26] in that category that means we're making ground and we will eventually get this
[36:32] This last slide I have here is just kind of a cool story.
[36:35] What are we doing about all this stuff?
[36:37] So we have shared K-8 curriculums now.
[36:40] This is kind of like our big thing for this year.
[36:43] We don't teach it to the state test them
[36:46] and I don't think we ever will.
[36:47] Even though it is a thing that we're measured against,
[36:49] we want our kids to do better.
[36:51] We want our kids to score well on the state test
[36:53] because we want people to look at our school
[36:54] and see that we are doing a lot of hard work
[36:56] and getting these kids where they need to be.
[36:58] But taking our entire school day and gearing it around,
[37:00] How do we get these kids to do better on the state test?
[37:02] It's not going to serve those kids,
[37:03] and that's not good for us either.
[37:05] But what we do know is that we didn't have
[37:07] consistent programming in our building,
[37:09] and like starting next year, we do.
[37:11] So we have consistent K-8 programs in ELA,
[37:15] consistent K-8 programs in math, clear expectations around
[37:19] like how to use those, when to use those,
[37:22] when is it okay to bring in other things
[37:25] that you've done in the past that will kind of add
[37:27] onto the program you're currently using?
[37:29] All that stuff is going to just help show up what we're doing and have the kids from grade
[37:35] 2 to grade 3 to grade 4 get consistent language around how to talk about math, how to learn
[37:39] math.
[37:40] And that alone is going to help our scores.
[37:43] Early childhood foundation in kindergarten, we are doing a play-based learning.
[37:47] It's a state mandate, one of the 306's.
[37:51] I always want to say it's 603's.
[37:54] But it's one of the 306's that we have a play-based learning in our kindergarten.
[37:58] We are starting kids in kindergarten and they have to learn how to do school and learn all their letters and learn all their numbers and learn how to read.
[38:05] Play-based learning is kind of a big swing at how do you teach these kids to be here, co-exist with other children, how do you learn to play, how do you learn to resolve conflicts.
[38:14] If you get to third grade and you still haven't figured all that stuff out and it makes it really hard to learn how to add and subtract and all that stuff.
[38:20] So, we're kind of like taking a foundational approach to how do we kind of fix everything
[38:24] all at the same time.
[38:26] Targeting the NTSS support, so we have got all kinds of different ways that we're trying
[38:30] to approach.
[38:31] What I think is our biggest problem with state testing is we've got a lot of kids who can,
[38:34] but they just want because they don't care.
[38:36] They don't see the value in doing well in the tests.
[38:39] They don't see the scores, so the kids don't know how they did.
[38:42] And that's like a big thing that we can fix, we can like directly impact that by taking
[38:46] the kids' scores and showing them to them, showing them how they did in their tests.
[38:48] I know my daughter knows that I can look it up, so she bugs me about it all the time.
[38:52] She's like, how do I do that?
[38:53] I do.
[38:53] It's for three weeks like every day.
[38:55] She was like, can I see what my test scores were?
[38:56] I was like, you can't see it.
[38:57] But I'll tell you how you did.
[39:00] So we are going forward, we're going to start making a more concerted effort to have kids
[39:04] be aware of how they perform on the test and I think just setting goals for themselves to
[39:08] be like, I'm going to try to do better than I did last time.
[39:10] We need to come up with an incentive.
[39:12] So the last part I have on here is growth incentives, not tying it, hey, if you do good on the test
[39:16] you get a reward.
[39:17] It's like if you can set your own mark and then meet it
[39:20] There should be some kind of incentive for you to do that if I do really good job at work
[39:24] You know, I continue to be employed and then I get compensated for my time the kids are like what do I get for doing a good job
[39:30] So we need to show them kind of what they get for doing a good job
[39:33] So we've got plans for all that stuff nothing solid yet because we've got to kind of give in here and see how it goes
[39:37] And we want input from the kids too, you know, I might think that having a I don't know
[39:43] neon dance party sound like a lot of fun. They might disagree with me, so that's not going to motivate them to do well
[39:48] So when I get the kids in here talk to them about what they think is a fair
[39:53] kind of reward for doing better than they did the year before and then we go from there
[39:56] And if we can get all the kids to buy in we've got consistent programming and we are the big thing
[40:01] We've done in the last couple of years is like practicing the test
[40:04] So like showing them what it looks like seeing what happens when you click and move stuff around and then seeing them like a lot of the test is
[40:11] about preparation and being ready and taken seriously so we've got a couple of
[40:14] boxes checked we've got a couple left to go and I think in a couple years these
[40:18] numbers will be a lot better. Any questions?
[40:24] I may have misunderstood what you said.
[40:25] Do we not share the scores with families? So we people can have access to them but
[40:31] we don't do a good job of rolling that information out so like when you come to
[40:35] a parent-teacher conference in November you can get their the testing that we do in
[40:40] in the fall that isn't SASS.
[40:42] So it's like, hey, here's how your kid is doing right now.
[40:44] So we do star.
[40:45] We used to do knee law, but now we'd like
[40:46] primarily do star.
[40:48] And so like you can get the star data
[40:49] when you show up to the parent to teach your conference.
[40:51] In Alma, there is a way for us to link testing data.
[40:54] So when people can go in there and look at their kids' grays,
[40:56] they can also look at their testing data.
[40:58] We're trying to figure all that out.
[41:00] And Asia's probably been killing me for saying that a lot.
[41:01] But we're trying to figure out how people can have more access
[41:05] to their kids kind of data for testing.
[41:07] But also like directly to the kids.
[41:08] So like if I tell their parents, that's one thing.
[41:10] if I'm telling the kids how they're doing, so we have kind of a loose outline of if I had
[41:16] unlimited time, but like we're going to try to set it there, is that like have kids come
[41:20] to me, so they come to the principal's office and sit down and I'm like here's how your
[41:24] testing data went last year, like look at your scores, look how much better you did than
[41:28] the year before, how far do you think you can get, can I get through all 400 kids by myself,
[41:32] I don't know, but we can try to figure it out.
[41:36] 20,000.
[41:36] That's something that I don't like.
[41:37] It's only 20,000.
[41:38] Thank you.
[41:38] Yes, 240.
[41:39] We're already in the right place.
[41:42] But it's stuff like that.
[41:43] It's the things that we can do of our job of telling the kids how they're doing.
[41:46] We can do a lot of of our job of telling the parents how they're doing.
[41:48] There are systems in place but it's just like,
[41:50] are we taking full advantage of those things?
[41:52] I was just curious because I remember when Austin would take the test,
[41:56] and he seems to know is it just from checking in with the teacher?
[41:58] Yeah.
[41:59] It's just a little easier.
[42:00] So like our writing test, we have to wait for them to come back.
[42:03] Some of them, they auto-score.
[42:05] someone in the hands score and then you have to wait forever and that's what happened to
[42:08] millions of us who's driving crazy shouldn't wait for us to be hands score right
[42:11] too much but like the math score what you're done with the test yeah it's
[42:16] not a score so if you go to your teacher and you're like hey how did I do they can
[42:19] look it up okay that must be what it was yeah I was like do all the kids care and
[42:24] so like we're not we don't they don't all care right now so we're trying to like
[42:26] get them to care and then let them have access to the information and then make
[42:35] Thank you.
[42:35] Thank you.
[42:36] I don't know.
[42:36] No problem at all.
[42:38] Okay.
[42:39] So now we'll go on to public comments.
[42:41] It's 12.
[42:42] Do we have anything to call the public?
[42:44] Okay.
[42:45] We've got to open for a few minutes here.
[42:48] Next we can go on to reports and we had a transportation
[42:51] committee meeting before this.
[42:53] So it sounds great.
[42:54] You want to speak on that?
[42:56] Yes.
[42:57] We had some progress.
[43:00] some new contract to look at and RFP we were talking about an extension or just going
[43:12] to putting out a bid for after this contract ends. And I think from talking with that
[43:20] I know Michelle, thank you. Thank you. I know Michelle would like to possibly do an extension
[43:25] for a year. But I think the way that we talked about the timeline is it would work out just
[43:30] fine if we did want to just go into a full bed. They'll have plenty of, they'll have time.
[43:35] Last time we put out for the, um, the RFP, we gave about two and a half weeks. Then we would
[43:40] have all the data and that still gives us plenty of time for the budget committee to give them, uh,
[43:45] you know, what our numbers would be from choosing. Hopefully we'll be able to get a few,
[43:53] at least three quotes. I don't know how many bus transportation department there are actually
[43:58] are. I've had two already reach out because they saw this on the board packet. So they're
[44:04] either. So I know which is a big sign. That's great. That is a big sign. I was just going
[44:11] to say and even if we go out to bid that doesn't foreclose us from doing a extension if we don't
[44:17] like the bid to get back. Right. Yeah. If we need to take it, yeah, one step at a time we can always
[44:22] do that as well. I don't know how that would work for doing both if you could, if we need
[44:28] to ask them for what, if they're extension price would be the same as they're, they've
[44:33] been, they've been price or not, or if it would be two different numbers, I don't
[44:37] not sure how they've looked at it, because that might be something too. So, um, so what
[44:44] do you, I don't know, do you guys have a preference on whether you want to just try the extension
[44:48] first or whether you just want to throw out the RFP?
[44:53] I mean, I, I, I like the fact that
[44:56] that we have the opportunity to do because we didn't prior.
[45:00] We were in a lurch to get things fixed. So, you know, to me, I think this is an opportunity, especially looking at like 20, 28 budget, like to see what those numbers are starting to look like now. But to me, that doesn't seem like a bad, I think that's a good idea. But I'm just a person. I agree also too. I mean, it's a job to try to keep the budget down. I mean, if we get some seriously different numbers, you know, we couldn't actually put bill.
[45:29] Work with that too. So we
[45:34] want to put that to a motion. Make a motion to put out the transportation to bid.
[45:42] I'll second it.
[45:44] Any further comment?
[45:46] Nope.
[45:46] All in favor on that?
[45:48] All right.
[45:49] Okay.
[45:53] Thank you.
[45:53] Yes. Thank you.
[45:54] You're welcome.
[45:55] I'm Michelle.
[45:59] Yes.
[46:00] Thank you very much.
[46:01] Great.
[46:03] Okay, so let's get into meeting minutes. We have the public means of the public minutes of 8.4.26.
[46:09] Does that get emotional?
[46:11] I make a motion to approve the public minutes of 8.4.20.26. Give us a little mistake.
[46:19] Okay.
[46:20] Just on page 8, I said, I said budget, not subject, and the LA, my LA.
[46:30] Okay. Okay. I have a fix up. I like it with amendments. I should have said. Yeah.
[46:37] I'll amend my motion. They don't win amendments. I usually say that but I forgot.
[46:44] The one time. I forgot. Any other corrections?
[46:51] No. No. No. Okay. All the favor with corrections?
[46:55] I was there.
[47:02] Next consent agenda.
[47:05] I make a motion to approve the consent agenda.
[47:11] Second.
[47:11] All in favor?
[47:13] I.
[47:15] Under old business, we have the library.
[47:19] The library budget line.
[47:28] There's any conversation around that.
[47:32] Or if there's any added conversation from the last point of view.
[47:36] I
[47:39] could always put some notes in that would say up to $10 if we do $10 per student, like
[47:51] a lot of other schools do, round it up to the nearest dollar for library books, and
[47:56] then put other things in there that are known because you don't know what you're going
[48:02] need because it covers books and other media science
[48:11] stuff. It could be others.
[48:14] But we could put notes on it so that everybody knows. I love notes in a budget.
[48:18] They don't have them for all of them, but things like that are important.
[48:24] Yeah, so I could add notes for it this way or this way. I think like potentially just my opinion is
[48:31] doing that across the board, you know, for like where we need to be beneficial for the budget committee, and showing that at a level of transparency, you know?
[48:44] But, okay.
[48:46] Just low pages.
[48:49] I have a question, this might be unfair because I was not on the board.
[48:54] I'm looking for board history because it seems as though this line item was increased.
[49:00] pretty substantially in 2025 to make up for a shortfall before. So I guess my
[49:13] question is are we still in catch-up mode from when we raised that number? Like
[49:22] I don't know that personally because I wasn't here and this might... Michelle's notes
[49:27] might clear that up. If we would we get I mean the magdos budgeted things to
[49:34] the numbers yeah yeah yeah I just was curious because it looked like it
[49:41] sort of went up they were without funds because they were without funds in 2023
[49:48] because we had a default budget or since I've been here we've never had a
[49:53] I've been here six years.
[50:00] Before 2020.
[50:01] My first year did it.
[50:01] Oh, maybe.
[50:03] Yeah, it was around 2020.
[50:04] Okay.
[50:04] So my, my, my, my, I looked online.
[50:08] Something was there.
[50:09] We did there on the phone.
[50:10] By the way.
[50:11] It was listed as a default budget, but I believe it was not.
[50:15] That was part of my year two here.
[50:18] Okay.
[50:19] Yep.
[50:19] If you look online, we always post the default budget.
[50:23] That has to get posted on the budget.
[50:24] right, right, but there was no real budget. There was no, it looked when I looked like
[50:33] that was the approved budget for that year, but it probably was not. Yes, I could look
[50:39] over there. All the folks going back to Josh knows, man, that, yeah, can tell you it's
[50:45] on each time, but I think it's a good idea. Just going forward, if we have the note,
[50:52] We always had the main binder with all the notes in it in the front office, so that way
[50:57] if anyone needs to know how this budget line got created, you could go to that tab and
[51:03] you could see everything that they submitted that was approved to create those numbers.
[51:09] They were submitted on paper instead of electrically.
[51:12] Yes.
[51:13] Well, because you had it, like, probably, but you had a paper proof, because they had to submit
[51:16] so everyone could review them first. We didn't have the electronic system for
[51:20] circulating, for signing off, but I mean at least then people knew what you could
[51:28] go to the line and see exactly what was submitted to create it, so. I do have
[51:35] that for the last three years. I don't know about before, but I do have all the
[51:41] forms that everybody completes requesting what the line comes along and then if
[51:48] the super makes any changes we cross it out and make changes so I have if I have
[51:54] the three years it's a pick if you want to come in look at it or I'll just give
[51:58] them to you to look at it in the conference room thank you Michelle yeah anybody
[52:03] has anything else on the dark I just I just want to add because it was kind of
[52:08] mentioned a little bit that that line was also created because of a textbook line that was
[52:14] deleted from the budget. So that way textbooks could be ordered from that as well. And when I say
[52:19] textbooks I'm not talking about, um, necessarily the ones that we just reported right. So at the end of
[52:25] last year, when you guys approved us buying programs from the money from last year, that was bought
[52:32] with that money. So anything that we bought from that line this year would be, when I say textbooks,
[52:38] I'm talking about reading books that the kids use. Our language arts teacher, our new language
[52:43] arts teacher, she has a couple of books that she wants for all the kids to read in sixth grade.
[52:48] Those will be purchased into that line. Our seventh grade language arts teacher needed his books
[52:53] updated because they were following apartments, had them forever. That came on in that line.
[52:57] So that's the printed and not media because it's library and printed media that we do take from that one.
[53:06] So that's different from because under regular education we also have a curriculum and textbooks line.
[53:14] So a lot of regular and is the program's books more like textbooks than I got it now.
[53:28] That line, that line, when the money extended to a larger amount, also included replacement
[53:37] textbooks and teachers ordered to the library when they were textbooks were ruled or
[53:44] whenever they needed more for students, that went into that line.
[53:47] My placement, so that would be another comment down in the line in the placement of a certain
[53:53] whatever.
[53:55] And don't have any question for you.
[53:57] So all those books that you showed, St. Ray and myself, like you go, you know, it's great
[54:04] that they come in and see, hey, I, this book, I go over to this book, are they all going to
[54:10] do that?
[54:11] You know, anybody else that wants to see what's available there?
[54:15] Yes.
[54:15] Because some of those books were brain-spanked.
[54:16] Well, I was out there today and there's more.
[54:23] I don't know who put them there, but there was more.
[54:26] And there were sets.
[54:27] There were sets of book that were out there.
[54:29] So yeah, so I will have the teacher.
[54:32] So what will happen is we kind of lean through some of the stuff that's broken or whatever.
[54:37] And then we'll have a table set up.
[54:39] Some of the teachers come back.
[54:40] They can go through and look to see.
[54:43] Is there anything that you want for your class?
[54:45] They have a great idea.
[54:46] You know, that's very wonderful.
[54:47] And then we have our book lending machine cannon.
[54:52] So yeah, so we can use some of those books that go in there.
[54:55] So how that works is, like Aaron was talking about, one of the, you know, a child doesn't have
[55:00] to go from red to yellow in order to get a token.
[55:04] They could be in red and move up in red, right?
[55:06] It's their target and get a token and with that token, they go and they get a book from the
[55:11] book.
[55:14] So it's really cool. So that came in today. So some of those books that are out there
[55:17] could potentially go well can go into that. And that book bending machine was actually about the title money.
[55:22] So it wasn't district budget money, it was title funding.
[55:26] And that's because we're now a title one school. So it opens it up for more of our kids to be able to access these things.
[55:32] So that's one of the things that we were able to purchase because we're now a school-wide title one school versus
[55:37] is you know just targeted target means you have to meet a certain threshold and only
[55:45] you can be able to be only you can get a token another child could do well and they
[55:50] don't get a token right and so now it's it's open to all of our students also perfect thank
[55:56] you very much all right so next we have the town payments so we move this to the second
[56:07] meeting of the month because we give them to the 10th. So that's just moving the second
[56:15] meeting. And August payment received eight seven. And that's it. We have to wait for September.
[56:22] I'm still fresh. Yeah, just a conversation with Michelle after our last meeting and it followed
[56:29] up with the town administrator and our finance manager. And one of the things that we're looking
[56:34] at, and they're still investigating the complexity that shouldn't be there, but it is, so we can
[56:41] just electronic, we pay that. Right? So, I mean, it's,
[56:47] I don't know. I just can't leave
[56:50] it. I'm still literally running down to get it. Here's what we owe the school. You know, here's
[56:54] what the school, and we have to go through this whole process. And it's like, your bank account
[57:00] is that TD in our bank accounts, the towns, why don't we just move the money on these
[57:07] days. So anyway they're looking into what has to go away and what has to change and make
[57:12] sure everything we're doing is on the up and up. But you know so you're not weeding or
[57:18] of making a phone call to say it's a check rate, check rate, check rate, check rate, you'll
[57:22] go into account.
[57:23] That's awesome.
[57:24] Thank you.
[57:25] Yeah.
[57:25] Thanks, Tom.
[57:26] Yeah.
[57:27] Okay.
[57:28] Any other questions about Tom's payment?
[57:30] No?
[57:30] All right.
[57:31] Next, new business.
[57:33] First on the list, we have the Crutch and Mountain Foundation donation.
[57:42] So I wanted to talk a little bit about the Crutch and Mountain Foundation.
[57:45] So we were very fortunate this year to be able to receive money from the Crutch and Mountain
[57:50] Foundation.
[57:50] Crutch and Mountain Foundation.
[57:52] So as you guys know, we have the pause program for our students that have hiding, they could
[58:00] be autistic.
[58:02] These are students that don't spend much time in general population with our, it sounds
[58:06] really awful to say general population with some of the general, but it's not.
[58:10] But go into a regular and classroom with our students.
[58:13] So they have a self-contained which they spend some of their time in that classroom.
[58:18] It is an approved classroom by the State of New Hampshire, so the Department of Education
[58:23] comes out, they check out the room, they say you're approved for so many years and then
[58:29] they come back and they do these inspections and they can do inspections anyway, it doesn't
[58:32] mean that every three years they come out, they can come out whenever they want.
[58:36] One of the things that we looked at is we had a different program that was in there a
[58:41] few years ago, then that post when I came on that program had already dissolved and it
[58:48] was supposed to be run internally and the person that was going to run the program ended
[58:52] up leaving. And so there was a lot of turnover in turmoil in that building in that room.
[58:59] And so what I did is I reached out to the Coge Mountain Foundation. Coge Mountain Foundation
[59:04] is a program that works with schools and other communities and area communities and brings
[59:12] and they work with special needs students is there is there everything and so they came out
[59:16] and went for a tour with me and I talked to her about the room and how I would like to see more
[59:25] out of that room because I didn't think that we could we were providing as much as we should for
[59:30] our students that were in that program, right?
[59:32] The rooms were kind of small.
[59:34] They didn't have the developmentally appropriate things
[59:37] for their age and their needs.
[59:40] And so through the Crotchett Mountain Foundation,
[59:43] we were able to secure $15,000.
[59:47] And there's an opportunity for more in the future
[59:51] of this upcoming school year needed.
[59:53] But through this money, one of the things
[59:55] that they're doing is they're helping us revamp that room.
[1:00:00] To be better for our students and better for our staff. They've also opened it up that our staff members that are in that room get specialized training for to be able to work with those students of high needs. And so they have to take this, they have to take data all day long on those students. And so they have to learn how to take this. And so this going through this program will allow that. It also allows them to be monitored.
[1:00:29] by a BCBA, which is a behavior specialist, and they will give them certain workshops
[1:00:36] and trainings that they need to work specifically with children with high needs.
[1:00:41] And so this is all being funded through the Quadrant Mountain Foundation.
[1:00:45] So it's nothing out of this money for our district to pay for and the Quadrant Mountain Foundation
[1:00:53] will be paying for that.
[1:00:54] They offer other things to being part of the Quatchett Mountain Foundation also opens us up to other opportunities.
[1:01:03] So they have a bunch of sponsors and people that work with them.
[1:01:07] And so being part of their foundation allows us to tap into their sponsors that they have.
[1:01:12] So an example would be they have a program for students where they bring bikes and
[1:01:21] and other types of equipment for students to use
[1:01:26] that may not be able to use them.
[1:01:29] So if we have a student that is in a wheelchair,
[1:01:32] they can bring out bikes and things for this child
[1:01:35] to be able to use.
[1:01:36] They, if we have a skiing program,
[1:01:40] they will do adaptive equipment to allow our students
[1:01:44] to go skiing.
[1:01:45] So they offer just so much more than just this money,
[1:01:49] and that's all free for us now being a part of this organization.
[1:01:53] So there will be other things that this will bring into our district and into our students.
[1:01:58] So this is a huge deal for our students and our room is really coming along beautifully.
[1:02:08] They've been redecorating it and they're in a larger room now and our staff is being trained.
[1:02:15] They're doing some of the training now.
[1:02:16] So, not only does it pay for the training, but it also pays the staff to go through the
[1:02:22] training during the summer.
[1:02:24] And then it pays for our BCBA to oversee the staff that have to do this training.
[1:02:29] So, our staff that are going through the RBT training, what they do is they'll do this training.
[1:02:37] And then once they're done with their RBT training, there's a whole process that goes along
[1:02:42] with it.
[1:02:42] So you take this course after this course, the BCBA will work with you because you have
[1:02:49] to take a state test and you have to pass this test in order to meet this certification.
[1:02:56] So once you take the course, you meet with the BCBA, the BCBA works with you, the BCBA
[1:03:03] then needs to say, yes, this person is, I feel, is able to provide the needs of these students.
[1:03:09] They write a letter of recommendation to the board and the board then ask the student
[1:03:18] or the staff to send in an application, then the board decides, yes or no, if this
[1:03:25] person can take the test.
[1:03:27] If they say yes, the person goes and takes the test.
[1:03:30] If they pass the test, then they are now RBTs and they have certain requirements that they
[1:03:36] have to do every month to keep up with their RVT training.
[1:03:41] So it's a monthly certification.
[1:03:44] And if you do not do that stuff during the month,
[1:03:46] you're supposed to report to the board
[1:03:49] that at this month, I have not met my criteria to be an RVT.
[1:03:55] And so they take you off their RVT list.
[1:03:57] And everybody that's certified as an RVT
[1:03:59] is on a list with the state that says
[1:04:02] that they have their credentials as an RVT.
[1:04:05] And then once you meet the criteria, you can go back on, but this is every two years
[1:04:11] you have to be certified.
[1:04:12] So it's kind of like a teaching credentials or your pair of two credentials, you still
[1:04:18] have to go through the recertification process.
[1:04:22] But through this recertification process, there's courses that you're required to take.
[1:04:27] There's BCBA, OPE has to be overseeing you through this time and they have to write a letter
[1:04:33] recommendation saying that they feel that you should pass. So this is actually a big deal
[1:04:38] for our staff and for our students to be able to have this level of people working with them.
[1:04:47] That's awesome.
[1:04:50] The RBT is up same as like the ABAs. It's a whole not a level. Yeah, it's like
[1:04:56] another level. So I think commonly people assume that like RBT is more training, more involved in
[1:05:03] ABA.
[1:05:04] Okay.
[1:05:05] What does he stand for?
[1:05:08] Registered.
[1:05:08] Okay.
[1:05:09] And ABA still has to do, they still have trainings and stuff and they still have credentials
[1:05:14] that expire.
[1:05:15] Right.
[1:05:16] So everybody's credentials do expire.
[1:05:19] The training, but a lot of it's the same except the RVT has a lot more training they have
[1:05:25] to go through.
[1:05:26] Yeah.
[1:05:26] This
[1:05:29] training is a little different because we also did the train, the trainer which was a
[1:05:32] different type of training that the staff got to so currently right now so one
[1:05:37] of the one of the recommendations when they came out to to look at our
[1:05:42] facility is we had said to them over CPR you know CPI or CPI school and the
[1:05:51] first thing they said was it you know with our population our kids being so
[1:05:57] young that they didn't feel that that was the training that we needed and so
[1:06:01] So they said, you really should be safety care trained.
[1:06:04] Safety care trained is more your level of students, younger generations, younger generation.
[1:06:11] And so put into the grant, we have two people that went out today and tomorrow to be safety
[1:06:19] care trained.
[1:06:20] We'll have a third go later on, but the first two days, it's like the first day and the
[1:06:26] third day, all of our parents will actually be trained in safety care.
[1:06:31] And so even though, so safety care, there's different parts of it, there's de-escalation.
[1:06:36] So when a student is starting to get really hyper, how do you calm them down, right?
[1:06:42] So everybody gets trained in that.
[1:06:45] The second component is, okay, now we can't calm them down and they're going to harm themselves
[1:06:52] or harm somebody else.
[1:06:53] So we need to put our hands on them, right?
[1:06:56] We have to restrain them.
[1:06:57] And so, everybody is going to be trained in that, but not everybody is going to have the
[1:07:03] right to to restrain, right, that's going to be a limited body.
[1:07:09] But one of the things that we noticed this past year is that they did the training and
[1:07:15] after de-escalation, they stopped all the paras and said, you don't need this other piece.
[1:07:21] And I think what happened is that when a, when someone, when a restraint took place, it
[1:07:27] It was very scary for some of our parents to see and didn't realize that they were actually
[1:07:33] doing, you know, they were being safe and they were doing what they were trained to do.
[1:07:38] But it's very scary to see something like that, right?
[1:07:41] And especially because kids scream and they may not, you know, they may just have their hand
[1:07:44] belly on them, but a kid's going to scream, you're hurting me, you're hurting me, I'll
[1:07:47] say the things.
[1:07:49] And so we decided this year that they're going to go through the full training.
[1:07:53] So, that way they can go through how do you restrain someone?
[1:07:58] So, they'll be doing restraints on each other and having them done in themselves.
[1:08:03] So, they have a feeling that, okay, I now I see what's going on and I have an understanding
[1:08:07] of it, but only, like I said, only a core few and it's our admin staff, our MTSS type of staff
[1:08:14] will have the ones that can actually do the restraints.
[1:08:17] Any type of restraints that are done, we are required by law to report it to the Department
[1:08:22] and education as well as to the parent and there's documents that we have to fill out for that so
[1:08:28] but yes so it's a very different level I think that our families are going to be very happy
[1:08:34] when the school year starts back up again and they see the changes in the room they see the changes
[1:08:39] that you know the training and the staff and things that will be happening in our building so
[1:08:45] Perfect. Thank you very much. Okay,
[1:08:51] next we have the DOE 25. Yes, I didn't think I would
[1:08:56] get to this, but it's already been submitted. So, may get a kicked back, but it won't change
[1:09:04] the numbers. It's just the placement of the numbers. And I just need the cover sheet sign,
[1:09:10] But if you want to look at the report, it's also here.
[1:09:15] We didn't end up as good as we thought.
[1:09:19] So, I don't have the news.
[1:09:23] I signed on balance.
[1:09:25] That's 27.
[1:09:27] But we ended this, we did 26.
[1:09:30] We started this, we did 26 with that.
[1:09:33] 13,000.
[1:09:35] It's 7,000, I think.
[1:09:39] $13,511.86, and that was because we did four years of cleaning up for audits that we were behind.
[1:09:48] So we had to move money from the general fund to grants, or three years of food service,
[1:09:54] not non-payments of students, had to get moved, so good thing we had that extra money.
[1:10:08] And it's really, it's been a quiet week here.
[1:10:14] We know, I said to Michelle, I said, I know from, you know, years are doing this.
[1:10:19] When you know they're doing the DOE 25, you don't talk to them.
[1:10:23] So I stopped the last couple of days. I even said a word to Michelle.
[1:10:31] So I'll just pass around and you can either wait till after the meeting or whatever, but
[1:10:38] it's due September 1st and we were told to submit it without the cover letter from the
[1:10:44] board because then it's submitted, it's there.
[1:10:48] The cover letter is just going to go separate anyways.
[1:10:52] We don't attach the whole thing to separate upload.
[1:10:57] So if the board would like to like for us to send that to you to look at us, I can send
[1:11:03] you for signing.
[1:11:04] We can do that if you want to come in and sign, whatever works for you, you can look
[1:11:09] through it and ask questions.
[1:11:17] If there are any changes of where like I place things, I'll highlight them and bring it back
[1:11:22] to the next board meeting on the first.
[1:11:24] Well
[1:11:30] so while that is moving around we don't have any follow up so we can move
[1:11:37] on to nominations, hires and resignations. We have Catherine Martin as
[1:11:48] a world
[1:11:48] language teacher.
[1:11:54] Any questions?
[1:11:58] No, could I get a motion to accept?
[1:12:04] I make
[1:12:05] motion to accept Catherine Martin as the world language teacher.
[1:12:16] All in favor?
[1:12:17] Hi.
[1:12:18] All right.
[1:12:18] Okay.
[1:12:20] In the next, we have Samantha Gagnon, special care professional over here.
[1:12:26] Donna.
[1:12:27] So I just want to let you know, Samantha Gagnon actually changed to a substitute.
[1:12:33] So I know it's an FYI, but I just wanted to let you know.
[1:12:37] She was going to work full-time and couldn't work full-time, so she decided to be a substitute
[1:12:42] two for us until she can work well on it and she will come see if we have a position
[1:12:47] to do so.
[1:12:48] What's her name Samantha Gagner?
[1:12:50] Yes.
[1:12:50] Because it's not on the sheet.
[1:12:53] And I'm sorry.
[1:12:54] I didn't mean to skip over Roland with Skala.
[1:13:02] What is his title?
[1:13:03] Oh, okay.
[1:13:04] I think in house.
[1:13:05] Is it an interventionist?
[1:13:06] Yeah.
[1:13:08] Yeah.
[1:13:09] Shall we start?
[1:13:16] That's...
[1:13:16] Is that...
[1:13:17] Is
[1:13:21] that like a param?
[1:13:23] Yeah.
[1:13:23] Yeah, it's a fair contract.
[1:13:26] Why are we creating the titles?
[1:13:29] It's not really a new title.
[1:13:30] It's kind of, we looked at the way
[1:13:34] that we used the position last year
[1:13:36] and then kind of came up with a different plan on how to do that.
[1:13:39] So we had like an ISS room a few years ago.
[1:13:43] And then we shifted that over to IHI.
[1:13:45] And so we think that approaching that room
[1:13:49] differently this year is going to be to everybody's benefits.
[1:13:51] So last year we had one person in IHI, and one person in FSC, we're going to kind of take kind of a dual role
[1:13:58] with their both doing both, whereas like we have our behavior interventionist is
[1:14:03] as Bachelors agree in psychology, so using her to kind of
[1:14:08] be more proactive about behaviors as opposed to sitting in a room and receiving them.
[1:14:12] So having the other person in IHI be able to swap that forth between the two frees her up to be like this behavior is pretty significant
[1:14:19] I'm going to do this, she can't do it from the other room, so we kind of
[1:14:24] tweaked the language on what this position is, just to facilitate that.
[1:14:28] It's really just kind of swapping back and forth between two rooms, providing
[1:14:31] supervision. Do we need to add these titles into handbooks or contracts or
[1:14:40] the negotiations or anything? Because you know how they got it all listed.
[1:14:47] his thing did go to the Paris Union, they said, yeah, but you know how we're doing the
[1:14:55] agreement though, but it's a but he's a pair up. So his his job title is
[1:15:00] Okay. All right. Yeah. Just get a background in education. Um, worked in a, um, residential facility. Um, so like background behavior. Um, and like, uh, involved in a church, involved in a library. So like, there's a lot of like, uh, kid, uh, Jason stuff.
[1:15:22] Okay. But you did say it was signed off by that because it's not.
[1:15:26] It's fine coffee should have been in here.
[1:15:28] You put it in the hot one.
[1:15:30] It's fine coffee isn't it?
[1:15:31] Oh, I didn't.
[1:15:32] Oh, I think so.
[1:15:35] But I did get it back from the show.
[1:15:44] I can make a coffee and send it to you guys.
[1:15:48] Yeah, that's it.
[1:15:49] Or put it in the next one.
[1:15:51] Whatever.
[1:15:51] Shoot it in the end.
[1:15:52] Yeah, like here's the sign going.
[1:15:54] Yeah.
[1:15:54] That'll be fine.
[1:15:56] See it.
[1:15:59] Any other questions here?
[1:16:03] Okay, so next we have public, there's a second public comment for the evening, anything?
[1:16:11] Thank you.
[1:16:14] And with that said, could I get a motion going to our second non-public for the evening?
[1:16:20] How many commotion are you going to do?
[1:16:22] The evening?
[1:16:23] I'm meeting.
[1:16:24] Oh, no.
[1:16:25] Not meeting?
[1:16:28] Yeah, we have a non-public.
[1:16:30] Yeah, I do that first, and I'm meeting her.
[1:16:34] Yes.
[1:16:35] Yeah.
[1:16:36] Yeah.
[1:16:37] That's right.
[1:16:37] Yeah.
[1:16:38] So, can I get a motion to go on it on public?
[1:16:42] Yeah.
[1:16:43] I make a motion going to non-public under RSA 91-A-3-2.
[1:16:47] Is this C?
[1:16:48] C.
[1:16:49] C.
[1:16:49] No.
[1:16:51] All right, second.
[1:16:53] Okay.
[1:16:53] Roper?
[1:16:54] Hello, Farah.
[1:16:56] Oh.
[1:16:57] Oh, Gary and I will cost his eye.
[1:16:59] To call for a correct eye.
[1:17:00] Oh, no.
[1:17:01] OK.