001[laughter] All right. >> Hey, hey everybody. Welcome to the regularly scheduled Holla School Board meeting. Today is June 3rd, 2026. I am Carol Roy the chair. Uh we are going to start with any agenda adjustments correspondence. [laughter] I have one agenda uh under deliberations. Um, we need to add the action the board will take ad recommendation that we made to spend $100,000 from the fund balance to begin. >> I will happily take that up for discussion >> tires and >> do we need to add anything discussion point or just deliberation? It's going to be included under the um the fiscal report, the expense. >> Perfect. Are everybody okay with that? >> I added it um as a fifth item under deliberation before we get into policies rather than >> any other agenda adjustments that we
002need to add tonight. >> Beautiful. >> All right. Our first item on the agenda then is the consent agenda. And under the consent agenda, we have one nomination at Hughes for a case. >> Excellent. Jordan case manager. Excellent. >> All right. I will take a motion to approve the consent agenda as presented. >> A second. >> Any discussion? >> Thank you. I know. >> Excellent. >> All those in favor zone. >> Now we're moving into the approval of minutes for our meeting on May 6, 2026. >> The following amendments were offered. Page six, line 30 to keep the comma following $95,000. Page 14, line 28, correct the spelling of enrollment. Page 21, line four, correct the spelling of spontane. >> Page 22, line 37, replace the question mark with a comma. Page 24, line 21,
003replace that is that has >> I'll take a motion to accept as amended. >> A second spell your name correctly. >> Any discussion on those kind of uh minutes? and ultimate >> um meaning the language or >> the the tail that listed. >> Oh, gotcha. So, the presentation. Okay. I would make a Great. All right. I can add that to the amendments if you guys are okay with that. >> All those in favor of second might make it to the next game. Well, wash. >> All right. We also have minutes for our nonpublic that was held on May 6, 2026. I'll take a motion to accept as presented. >> A second. >> Second. >> Any discussion? >> Thank you for taking >> All right. All those in favor of accepting. >> All right. We are
004early to the public hearing which cannot start until 6:15. So, we're going to jump ahead and we are actually going to go to the principal's report. >> Um, we're going to talk about the uh enrollment and board reports and then we'll go back to the public hearing. >> Just open forward if that works for everybody. >> So, do I think you wanted to pop in on that? Um, we'll start with the enrollment reports. Uh, for May, our enrollment at the prek intensive was 4. Uh am prek was 9 a.m. prek through 4 was 6 and pm prek was at five. Kindergarten was at 87. First grade 76. Second grade 95. Third grade 103. For our huge enrollment at fourth grade we're at 105. Fifth grade 96. 6th grade 96 for a total of 684. which
005is above. >> I think a student left grade three. in the week. [laughter] >> Okay. Correct. >> Great. And we have a long list of very exciting things. Our schools are pumping like they are every um June and um they go through and every grade level is having a celebration of learning. Um I was able to visit Hughes last week with some exciting presentations from the students and work work on display. Um there is a very large turnout of parents. The um tomorrow will be the second grade at HPS. Uh June 4th is the last day of preschool and their celebration of learning. Um also on the 4th is first grade. Um we will have Hughes visiting um seniors um from from HP will be coming back to visit um Hughes on the 4th. >>
006On June 4th there's a K9 assembly with the Milford K9 unit and officer Nick which [clears throat] will be a big hit. >> On June 5th new kindergarten screenings >> um will continue. Um but we can I can tell you that uh as of right now incoming kindergarten screenings have been all filled and they have been um very excited about welcoming our incoming students June 5th um trimester grade. I'm excited to see the drone presentation that's coming. [laughter] Um, and today I um played ball for the first time in 40 years um which was really fun and I didn't break anything that was >> that was the best part of that I think is that you're >> June 10th um grade three will visit Cub for uh their transition and see where they'll be coming
007to school next year. Um, June 11th is the grade three celebration of learning. June 11th is our grade six barbecue celebration. >> The 12th is Thursday, which I hear there's always lots of great music going on. >> I do. [laughter] June 15th is our promotion ceremony for sixth graders um at 10:00 a.m. >> And the last day of school for students um with dismissal at 11:00 is June 16th. >> Last day for professional staff is June 18th. Um Mr. Funim is here and he'll talk about some of some of the work that's coming up. But there is a lot of um work that is in the planning stages and room changes that are going to be going on that you'll hear about um in the presentation from our principles. >> Um regarding staff and students,
008all staff open positions at HPS have been filled for the new school media, which is phenomenal that that's done before school ends. Our grade three students perform a concert for their parents. Um and they did a phenomenal job. >> HPS, as I mentioned, kindergarten screenings were completely filled. Um state testing went well at both schools. >> Just finished up some of our travelers, so that was great. >> Um May 28th, Hughes had their celebration of learning and again had a good turnout from parents. the 29th was bike to school in the morning which from somebody who has to commute down the road also sorry day sorry >> it was a lot of fun to watch but it was um the line of traffic was very long >> um the Hughes wing awards are have been
009handed out and students have shown that they are growing their wings and they're dedicated to their learning and growth um dear graduation occur heard the five essay readers showcasing what they have learned and we greatly appreciate the partnership that we have with the police department. >> When you say um screen >> all the I assume all the the appointment schedules >> the slots that we have >> that we anticipated for. So we were very busy with all >> you still have one more day. Um, is there uh like is it that we need to do additional screenings? What happens if students if incoming students aren't don't make it to a screening? >> Welcome to the mic. Um so we have um so anybody who register for the send almost February over the summer. >> If
010somebody moves in over the summer, we don't have over the summer as best as we can. We do our you know stuff pretty quickly here once we get there. We don't >> we don't have >> Look at you. It's like you landed that. >> Awesome. Any any more questions about the enrollment reports? >> Um doc, could I ask another brief question? So that we just finished testing, right? There's a few students who are to wrap up afterwards. the the SAS I mean and we were already working on the dashboard to make information more easily accessible to people. What's the difference in when teachers can see SAS data versus parents versus making it public? >> Teachers can see it pretty quick and then we'll send out as to how parents can access >> once everyone's completed.
011The data that is um available now is really more useful on an individual student level for placement or for talking about where students are and your teachers to see where students and strong we won't present staff data all right now there's nothing to compare it to we don't have any state got so once the state data is released then that's when we can do the report they'll share out comparisons and Okay, thank you. >> Great question. >> Okay, so thank you so much for that. As discussed, we are now at the time that we can go into our 6:15 p.m. public hearing. So, I'll take a motion that the board recess until the conclusion of the public hearing on the Hall of School building and SU building maintenance expendable trusts. >> A second. >> Any
012discussion? >> All right. All those in favor recessing 0. >> Word recessed at 616. >> Now we go to our >> So this school district public hearing is regard is regarding school buildings expendable trust. Um so I want to just hand off to Dot who's going to talk about what we're looking at tonight in this public hearing >> during the during the budget process. um process process building. The district's administrator has identified several needed repairs and improvements for their respective buildings within the school district. During the hearing on the proposed FY27 budget budget committee and the Hollow School Board recommended that the funding source for these particular items be the Apollo school building and expendable trust. >> The requested items and the estimated costs are as follows. Follow expenses for our students. >> Classroom flooring
013level $35,000. >> Basketball court $40,000. >> Basketball court replacement $15,000 >> sponge spruce removal and drywall $20,000 cabinet replacement phase three $15,000 for a total of $125,000. Our current available expendable trust fund is at 171,000 with the addition of the 125,000 that's being recommended. The new fund expendable trust fund balance would be $296,000 with the expenditures being recommended at 125. It would return the fund balance the ending balance to $171,000 >> for the SA building trust request for repairs to the SAT estimated at $32,000 building extendable trust status as well as current balance is 88,765 to He added 23,970 which would balance to $12,735. The estimated expenditure is at $32,000 leaving 27 balance of an anticipated balance of $8,735 >> for the for the HSD water systems trust. There are no plans to use by
014The recommendation will be toward the warrant in the in a warrant in the amount of $25,000 in 2027 to take the available balance back to $50,000. >> The current balance from water system trust is $27,78. the HHS special education. The recommendation warrant on the amount of $25,000 2027 to continue building balance of $225,000. >> The special education expendable stats current, >> excellent. Thank you, Dot. At this time, I'm going to open the floor for public comment just on these items. We will open public input on the rest of our items. So, if there's any members of the public who would like to talk on these public hearing items, which are to recap the uh Holla School Building Expendable Trust, SAU building expendable trust, Holla School District Water System Expendable Trust, and Holla School District Special
015Education Expendable Trust. I ask that you approach the podium at this time. Stop at the stampede. No, I'm just kidding. >> Um, seeing no one approaching, um, we can >> close public comment. >> Oh. Approach the podium. Anybody want to speak in opposition? Approach the podium. I apologize. I didn't realize I had to call for it twice. I thought it to pop up. >> Excellent. >> Last call for [laughter] Please approach the podium. Last call for testimony. [laughter] In opposition, please approach the podium. I definitely thought that was like a typo, but [laughter] we just got to keep going. Okay, so we had open public comment at 6:19 and I'm going to close it at 6:21 seeing no public commentary on the public hearing topics. >> All right. So, we will do our discussion and
016deliberation in our regular portion of the meeting. So, at this time, I will declare the public hearing closed at 6:21 p.m. >> Which then do we need to take a motion to reconvene? You can just come out. Okay. So, I'll take a motion to reconvene come out of come out of recess. >> Appreciate that. Any second? >> All those in favor of reconvening 500. We are reconvened at 6:21 p.m. Lot happened in that one. >> Beautiful. Thank you everybody. >> Thank you Dot for that information. >> Now we're back. Um so at this time it's 6:22. I'm going to go ahead and open our public input for any topics that any folks who are in attendance want to bring forth. Um, please make sure that you state your name clearly into the microphone so we
017can hear you. Um, we are opening it a few minutes earlier than the agenda states, so we will leave it open until 700 p.m. Just to make sure if anybody else who does want to speak comes in after that time, uh, after the 6:30 time that is. Um, while we are waiting for that, since no one's approaching, fair to say no one's approaching. Okay. Um, we're gonna continue through the agenda and we are now on to our end of year presentation. >> I I feel like you need like theme music or something. >> Well, we move the screen so you guys don't have to do your app. [laughter] >> That's okay. That's okay. >> Yes, they are. Yeah. >> Yeah. Anyone would like to do this particular [laughter] day. >> Oh, I'm Sarah Cruz, special
018administrator at the mall schools, joined by Paul Vicki, principal of HBS, principal. I'm Abby Diaz, our administrator. Um, could not be here tonight because she has an author for her own children. A >> and I'm going to start out with our new district staff. So, we've been doing a lot of interviewing. um really great pools of candidates. We have a new occupational therapist that will be coming to HBS. Uh we have a new case manager particularly for fourth grade at Hughes, a new fourth grade teacher also at Hughes and a new school psychologist at So we've been doing really well. There's a very strong candidate pool. I feel like we interviewed early and were able to get a lot of strong people um in those positions. We do have a few pair of positions still
019open, specifically a few which we'll continue to interview for summer. Um those postings are still up. So we usually find those last few candidates over the summer. So that's our plan. >> Thank you. >> Oh ran away. >> Thanks for setting me up. um teamwork. >> Um our uh so teamwork is pretty um status a lot. So we do have one of our classrooms that does not have one. So we are going to do some painting parking lot. We had things just that we wanted to come to as far as like square and things like that. >> Candy, are you going to be helping out? [laughter] >> The reason I say that is because she did a bunch of the work in the Hughes parking lot is actually Candy Fowler painting painting that over vacation.
020We'll do we're going to be repainting all of the second grade and then we have a few room changes that will actually have to happen. That's where that's where we are at summer work has more interesting >> except >> though I didn't really mean to take over all the world land and asked the students they wanted I'll take those over raining and then it had this beautiful day and things dried up and I'm like great I wore my old clothes I got the paint line machine and then you couldn't stop me I couldn't I had to paint basketball. I got a lot of things done. So, right now we have we have our as you may or may not remember down in the basement or the third floor or the first floor depending on where
021you're talking about. I always top and bottom. Um, we have a dehumidification system down there because it's a little bit more humid and um that major have beautiful parts that have been in the foyer decorating our foyer because they were in February and they said, "Oh, no. We can't come back." So, I was like, "All right, we'll just we'll just have them as decorations for the rest of the year." >> Uh, I want to get some basketball work done depending on all the things I have extendable trust. Um we are going to clean the curves. We may not need to clean the line again. And then of course we have cleaning that we building and especially if some of the things get passed with this sponge which is >> I think we'll have a lot
022more. >> And Candy is a track maintenance. Is it just kind of combing it? >> Oh the track. Yeah. What happens is um grew will come out and sort of spray to kind of kill some of the grasses that grew up there. Um it is amazing even without rain how quickly when the track is not used it reverts back into the field. We hadn't got up there for like 6 weeks and then I went where's our trash because the grass doesn't grow anywhere else. >> We are we are actually on a schedule now for them to come out like twice a year and and have that look a little bit nicer out there because it's a nice to have. Kids love to walk around the track. You can go around >> six times. It's a
023mile. So, um I have my calculator. The kids will walk over to that and just have some fun with it. So, we definitely want to keep going. >> Awesome. Thanks. >> And one of our goals is still to foster an environment of mutual appreciation and collaboration. Um, some of the ways that we're doing that, students from Hughes are still going down to visit and buddied up with classrooms at HBS, which is great. Gives them some older students to look up to and visit with. Um, PLC Monday has been very successful. All the kids in the HBS playing together from prek all the way to grade three. So, every Monday we start our day with an outside recess. Um, teachers are meeting in TLC's at the primary, but also at HU. So they have those opportunities
024to talk across grade level and also within their team um to work on curriculum and um you know ways to support each other, ways to support the students. Engaging in a lot of professional development throughout the year on a variety of different topics has also helped um create that culture. >> I can tell you my kiddo loves visits from her. >> Yes, it's very cute. We forget how little they are. I'm like, "Wow." >> How has Monday's been working together? >> It's been It's been great. We um we actually feel it as though it's like an indoor recessive side. Um and it's been great. We've had parent volunteers come and help us out, which great is especially for indoor time. But for the most part, we were able to get everybody out when we wanted
025to. and um I've gotten nothing but positive feedback from parents, from staff and from students. So um it's been great. So we're definitely continuing with that. >> Um so curriculum and assessment um Abby and I talked to Abby today and and kind of went over the goal and everything. So um continuous improvement in the students level achievement growth curriculum implementation best focus. So um we are in year two about the implementation of squared um which is basically um supporting students number sense and then in C cka we are really in year we have a lot of teachers last year this year was year one implementation so that's the program that has science of reading and knowledge building >> so um >> we are continuing to work on our best practices and our tier one focus
026and we I have to commend all of our taking on um one program another question talking about it going to team working every child instruction instruction and I think that our curriculum that we chose to step one instruction to really solid so that we is now starting other talking about >> um with that we have we have our web in your web data that we're going to go through um >> I don't know if you want to do your HPS and then I'll pass it on pass it off so um just is that imperative snapshot that progress progress and movement across fall, winter, and spring benchmark testing. Um, one data point um it's when we talk about um >> students making progress and students instead of needs. This is one data point that we use
027>> um in order with a whole other suite of things like teacheration, our instructional um assessments that we do in class. Um our um we do our um forming for summitative assessments, progress monitoring, all of those things are a piece of the puzzle that help us uh support these kids in continuing to grow. Um so this is our um kindergarten uh web map um which goes from fall to spring. We have >> we have kindergarten ELA >> first grade math >> first grade >> second grade math >> second grade ELA >> third grade math >> and third grade >> and I know um sometimes people say how instruct where you are in our third grade assessment and it's just we don't take one snapshot of a child and make all the decisions based on that.
028There are sometimes they can show us you know that they're growing and whatnot but this really helps us this gives us one piece of that puzzle that helps us to understand the child. [snorts and clears throat] So the triangles or I call them Christmas trees, right? They remind me that every year Christmas [laughter] tree even though it's not Christmas time. You can see that there's a tier three, a tier two, and a tier one. You might hear us talk about tier one instruction, which is your regular classroom. Sorry, Bill. Your regular classroom instruction where you're going to see kids participating with all their peers. Tier two is when we might pull you out for stumbling or enrichment or something to help maybe fill a gap or you know make sure that there's no holes in
029your learning. And tier three would be like we really need to have more intense um >> help for you to get you where you need to be. So that's kind of a little bit how Angel Web does that. That's why you see those three different colors. And as you can see from um looking at fall, winter, spring, our goal is less kids in the yellow, less kids in the red, more kids in the green um as we triangulate the different data points that Paul has talked about. So we don't just use web. We look at the whole child from social behavioral to academics. All of those things go in along with our formative and summitative assessments. >> So that was just math. We have ELA here. Um, I want you kind of just looking at
030are we making those little colors less and less from fall to spring. Um, and making sure that >> when we see this, right, when you look at this data and I'm always super proud of the work that we're doing here is that it takes a lot of focus to help kids exactly where they need to be. >> This again is one piece of evidence. We have other evidence where we see students who maybe are writing by writing some amazing students who are starting out and then moving to different ways to look at that growth. >> Um this is just one easy way to show you that the programs that we're employing in the school district are working for students over time. >> Candy, can I ask a couple questions? Sure. Um, so can students opt
031out of web? They can. Okay. Do we have a p like a large percentage of students opting out? >> We do not have a large percentage, but there are parents here. Like I think this is too stressful. And then we just use other to make sure we can figure out where those children are. Just like SAS is a little bit more because it's a state test. So there is a form that needs to be filled out. But if a parent emails any of us, I don't want my child to test, please send them the form and make sure they fill it out and then other um also this is relative. If you go back to the sixth grade math, I think that's where um I think still relatively it is honestly quite good. And also
032the fall math in sixth grade, it's probably the largest area where we see students in tier three. And there's kind of a big jump from fifth grade math to sixth grade math in terms of how much red you see. And I just was wondering if you have any thoughts about, you know, what's going on there. Maybe that's a great question. So um in the standard there is no difference between the um um in K through five at all and then that gets introduced in the sixth grade. So it is a little bit of a learning curve for them as they start figure out what are those that's a different way of thinking about >> and then yeah and then you see it improve again. Um, on a related note, I know that right my understanding,
033tell me if this isn't right, but my understanding is that right now we're using Eureka and HPS and still holding off at Hughes because it is that right that we're not maybe not going to implement that made decision that we will not be using Eureka math that we feel like the math program is working so well at the elementary school and it flows nicely from Eureka into um Envision the way that it works and focuses down the primary about and really building that base and then here it's about application of that base and so they're coming of numbers how numbers work why are those numbers what does that mean which means we can do the work of fourth grade which is all the application of four operations >> great thank you >> um couple questions
034you kind of raised a little bit but Um, one of the things, cuz this is my second year finally looking seeing this, um, that I struggle with a little bit is the candy corn, trees, whatever. Um, >> candy corn, too. That's another >> fundamentally it's tricky to understand uh like looking at this for example, the fall, >> it doesn't to my understanding necessarily scale with expectations of the student entering the year versus what comes out. So, so what I mean is if you have uh sixth graders starting out, you know, they've just come into the subject, they're learning all those particular components. What I'm curious about is does the AWE scale with the fact that they're a trimester 1 sixth grader versus a trimester 3. Absolutely. This is a national test which means it looks
035at trends across the state and it looks at what are sixth grader trends in the fall in math at this time of year and that's where match up says so when we see a student who's in let's say the percentile we're looking% of the students they're compared to this study studying >> right uh interesting follow up on that when we get these do we get a sense of because apparently here we can opt out which I didn't know but like obviously that means there are gaps between the data points of the system overall if other locations are opting out do we get a sense of total populace that's actually being applied I don't know >> probably went to the web archives you could probably dig into that I I happen to know or really want
036to but I will say that the way that they hypn is they take into account those outliers there's numbers it's all statistical um pieces and so they kind of figure that in for us I'm not our numbers have a higher higher out rate than another or less I can say for us the optouts are very low Um I had another question. I'm so sorry. Um >> you are cut off. [laughter] >> This isn't also Paula if you you know this isn't maybe just for Candy. So whichever one of you makes more sense. Um uh we are the Ames web is giving us some like good benchmarks for math and ELA and I anecdotally science is a subject that I hear parents expressing like more like worries about like how are their students doing like feeling
037a little bit about like how you know are they struggling more and I wonder if you have any thoughts about like how do we measure that are we measuring that like >> so many thoughts um so I will say this you know I apologize. [laughter] >> This is totally an irrelevant question. Um, so you know that students take the science um after they take it in eighth grade and or do they take it in 11 week to 10th 10th grade? It is 11th right now to >> the problem with that data over time is >> let's say this year they have a life science assessment >> and then the year >> previous They had a earth science >> and then they had a physical science. We go back to life science. >> So that the
038subject is changing and the students are changing. >> It's really hard to say, wow, you all did so much better in science. It's another group of students and it's a completely different science. >> So it is hard to look if you wanted like >> state data or something to compare. Um so then people are like well they didn't fth grade how did those graders are now eighth graders do that would be >> that would be a great comparison right if it was the same science what happens is in fifth grade but in eighth grade it's now physical and we still don't have a chance to compare >> um >> so there is not a mechanism right now that we're giving a standardized test to all students across all grades in the state to say how
039are we doing compared to something else. >> I can say we do a lot of problem solving and inquiry and experiments and helping kids be scientists and those types of things but it is hard to put something up like this to say, "Wow, here's how they did each year in life science." >> So, uh, building on that actually my second. Um, as was discussed at some of the town meetings, the co-op has started to assess, and I know high school is slightly different, but fundamentally started to access um, assess and demonstrate um, achievement of the students in a little bit of a different fashion trying to take a holistic approach. Um, I don't know how easy or difficult it would be, but similar to the science question, I have questions on the technology side as
040well. I think it would be helpful if in addition to this we could get from the different schools a holistic hey how are they doing holistically not necessarily in a standardized way but in a way that at least we can get the assessments of yes students at Hughes are getting a very well and I know they are but like a very well-rounded music component and science component and this other stuff and we get a lot of the >> uh uh progress uh reports and those look good but if there was some way to get >> so talking about more about the curriculum documents >> like the scope and sequence of what's happening in these buildings we definitely have those you want to say that that sounds more like the data dashboard building because we're not
041just looking at academic data look at some of the other data as well so that we have a more holistic approach >> yeah and I thought that was a really good approach overall but like as a parent and as a board member if >> I care about the academics but uh especially with some of the younger ages the social and capabilities section was more important than the academics as they grow into it. So a holistic picture is awesome if we can have it >> I think you all have we all have plans for what that might look like. >> Yes. Okay. >> Thank you. Just one more question. I was curious. I remember seeing games last year and it looked like the trends were pretty similar. I was curious um going back maybe like three
042or four years similar year to year. >> Yeah, I every year we see a little bit difference. I think the trend that I can talk about the most is that where we get them in the fall to where we end them in the spring, we are shrinking our candy corn colors. Um, and really kind of just taking a look. Um, each year is different. This is the group that comes in. What's important to all of us is that no matter where you start, you need to end the year at a different place on the mountain. I I can say um dramatically different for us because we thought we had kindergarten and now that we have our first grade so our first second those um trees candy corns um look way different than they did um
043especially with having full day kindergarten. So um it has improved our growth for students at a at a different rate for sure. And I'll add that um we are actually currently exploring a new assessment tool that will give us um better data because that green is a very large >> um and so we're looking at one that will break that green down into um more truncated areas so that we can make sure that all students are growing um and not the student that is at the top of the green in September and still just at the top of the green in the in the spring. We want to make sure that they're growing as much as students that are in the yellow. >> I'd like the public to know that this step that is leading
044here is really important because Ames Webb is a screener and so that green is typically like 35th percentile and above. So that is a huge range. And so this is an effort that the school is making to get more precise data to better serve our students. Um, and it's I I just want to say how much I appreciate that because this is one indicator, but it it doesn't provide the full spectrum of information that would be most helpful and so steps are being taken to remedy that. Um, so facilities and grounds. Um, so uh we still remain committed to making sure that upkeep and good physical repair. Um and that um we the three things we worked on this year was we had our enrollment committee soon to be renamed um making sure we're allocating
045our um budget and u monies to the right places and making sure that we're prioritizing um and then um collaborate with facilities and building supervisors. Um we've had a big change in our maintenance team at HPS over the past couple of years. And I just want to give a little shout out to um uh Bob Fischer who is our um head custodian who has just really um tackled uh everything in just a very timely efficient manner. Um he's really doing a really great job and I just want to give him a little shout out here. Um but we are continuing to prioritize and make sure that we have everything where we need to be. Um I will be um we unfortunately although we're disappointed in um with where the vote landed um we're still going
046to have some steady progress on that committee to make sure that we are addressing the needs at HPS. Um and then this year in the budget I will be you know making sure that we are um making sure that we're keeping um kids and um staff safe in the building as we move forward because there definitely are some needs that we'll have to do. Um and um I don't and uh Paula, I know that the fire marshall had um been giving HPS a little bit of leeway on some things that felt like they weren't quite in keeping with the fire code, but she was saying like if you're going to be doing a renovation soon, I'm not going to be giving you a hard time about this now. And I wonder if you could just
047sit and my understanding is that she has said like I can't do that on an indefinite basis. just sort of like let things kind of go if they're not meeting fire code. Correct. >> Um and so could you give us maybe an overview of like what are the areas that we aren't meeting fire code. >> So in like two slides I will be going over some of the building changes with great safety and stuff. So if I can address it thank you >> so go figure. They gave me the talking communication slide. [laughter] I don't really like to talk that much. Um, just wanted to say we've had some fun new things on Instagram. Are any of you following us on Instagram? >> Uh, it's really fun to see some of those things that we
048can just take a snapshot of and maybe browse a little interest. And last night I was like doing Instagram posts about our band concert which was amazing. If you didn't go, uh, you could probably hear some of the snippets on there. So, just really ways for us to kind of click and say, "Here's what's happening. Here's what's going on." Trying to be really mindful of who's in the pictures and those types of things. We will be asking for um more permissions from families to say, "Hey, can we post on Instagram even if we're not putting a name there, but it's hard to find just the right angle where you can't see anyone's faces and so many fun things are happening that it's hard to get the right snapshot with not putting any on there. So,
049we try to do that. And we just wanted to give that sneak peek. We feel that parent square communication continues to be really really well. Um this year we have kind of moved away from those paper field trip permission forms. We I know yay go us. Um and we also, you know, we just did our math um acceleration core, you know, test and that was a paper pencil. I'm like, let's try with a permission slip on parents. Let's try it with a, you know, signing it back. So it's working really well. Um, and I think now people are really much more used to that communication. I'm seeing a lot of and Paula is too where you can just message a parent, say, "Hey, I just want to tell you this really great thing happened." Instead
050of me going to find your email trying to figure out where that is, I can just click a button that says, "Hey, message Candy Fowler's parents and I can get a message to you like, it was a great day. We were singing this favorite song or whatever." So, that has been, I think, helping to increase our communication u with families. I have also heard maybe it's too much like I don't read those emails. I'm like I'm sorry I can't help that. Yeah. So >> yeah, but it's there if you need to reference it and you don't have to dig it out of your inbox. >> And I do think there are some overrides, right? You can pick to do the digest, which means you only get emails at 5:00 everything that happens throughout the day.
051The downside that I found out is if I send a text or an email to you at seven and you're on digest, you won't get it till the next day at five o'clock, which is sometimes not fortuitous because it was like wear your red, white, and blue tomorrow, right? As a reminder. So, it doesn't always work. And we're figuring out those pieces so we don't make too many mistakes. >> All right, Paula, this is your slide. Uh, I just wanted to comment that while I I love our administration and our teachers commitment, >> it's okay to not answer on the weekends. >> Oh, [laughter] >> you can have your weekends. So, >> you should you should know though that people are different than business, right? And if if we feel like someone really needs an
052answer, I can't not answer you back because they're humans, right? If it's something like, oh, do I need this in two weeks? I'll answer you on Monday. But [laughter] >> um I'll also just say uh we had talked about this at the SEU governance board meeting um that I think it's really helpful to have the Instagram and it's really nice to be able to see it and also um I think a thing that we had talked about a and an uh you are the person that brought this up so credit to Ann right that the schools do such a good job communicating all the wonderful things happening that sometimes when there are real challenges at the school like that doesn't get communicated maybe quite as often or quite as clearly and it would feel I
053think strange to be posting a bunch things on Instagram that were a real bummer, you know, and also I think there's like maybe just something there to be thinking about, too. But also, credit to Anna's one that said that. I just wanted to make sure to say that again here. >> Yeah. Thank you. Um, okay. So, here's the hard part. Um, it's been um I've been thinking a lot about all the things that we need to do. It was um disappointing um that our uh two-year process got voted down um at the March meeting. Um, I understand the the feedback and everything and um, you know, we are we've put that behind us and we are moving forward. So, um, with that being said, we I I have to make changes. Um, I can't continue
054going on the way that we're going on. Um, I did talk to my staff today about um, all these changes. I've talked to people one-on-one. Um, and it's been a lot of back and forth and and really trying to make the best decision that seems well balanced. Um, I don't want to, um, hurt our students. I don't want to hurt our academics. Um, but I also have to make some decisions that are going to be sound and safe for everybody. So, we have some outside changes and some inside changes. So, the first real big change that's going to have to happen is limit to one carpool lane. We are eliminating the carpool lane in the back of the building. Um, we need to have an emergency lane. That's one thing that we can't hold off
055anymore. That was one thing that we've been telling saying that we can get back. We can get back. We'll get it there. We'll get it there. Well, we can't. So, um I need an emergency lane. I need for um emergency uh vehicles to be able to access the building at all times. So, we are going to be limiting to one car poolool lane, which will be up the side by the gym door. Um this definitely is going to slow down dismissal. Um and it runs us into a pretty big issue after 3:15. Um depending on how long it takes because, um my staff is done at 3:15. We literally work minute to minute. They don't have like five minutes in their classroom before they start with kids. They are due here. Kids are here. They
056leave. Kids are gone. So, um we don't have a minute to spare. Um so, we're going to have to possibly have parents, we might have to shut the door and have parents pick up in the front office where administration can do it. Um because our staff will be off duty. We are obviously going to do our best to make sure that everybody's safe and things are moving along. Um but we need to have that emergency lane. The other thing that happens is uh our parking has gotten um it we we don't have enough spaces for everybody to park. So it's it's really difficult. And what we've done in the past is let parents pull over to parking spaces um in order to uh buckle their children in. We're not going to be able to do
057that anymore. We have had um I've had an accident. I have had people almost get hit by buses. I have had um children be unsafe. Um and I I can't do that anymore. So um we I haven't made this final decision yet because I go back and forth with it all the time. Um but I am still considering inline parents being able to buckle their children in, but that is going to take a lot more time. We have a lot of kindergarten students who are still unable to buckle themselves in right now. Um and it's definitely going to slow down the process. Um this you know the safety part of this it's going to limit traffic coming from multiple directions. The uh buses will be able to go out one side without interfering with the
058other side of carpool. Um and buses will be coming in um from one side. They won't be interacting with the outgoing traffic anymore. So there are some safety things that are going to take place on it. that um to have a school bus and a car um because there's not enough space get hit because we're pulling a car over for parking because we're too busy because we we have to move cars along is just not okay. Um and and we can't be having that happen more often. Once was enough for me. Um that's our outside for now. Inside we are moving. Um, I think I heard enough from people that preschool in the hallway is just not acceptable. So, we are moving preschool into a classroom. This keeps all classes in an actual classroom and
059it's going to keep kids in a in a safe space. Because of that, there is a trickle effect which now means that art is going to be on a cart pushing into classes. Um, this does limit her curriculum. she no longer will have access to her um thank you kiln. Um and um so there will be certain things that she is limited to just because number one she doesn't have the space to do it and she'll be carrying everything with her when she goes to art class. I do want to point out that we have talked about you know this is the first special that's going to be on a card or pushing into classrooms. Um and I have unfortunately overlooked that we have taken technology and who used to have a full art who
060used to have a full technology classroom by itself who then moved into the learning commons to help extend and accelerate learning um for some students to now has a desk who also pushes in. So now we have two specials that are pushing in in reality. Um administration is taking back offices. We moved into what if any of you saw is like a hallway kind of office and u Mrs. Pru and Mrs. Diaz and I have uh done that and um it hasn't been good. Um not that I don't like rooming with them. Um they are great awesome partners in a professional. Um, but to have a confidential uh uh conversation, to be talking on the phone with a parent and having somebody come in to talk to another administrator, you're practically I mean, I've had
061phone conversations like this with parents or I'm under my desk trying to, you know, quiet down so I can hear what's going on. Um, it's just not okay. So that is also kickstarting some changes because we now have our case managers who I told weren't going to move again are moving yet again into another um classroom that because we are we have a second grade classroom open because we are going to five classes there. So there will be a classroom open um and we went from six kindergarten classes to five first grade classes. So there's an extra classroom in that area which are going to the um case managers. So three of them will be in there. Um in our space where we are that's going to be the math team. So the math team
062um Mrs. Giles and Mrs. White are going to move there. And then we have um Mrs. Van Skyver and Mrs. Nelson who are our reading RTI specialists who are going to be rooming with Mrs. Riley who is our special ed uh reading specialist. >> I'm sorry Paula. The math team and the reading specialists are moving into the space that you're in now. >> Just the math team. >> Okay. And where are the reading specialists moving? >> The reading specialists are staying with they are where they are. They're getting a roommate now, Mrs. Riley, who is um special ed reading teacher. Okay. And so, sorry. >> No, go ahead. >> Correct. >> Upstairs. >> Um so when students go to work with a math specialist, are they going to be meeting in the hallway with the
063math specialist? >> They're going to be meeting in our office space that we're in now, which is kind of like a hallway. Okay. >> Um, it's it's not it's a long room that connects a hallway to another office [laughter] >> for the specialist moving to the >> Were you done? Yeah. >> Okay. Y >> for the specialist moving to the second floor, does that impact their ability to work with children have to stay on the first floor? >> So, we've been given the ability to work with children at different age levels only because they are only in there for a short amount of time. Okay. >> Um, third grade concert and art show. So, we are going to have to limit visitors to our third grade concert and our art show is possibly going to
064be cancelled due to the limit of um, ability that we have the with the curriculum. Um, I have given thought to um, at night third grade concert. Everybody's very excited about the third grade concert, but when we go back to why we have our third grade concert, it's really just so that every child can perform. We wanted every child to perform in front of an audience before they left and everybody performs in a different way and the third grade concert performs in front of their parents because it's their third grade in last year. Um we just can't have the amount of people that we have. So we're going to have to find a way to limit that whether we're handing out tickets or limiting in that way to make sure that we are not going
065over the limit. We are going to also limit all school assemblies. So um there's going to be changes to our Veterans Day ceremony. We're not going to be able to invite all the kids that we used to. um our holiday singalong that we do in the middle of the year with all the kids and our monthly student assemblies. Every time we gather in there, we're over capacity and we have to make sure that we're not. So, we're going to find a way to hopefully get everybody to an assembly, but also um it's going to limit the access to the assemblies. And these are all um I'm really really disappointed about our Veterans Day ceremony because it's something that's really very near and dear to our heart. Um, so those are the changes that we are
066making as of right now. Um, I know somebody had asked about um, registration and incoming and all of that stuff. And we are at 81 kindergarteners right now. Um, and that means that there's 81 registered ready to come. We have um, four phone calls of people who are inquiring and we have an appointment and we have appointments for three coming in next week to drop off their paperwork. So, we don't count those three and we don't count those four until they have all their paperwork done. We also have three additional first grade students that have registered for next year and uh one additional second grader. Um so that's where we're at. >> And just to remind our current kindergarten enrollment is 87. >> Yes. So they were they are at 90 going into first grade.
067>> What's going into second grade right now? Uh, second grade is 76 and I think we'll be at 77. >> Paula, forgive me. >> Smaller grade. >> This year's kindergarten class we have 87 years at 87 and registered for next year so far we have 87. >> Uh, registered we have 81. >> I see. Thank you. Okay. >> But I did not count the phone calls or the inquiries. >> Thank you. >> Yeah. >> So for first grade next year with 90, we'll be right there at >> Yes. And I went down a teacher to accommodate the lower class size. Yes. >> So, did you say we're going back to five sections of kindergarten? >> There's six sections of kindergarten right now. Um, and then there's five sections of first grade. We had six in
068first grade this year. They're now in five. No, I'm sorry. We had five. >> There's going to continue to be five. >> Thank you. Um I I just want to say that I know this is not easy. >> No, it was not. [laughter] >> Um uh you know just for context for you know the anyone listening or watching you know what the what Miss Vicki Mrs. crew, uh, Miss Diaz have been dealing with along with, you know, Karen Marin with Chris Riley, you know, styles, you know, our specialists. Um, you know, trying to work in the environment they were in. When we did the tour on May 20th for those who were able to come, some of our community residents were the word is appalled at the working situation of um, our specialists who work
069with our most vulnerable students and where they've been. a conversation that Paul and I had with we can't burn out these people with these highly specialized skills. High we have some incredible specialists at this school like known throughout the state across New England. We have people who are just at the top of their game and are not easily replaced and they have slogged through being moved every year for how many years now? follow at least 10 years. That is not easy. I I have been in plenty of schools where I've had to move my classroom one year to the next and it is very difficult to do. Um and with all the paperwork that they have, I am sure that that is a huge undertaking every year. Um and I know you can't get parent
070volunteers for that because there's so much confidential information there. Um like we helped with the library when that had to be changed. Um, so I I know this is hard and we talk we had to make them feel valued and give them a proper space. Um, and then somebody else has to suffer. So now the kids are every single kid in the school is going to be impacted by losing some aspect of their art program. Um, and our art teacher is is wonderful. She does wonderful projects with our kids. And I and not just the kiln will be missed. if you're going from classroom to classroom. Again, I've been I've been a cart teacher and I and I know that's no fun, but I wasn't an art cart teacher. Um, when you think about the
071supplies and then also having to train the kids to utilize those supplies in a classroom without destroying the classroom of the teacher who occupies that space all day and then have to clean that up afterwards and put it away. That allows very little instruction time and work time. And then the teacher who's hosting that, I hope they have really great classroom management because now you got to transition back to learning. This is going to be disruptive and it it's going to be a a steep learning curve. Um, and I I know it's if you're not in education, it might be hard to really picture that and it's it's tough. And now that we're going to have we're going to be hitting capacity in a lot of these classrooms of what's allowed and you're adding this
072gentle, but this is going to be tough. And I just want to acknowledge that. I want to thank Miss O'Brien because I know she knew this was coming. Um, and she's been mentally preparing for this. And so, thank you to her. Thank you to you for everything that you guys have gone through this past year. I'm glad you're giving yourselves a an office back because you need it. Again, another resident was again appalled that that was where you were working. [laughter] Um, because it's it's it's not where our principal who has been with us what 14 years >> almost. Yes, should be. And you work so hard and we so appreciate you and I hope everybody does because you make so many sacrifices for this school and your team loves you and appreciates you. Um,
073so do the parents. >> So, um, >> the whole board does by the way. >> I love everybody. When I say we, I mean all of us, right? >> I'm just making sure. Ann, >> so [laughter] yeah. So that being said, um this is this is a lot and I and I hope that um I don't want to take too much time at the meeting tonight as you know um at our next enrollment committee meeting. We you know well won't be called the enrollment committee, right? We'll be deciding next tonight. Um but we'll be providing feedback and of course that's always open to the public and maybe there'll be some ideas and some thinking outside the box to further be of assistance. Um but we know that you put a lot into this and um
074we're behind you. >> Thank you. And I I have to put an asterisk around this because I never know what I'm getting over the summer. Um, our summer is our biggest enrollment time really like especially with um houses being bought and people moving in and out. So things could fluctuate and if things changes, we'll keep everybody up to date on what's going on. But that is the planned as of where we stand today with what we know. >> Thank you, Paula. >> Um, I had two more questions. One was uh just because I missed it. >> So are we staying at six classrooms for kindergarten? We are staying at six classrooms right now based on the numbers we have. Um if we didn't hit >> if anything drastically changed, we would I would be discussing
075with Gina what our step would be. >> Yeah. >> Yep. >> What theoretically would be the number at which we went to seven. >> Nobody ever asks me that. I don't. Um it would be So we have eight. It was 18 time six. You'd need like 20 more kids. >> Yeah. >> So we're not close. So, so this this year we added the six anticipating more would come in and it actually did did not happen. So, we're low per classroom right now. >> But because we're hearing it already and at this point having as many kids registered the 81 plus the employes. Yep. >> It will fill those five >> or excuse me those six. >> Um but >> and we have some wiggle room with the six. Correct. And then we went down from
076six to five. because the the numbers were low. So, we went to five first grade. >> Yeah. And I remember last year's burst where it was not expected, but it happened. >> Yeah. So, that's why I was asking. >> Yeah. Yeah. It's always a >> my second question because I can already hear the parents at the bus stop asking. >> Sure. >> Um, what is the storage, decommissioning or whatever of the kill? Is it staying in the room? Is it moving? Like, >> it's staying in the room. It can't be moved. I think if it got moved, it would probably fall apart because it's old. And like we had talked about, you know, um not doing anything with the killing because we were hoping to get a new art room. Um but so that's going
077to our um custodian's going to block it off in a way that will be safe and and secure and blocked off, but because we will block it off, it won't be accessible to use. >> Yep. Okay. >> Yeah. I know the one at Hughes has a cage around it at all times. >> Yes, it has a cage, but I we're still gonna make it better than that. >> Out of sight, out of mind. >> Yeah. because it's going to be a first grade classroom. So, we want to [laughter] >> make sure there's >> they'll be very curious. >> Thank you very much. >> You're very welcome. Any other questions on this? >> No, you can move forward. >> Okay. So, looking forward >> called looking forward. >> Yeah, [laughter] it's like you do. >> So,
078there is some positive going on that we do have lots of positives. So, right now, u my goal at HBS is keeping our morale positive. you know, talking about what we're doing today and and sharing it with staff, I know was a little bit of a a hiccup in our end of the year usual morale, but you know, we always look at um doing what's best for students, and I 100% know we will still do that. Um we're just going to have to be even more creative. Um we will continue to watch enrollment numbers. Those I um try to report um as often or whenever I see something coming up, I you know, try to get that to Gina so she can get that to you and see what we'll do next. Um, even if
079things go go down, I don't we will we'll see where we land. Um, we had talked about working um, so Mrs. Pru, Mrs. Diaz and I had worked a lot on talking about our goals for next year and you'll see this in in next year, but we had talked about how we've really made our tier one very solid. We have made all of those wonderful curriculum changes and we're really talking about our tier 2 in hoping that as we look at um data points that can break up that green spot for us that we can start to work on bring back and schedule in uh meeting kids needs all needs. So really, you know, those kids that are up here and really making sure that we're meeting them where we can. So, we're looking we're
080creating ways and we're talking about it and looking um forward to, you know, starting something um with that as we go into next year. >> All right. Looking forward. We have a lot of um traditions here at the upper elementary school, but instead of me talking about all of them, I invited some students who have been waiting very patiently. Um, and I'd like to invite I'd like to invite um Abby Donnelly up to the microphone to introduce and talk a little bit about what she does as our amazing amazing digital librarian. >> [laughter] >> I'm kidding. >> Test. >> I can just use my teacher voice. >> I can hear you. You're good. >> Is that fine? >> Yeah. >> Oh, online. I'm sorry. >> Yeah. really great. >> Test. It sounds like the mic
081is working now. Test. >> Yeah. Test. >> Yes. [laughter] >> Too much energy. Too much energy. >> All right. Never mind. >> That's okay. >> Okay. >> Oh, we tried. >> Thank you. Well, while they're setting up the slides, I'll just quickly introduce myself for those who I haven't met in person uh yet. Um I'm Abby Donnelly. I'm the library media specialist here at Hughes. I have been for the past four years. Um we do a lot of programs within the library, but outside of like our our regular like classroom activities, we have a few leadership activities that I wanted to highlight. Uh one of them being our student council program uh that I've continued since um Mrs. Nickerson has retired and it has just continued to grow and as well as a new program
082that we started I think it's been three years now called tiny businesses that was um started by a sixth grade student where they came to um me um and also in collaboration with Candy to start you know a a handmade business entrepreneur program and from just an idea bloomed into this program that now has gained media attention as well. So, I'll I'll invite Marcy and Harriet up to the stand and they'll talk about city council. Student council 2025 to 2026 by Marcy Wormer and Harriet Hutton. Our mission our mission in student council is to help around the school and make everyone's experience better each year being here. Student council helps represent the school in every single way and shows that us kids can be responsible and make positive changes. Students help. The student council spent
083their recess time and after school time attending meetings. In these meetings, we help coordinate and help with ways to make our school a better place. We felt thrilled and excited to help out our school and make fun assemblies for those attending. inside and outside community. Here are some examples on how the student council helps others too and not just the school of pews. We do some things to help our outside community like food drives and donate essential items. For the military cards, we send them the love that they need. We write things like happy holidays and how much their work and dedication means to us. Inside of school, we help our school community and make things fun. For our incredible teachers, we make assorted gifts for the teacher appreciation week. And at the book fair
084be fair, we picked out and wrapped new books for the teachers and future students to read. While doing all this work, we make sure students have fun. The student council makes sure to coordinate fun assemblies for the students to participate in. We have made gatherings like movie nights, pie teacher in the face day, and March Madness where students could read a book, pull out a ticket, and get a chance to in the gym and win prizes. >> How this helps our community. The student council helps the community by giving back to others in need. It helps us understand how to give back and understand what they're going through. We have done things in the past like food drives and we collected toothbrushes, toothpaste, deodorant, and other essentials for those in need. We always hope that
085our work helps and makes a difference. Thank you for taking your time and listening to our slideshow. >> Thank you so much, Marcy and Harriet. We appreciate you. Thanks for hanging in with us tonight. >> Yeah. >> Okay. piles of politic like all over the office. >> Oh, I know. It's so good. >> It's so good. >> Hello, my name is Novin and I'm representing Tiny Businesses as the student director. Tiny Businesses has been running for three years with the goal to teach students from fourth grade through sixth grade valuable business skills to apply in the real world. Vendors make homemade items to sell in school at school and at the end of each month 30% of their profits go towards nonprofit organization in their community. This past year, we raised about $700 going towards
086three different charities in our nearby communities of Brooklyn and Nashville. In total, since the start of tiny businesses, we have donated to 11 different charities and raised over $1,320. All of that money goes towards improving the lives of people in our community. Tiny Businesses has been featured in two local news stories and has been the subject of two different inschool interviews, most recently by WUR, which can be found on their YouTube channel and on the Tiny Business website. Thank you for the opportunity to share what Tiny Business is all about, and I really appreciated being here. Thank you. Okay, nice. >> Thank you, Non. >> Thank you. >> Great work. Tiny businesses are so cool. If you guys don't have kids at Hughes yet, it's really, really fun. >> Yes. >> Non, was that one
087of your creations? The thermometer. >> You patronize one of the businesses at Tiny. >> So, so he is the student director. So the student director gathers like the interested people, works on the ideas, helps them start their businesses, tells them a little bit of what it's about. It also kind of I know one of our students made that, but I think you all talked about it in the tiny right the director's meeting. Did you make it? >> But you had some it was an idea that >> Yes. They worked on it together. >> You delegated. >> Yes. So, um, we have a student director who really helps the students and can and students can go to him to talk about what's working, what's not working. They also have adult support. Um, but they really like
088having a a student director and we really love having that. So, we appreciate Navin and all the work he's been doing. And I just want to give a shout out to Abby Donnelly because if she was not doing this with all the student council and the tiny businesses, it would not happen. She runs around during her recess and lunchtime and sometimes I'm not even sure if she eats. She is all in for all the kids all the time making it happen. So I really appreciate you and that focus making it amazing. So our last slide was just like do you have any questions? But I feel like we kind of answered them as we were going. So uh any questions for us? >> Did you find out how many water bottles we saved this year?
089>> It's a lot. um when we were at I don't know something like 16,000 or something like that. We we didn't count for April and May yet, but it's a lot of water bottles we've saved. And the kids really loved going around with Mrs. Mcelroy. So, next year we'll also make sure we have a focus on that. Um and I'm just going to do a shout out like remind your kids to bring those recyclable water bottles because I provide water bottles for everyone here who forgets their water so they can refill them. We've probably gone through like eight cases in the last month. So, I am buying a lot of water. We're saving the bottles though. But, um, you know, it's just we want kids to hydrate. And the water bottle filling stations that we
090all moved over to many years ago was was really great. Um, and it definitely is saving a lot of water bottles from landfills. So, invest in those thermoses. >> Thank you so much. >> We appreciate the time. We know you have a lot of business, but shouting out um what we're doing is really one of our favorite nights. >> One of ours, too. >> Can I just add before they leave, this is my first year here, and um what has been so amazing to watch is what a special place HPS is. And it's not just one part of it. Um and it's because it all works together. It starts with the school committee and your support. um the leadership team, these four women um Sarah, Paula, and Kami and Abby just work such like such
091an amazing team. And then you saw the results both um socially, emotionally and academically from our teaching staff and our kids are amazing. So it really is a full picture. Um but it makes it a very special place to be >> for sure. >> Thank you. >> [laughter] >> I love it. Um, Nin, did you need your key back? >> It's It's my keychain. [laughter] >> Just kidding, man. >> But it's not a movie. >> So funny. [laughter] >> All right. So, thanks again to all of the kids who participated. You guys are awesome. Marcy, Harriet, and Navin. I'll see you guys on Friday. Field day. Um, all right. So, it is now 7:23. So, I'm going to officially close the public input period. I don't think there was anybody else who came in that
092had any intention of doing public input. Nobody knew. Okay. So, 7:23 is the closure of that. Um, we did our end of year presentation. We're now moving into our discussion portion of the program. And first up is the capital improvement plan. Is that Lance? >> It is. [laughter] >> I thought you got out of presenting. I was like, "Wait a second. What's going on?" [laughter] >> Sorry, Sarah already left. question. This is the first time I've ever been to a board meeting. Oh, so that was what So that's what public input is for. Um, we had it open from 6:15 and that's what I was closing >> Yeah. >> at at uh just a moment ago. >> Nope. That's anything you want to bring to the attention of the board at that time. >> Sure.
093>> Um, here. How can we how can we improve the audio in a room that you know >> for sure um apologies for that. Usually we're the only ones in the room. >> So [laughter] >> yeah, that's just Yeah. So the microphone is just so we can the audio can be captured in the YouTube. presentation that came from the the school the school leaders. >> Yep. >> Your feedback for that isn't now >> correct. >> Well, that that could have been during public input. >> Okay. >> So, when I just was saying does anybody that that's why I was asking if we if you were waiting till that was done. Sorry about that. I discussed it beforehand when we open public input. >> I think we're all getting used to what this is. >> Sure.
094>> Okay. >> Usually public input is open. We leave it open for a minimum of 30 minutes. It was put on the schedule as starting at 6:30. If we get to it early, I still leave it open till 7. 7 was the middle of their presentation. I left it open until they were done. in case anybody who wasn't here when I opened it arrived and wanted to speak, they could speak at the end, but nobody knew came in. So, when we open public input is when anybody who is in the room at the time would come up to the podium and say whatever it is they wanted to say to the board at the time >> and then to meet internally. So no everything the only time we will meet internally like non-public is if
095there's something that we need to discuss that is um reputationally or sensitive staffing things like that only those things happen in non-public the rest of our meeting we're going to be right here but there is no more public input on that stuff you're welcome to contact us via email about anything that you hear after public input just the way that the meetings are structured. We let you guys talk about things first. Um, in cases of uh large topics that maybe you would hear something and maybe we want to have public input after, sometimes we will rearrange this the order, but we generally do not do that as a practice so people know that public input is one of the first things that comes up and they know that it's going to start the meeting. >>
096Gotcha. So, you have prepared with your thoughts. >> Correct. >> Okay. Thank you. Sorry. >> You're very welcome. You're fine. You're fine. Um and then you can you're welcome to contact me with any questions as well. >> Um and if you're going to hang out, I'm Carol Roy. I'm your chair. Nice to meet you. Um and if you are hanging out for the rest of the meeting, we can always touch base afterward. That's up to you. >> I'll write down >> please. That would be great. >> Awesome. Thanks. I would also say that if any one of the public's having a hard time hearing, they should come up probably and let us know so we can >> You can let us know if it's uh if if it's hard to hear as well from any
097of us. >> Okay. Yeah, we didn't want to interrupt. Be quiet. >> Appreciate that. But we Yeah. Again, we're not used to there being six rows deep people in here. So, I think we are talking in our normal voices. >> Absolutely. >> Thanks to meet you all. >> Nice meeting you, too. All right. So, Lance, she bought you some time. You better be [laughter] trying to talk loud. >> We're going to go. I'm going to make this short and sweet as much as I can. Um, I'm here to talk about facilities update for all school district. Um, I think it is a it was born out of my lovely presentation I give to the co- cooperative budget committee. uh every year to go about 45 minutes. I'm trying to condense that down to um less
098than 45 minutes. Let's go. Um presentation goals. I don't want to inform all of you just basically, you know, what we're doing here and capital improvement plans going forward in all school district and how we come up with that uh capital improvement plan. We don't just uh think of stuff off the top of our heads as much fun as that would be. Um so I'm going to go over that briefly here. Um and when we talk about um how we evaluate our need um to improve facilities or fix something or restructure anything, we um cooperate as a team building administration like Candy and Paul had said. Um that includes the administration of the buildings. Um all our district maintains personnel, all our facilities uh personnel, get feedback from everybody. Um obviously as well as the
099superintendent um and also outside vendors that come and go and you know give us input and whatnot. Um and also our facility audit which we've used for many years before I got here. Um it's a spreadsheet where we go through each building and grade um whatever criteria is on that sheet. We've got HVAC, you know, building uh grounds, p uh parking lots, uh plumbing, electrical, whatever it may be. So then we go through that sheet. This is the quick, you know, snapshot of that sheet. Um there's 30 different criteria on it. And we we go through again this building administration uh our facility staff um as well as other input and we grade um each category and that's kind of how we uh come up with what will be on the capital improvement plan will
100go on some of our budget items through the next fiscal year. Um so everything has a criteria and if it's under five you know that makes the next round or whatnot. Of course, the budget process is always a beautiful thing. Um, where I throw everything against the wall and whatever gets picked gets picked. Um, because it is a budget process and we only have fun item on the funds. So, that's what we do. Um, can everybody hear me? >> Let's see. Uh, attention areas for HPS and Hughes. Uh, as Paul and Candy mentioned, um, they went over a lot of the summer work, uh, which is great because I'm not going to get into the weeds. Um but like Hollis primary we've done a ton of work over the last 10 years there um replacing
101HVAC units but there is one remaining unit um there there are a couple but one incredul that I want to replace in the next you know coming years uh paving is always a concern uh with the parking lot over there like Paula said um the lack of parking um for Hollis upper um we've had a lot of great feedback uh in co-op with dehumidification So, um the primary is good with with aspects of cooling with the uh air source heat pumps up here. [snorts] Not so much. Uh we've been lucky this year. Um summer doesn't want to come. Uh so cooling hasn't been a huge priority, but I just know, you know, May, June, September, October, we get some hot hot days in there. And I think dehumidification has worked out so well in the
102co-op that I'd like to bring it over here at some point. again the capital improvement plan in the next five 10 years whatever that may be whatever that may be. Um the elevator's aging so we're looking to uh renovate that in the next couple years. Um and again paving and flooring here at Hughes. Um like this gym floor couple years ago was very vintage in my opinion. I liked it. Um Candy didn't so I got overruled. That's fine. Um, but I like the vintage basketball court. >> I just want to point out on the bottom of the previous slide, that is not an order of a priority. >> Correct. >> Anybody looking at this? >> Correct. It's not. >> Yeah. >> Everything's a priority, Carol. >> That's right. One, one, one, one. >> Lance, haven't
103you, Hasn't the school been consistently putting money aside for several years now for the elevator for when it is Okay, so that's not going to be a huge, >> ah, we have to pay for this. We have money already going towards that. you've been planning for this. >> I think it's 30k a year off the top of my head >> because it is it is a >> significant amount more than six figures. >> Good point. >> Thank you. Yeah, I think that's important for everybody to understand that this has been planned for. >> I wish was um we didn't have to phase it, but it's a big cost and we're always cognizant of costs um as you as I'll discuss further. Um we talk about the capital improvement plan. I think it's very important um
104for everyone to hear that this is you know a plan that comes and goes like we look at this few times a year as things come up things will be added things will be taken off things will get moved because again I would love if everyone gave me $4 million a year to uh approve the buildings to make it the Taj Mahal but that's not going to happen uh because I'm realistic everyone else is realistic it's just not going to happen Um, I'll get in trouble for saying that, but that's just how I feel. So, when we make a capital improvement plan, espec specifically for Hollis, we include stuff that comes up over the years. Um, I know it's not really um not really zoomed in a lot, but uh, you know, we have things
105in there that either are coming up end of life or like I said, the humidification that is um, I'm not going to say it's a nice to have. I think it's a necessity going forward in the 21st century in a school setting because we got hip to it from other districts and a lot of New Hampshire districts are doing it. Um, so that's how we got, you know, turned on to it. So I think the state of New Hampshire, specifically Massachusetts already been there are going that route. Um, because it's it's it's basically just a rooftop unit with dehumidification in it. So you're just changing the rooftop unit, ducting. If you already have ducting, you're good to go. Um, so, um, like I said, air air handler 3 HPS is on there. Um, paving, flooring.
106This is, like I said, um, this list, you know, we'll take a look at it after budget season. You know, we'll take a look at it midway through the year. Um, it's a it's an everchanging um, plan. >> So, yeah. Uh >> before you just um for reference, so if I'm looking at this >> um >> if the expansion had gone in like the flooring at HPS, that's 35,000 a year from 2028 to 2031 wouldn't have necessarily been required. And the uh where was the other big one? The septic field replacement at 1.2 million at 2031 would have been done as part of those plans. >> Correct. So, like the last the last time I looked at this um or the time before that like I sent to Rafy that had um I had highlights
107on there. I took them off um because a lot not a lot but certain items there would have been covered in the Hollis Enrollment >> uh committees uh Warren article but um >> we we we still want to capture all of these and that's that's my my final point. The numbers are deceiving. Um, I know people get scared by numbers. So, like right now, fiscal 27, which is, you know, July 1st, we're at $125,000, um, with projects like Candy mentioned, basketball hoops, uh, paving, flooring. Uh, next year, which the budget process will be, you know, this summer, you know, right now we're target somewhere around 377 for the maintenance trust. Um, that number will obviously come down. Um, but then you look at 29 and it's 1.64. 64 because you know that's the target year
108a lotation kind of like really get going on that. Um so like big ticket items will sway those and and and my other point is sorry you know the 1.6 six. Depending on how things play out, it could be a bond, you know, warrant article. So, that'll come off obviously, but I still want to capture it here so I don't lose sight of it because I get confused a lot with six buildings because, you know, flooring could be this building, that building. So, I need to capture for myself that it's all on there. So, I don't want anyone to be alarmed at those numbers because we need to keep them on that sheet, uh, keep them on that plan. Um, so that's a big thing for us. Um, uh, and also, uh, I that's my
109final slide. Um, before I go and take questions, I just want to thank, uh, Candy and Paula. They do an amazing job as well, like you all said, uh, with facilities in in particular. Um, and I want to thank Ed Hinckley, our building supervisor here, Hughes. He is phenomenal, um, with capital projects in particular. He does an amazing job. Um, and that is less work and less things I have to think about. So, that means the world to me that I have somebody like Ed to take care of all the projects up here. Like I said, six other buildings. I got a lot of projects. Um, and also Paula mentioned Bob Fischer, our new building supervisor at HPS. He's been phenomenal. Um, and I could I could talk all night of the great things he's
110done and the great guy he is and uh those two guys mean the world to me and we're very lucky to have him and very lucky to have everybody here. So, I appreciate all the feedback and if you have any questions, we'll let it wrap. [clears throat] Did you want to go? >> You I just had two around scope. Um the pause facility improvement plan, does that include the SAU building we own and the water pump station at all? >> No. >> Okay. So, are those separately? >> Mhm. >> I saw the study was on the study. I'm >> not sure >> how that fell out. >> Well, it is Hall School District to be studied um for Rocky Pond. Um it's a great question, Jonathan. I usually don't Sorry, [laughter] >> but once we
111do the roof, we're done. That building, you know, what else are we going to do with it? >> All right. >> And that's okay. You got you can get back to us. But yes, I was just curious when I looked at it. >> No, we're we're in good shape of the subject down there. So, I'd say um the SU building is the absolute last priority. >> But great question. >> Yeah. Um so there's been some talk on the um from the capital expenditure advisory committee uh at the most recent meeting and uh breaking the news for that report. uh but but [laughter] there's been a desire for uh going even beyond the five years just to uh get a sense of even even longer term uh to get a sense of especially in particular like
112bigger uh items. So, I was curious um uh now that you're here with this great presentation if you think it would be possible to get uh and and you're the same ask is going to happen from from the co-op. Uh if if there's a sense on some of those >> Thanks for the spoiler alert. [laughter] >> Uh yeah, I mean it's like I said, it's very it's difficult. Um it's difficult looking two years out for me just deal with like what we're doing now. I mean, we're still I still have fiscal 26 pri um you know, by July 1st. So, um it's difficult, but you know, if people aren't alarmed by the numbers there, then I can definitely throw some numbers out. Six, seven, eight, nine, 10 years. Um we definitely look into that. Um
113I'd love to give you an answer, but I'm still going to wiggle out of this one. Um >> Oh, yeah. This isn't for today. >> Yeah. No, right. [laughter] And I'm gonna I'm gonna act surprised co-op when they [laughter] >> I I do find I do find when we're talking about 10 years out so many things can happen and it's I want to make sure that you know and Raph and I have talked about this with bringing things forward to that improvements committee is um or capital expenditure excuse me is that we're not saying it's absolutely going to happen in 2032, it's absolutely going to be this. It's here's what's on our radar and when it could possibly happen and everything has an asterisk next to it. >> Yeah. And that that's that's what I
114want to stress like five years everything changes, everything moves. 10 years that's just going to be multiplied, right? So, >> yeah. >> Uh Lance, one of the things so Hughes has the the double buzz entry that we talked about a lot in our committee about wanting to get at HPS. when that was on Hughes, did that fall under facilities? Um, >> that was a safe that was a safe grant. Yep. >> Yeah. >> It it was Yes. Um, didn't come out of the capital pro plan. That was a safe grant. So, we did that. >> We've been rejected now for more applications for that because we've already received one. So, for HPS to get that >> safe double BZ entry, >> is that going to end up on this plan somewhere? >> Uh, yep, it
115can. Okay. >> No, it's not now. I'm not gonna lie. Yeah. >> Yeah. Okay. >> So, that would be something that would go up. Yeah. Okay. >> Question. >> As long as there's an appetite for it. >> Hope for safety. [laughter] >> Yeah. >> All right, Lance. Thank you so much. We appreciate you. Good to see you. >> Thank you, Lance. >> Um, yeah, you just got to take the thing out and put it together. There you go. Awesome. Thank you so much. All right. While he is uh packing up and possibly breaking things. No, I'm just kidding. Um we're going to move on to our revenue and expense report. Um the available um fund balance remains stable. It has um gone down by about $6,700. It was 93587 at the end of April. And
116we currently at um with most of that $6,700 being in facilities expenses. When we look at our expense line items, um the two biggest um areas for savings uh continues to be in um regular education. That's salaries um and unfilled positions or hiring savings. And then to counterbalance that the benefits that go along with those positions. Our two areas of the biggest overages currently continue to be in special ed for student programming and transportation. And then also the winter first to um leaving us right now with a balance of $136,238 in expenses. In our revenue, we have a balance of $122376 for an unreserved fund balance of 235,765. As you heard um in the public hearing, the recommendations for the maintenance trust work is 125,000 and as they building trust it's 23970 and that will
117leave us with a current fund balance of 86,795. Um and we are making a recommendation um that that money um be used to start the work on Drury Lane. Um which will um the we could end up with a little bit more. They're still closing out the books. Um and so we're requesting respectfully requesting that the board approved to expend up to $100,000 from the um FY26 fund balance to begin work on Drury Lane. Um, and we know that this will not be enough to cover all of it, but it will get the work started and then we'll be making another um, we'll be building it into the budget moving forward. Um, great. >> And since we added that to deliberation, you're looking for us to make a a motion and a vote on that
118tonight. Perfect. Thank you. >> Great. Any questions on revenue and expense for DOT? By the way, Dot, it's been all year and this is the first time you >> been the superintendent representative at the at our meeting. So, thank you so much. >> Excellent. All right, we can move on to our data governance plan then. This will come to you every two years. Um should come to you every two years. Um myself, Emmy White, and our um director of technology um John Bush reviewed the plan. There are not a lot of changes. That's why we gave you an executive summary kind of memo on the top. >> Um the biggest edits um were to change team member names um and titles that were associated um with their names, mainstreaming formatting so that we had consistent
119formatting across the document and updating and correcting hyperlinks. Um, in the content area, you'll see um that things that were changed were to take out um policies that are no longer um current and or applicable to the um district. And we added um updating the practices regarding the Google Suite um and account disposal, which you'll see actually in the policy update um that we started last in the last meeting, but we'll add the we added the Google um into that. This is not something you have to vote on, although I will answer questions um if you have any. Um it's just a um an acknowledgement that we have reported to you um and we'll change the date on the >> Perfect. Thank you. Any questions for DOT on the data governance planning? Uh, I didn't
120see it in the update and it's probably that there isn't any, but um there any been any um record retention policy changes or laws? >> That's the Google um >> just the Google section. >> Excellent. Thank you so much, Dot. And now on to our I'll put it in quotes enrollment committee update. Well, um, as you know, um, our last meeting was May 20th and the current members, um, who were able to attend came and we discussed the committee charge. And what I had done was um, anyone who had expressed interest in the committee, I I sent out the document to them. I made it so that anybody with access to the document could make comments so that even residents who weren't able to attend that meeting could give some feedback and and offer some
121comments. And I sent all of you um a link to that document. So you can see that several names were on there and there was some back and forth about wording, what to do, etc. And so then at that meeting um we were able to come up with the draft that I'm presenting to you tonight. Um I'm not sure. Are we talking about the charge in this meeting? Commission in charge. >> Yeah, I mean we've got that's it is attached to our agenda and we do have a deliberation >> okay >> item to see what action we'll take regarding the charter. >> Okay. So um so the I sent you also the clean copy just to make it easier um for everybody to read. But I just want to say thank you to not only
122um the committee members but those who were in attendance at the meeting and everybody contribute virtually um to the document. And so this is still a work in progress. Uh just a few notes that you might want to know. Um we we had um with us u at the meeting and I believe she's here tonight. Yes, we have Julie here. Um oh, we got Mike. Um that Julie um Spence is a is a resident here and she's also an architect. And so um when we were talking about the naming um the idea of a building committee did come up and it turns out that is an official term. um that you can Google um if you'd like to, but um it it denotes a a committee that has decisionmaking power and that is key as
123to why it is not appropriate for our committee to have the title of building committee. should a bond had been um passed then you know a building committee would have been appropriate at that time because we would be building um and that would have been composed of honestly I'm not quite sure who that would have been composed of outside of our consultants and our administration and perhaps you know myself >> um but um we don't the our committee is advisory um our our purpose is to be that hive mind to help guide um administration and the board on making decisions, you know, in per their respective powers. And so the title that we came up with was the Holla School District renovation and expansion committee. Um and and you can you see the documents. So
124um after tonight once you know this board decides on the mission in charge how it should be worded um the committee will um be then decided in non-public. Anybody who is interested has sent me um a letter describing what position they are interested in, what their qualifications are, what they feel that they can bring to the table. Um I'll be talking about those with you. Um we per uh policy I believe it's BDF if I remember correctly um it is the school board that has that would make the decision the final decision on the composition of the committee. This is something we haven't had to do before because we haven't had so many people um interested before. Um >> basically no one. >> Yeah. I mean we've always had to like we were kind of
125grasping at straws before and the lovely thing is you know we have a good amount of people now. Um I had many people express interest but it is a time commitment. So not everyone who is interested um is able to make that commitment which is completely understandable. So, one thing we talked about at our May 20th meeting was that going forward um we are going to try to offer our meetings either on Zoom also or being live streamed. We're not quite sure what's going to be possible, but we'll be talking um with administration about that. U Miss Miss Vicki, you probably saw that she was wearing a boot her she had broken her foot in two places, so she was not at that meeting so we could clarify what would be possible, but we do
126plan to have that available to bring more people in. Um so that's kind of where we are. So the next step is um I need everyone here to decide uh do you like the document that we went forward? What is your feedback? And then um once we decide the composition of the committee uh I will email everybody out um who's expressed interest and make sure that they know what's going on and we will have our first meeting of that committee on June uh 15th at 3:15. on Monday because school is out the 16th and we want to make sure our administrative and our teaching staff can also attend. Um so and then from there we'll kind of decide what date and times we'll be meeting starting in August. So >> okay, great. >> Yes, ma'am.
127>> Um this is a deliberative item that we need to decide on. So I'm going to hold our commentary questions and all of that for that time. >> Sounds great. Thank you. >> Excellent. And now next up is our Town of Hollis Capital Expenditure Advisory Committee update. Mr. Zach. >> Um yes. So we actually haven't had a meeting since the last schoolboard meeting. Um one got pushed uh from June 1st to now uh a week from Monday. So there's no update from the meeting, but some uh pertaining to what I brought up during the facilities discussion. Um something that I didn't mention last time is uh the desire from the committee to uh get even longer than five years uh getting out to to 10 years some sense of um the projects um that could
128be coming down the pipeline. Um, and I think uh it's it's well understood that as you keep going further out, it becomes hazier and hazier. But I think having the especially the bigger projects um awareness around them uh can be helpful for some of the decision- making as uh as the taxpayers make their decisions year to year at the meeting. Um and so I will uh something else that we mentioned at the last meeting here that I'm definitely going to be bringing up at the next meeting uh is uh having uh a better sense on individual projects on the level of certainty where sometimes we know that like for the upcoming year something is definitely going for a bond. Uh, and that's very different from something that is three years out maybe that is on
129there, but is very unclear if it's going to be three years, five years, if that dollar amount um is accurate or inaccurate. Um, and I think we definitely need to uh nail that down better as a committee. Uh, so >> awesome. Thanks for the update, Raph. >> We don't have a deliberation item. Does anybody have any questions about what he was mentioning? >> I have a quick one. So, one of the things that you've sort of talked about a little bit, and I was curious uh if you'd have an update to bring it up, is at what point on the long-term projection does the projection start to become misleading or misinformation for the public >> because it becomes high speculation and there is a potential that by speculating an expense exists in the distant future,
130current things that are not speculation would possibly be either avoided or misconstrued to impact those further commitments. Um, so I definitely have that concern from a schoolboard position of the, you know, if I have a need now and it's a certain need and it's whatever when I put up in front of people, but we have 10 million coming next year, but then it also doesn't come to fruition because it's a projection >> that they will take it as real numbers and not just projections. >> Yes, thank you for that input. And I think that'll definitely that definitely should impact like um the iceberg charts when we're showing you know the future and definitely being very careful about uh being having clarity over what what is being presented there in terms of level spec as you
131put it specul. >> Yeah, that's I'm surprised that they want to expand it to the 10 years for pretty much that reason like the five seems a little more peaceful but we'll uh see what they say. Cool. Thank you. Anything else for ref? Cool. All right, that closes up our discussion sections. We're now moving into our deliberation. Um, traditionally, the school board does not have a meeting in July. We will have our next meeting the first week of August. Um, and throughout the summer, the superintendent does need to move forward with hiring decisions. So it is tradition that at this tradition that sounds weird like it's like we're only doing it because of that. But what we've done in at our June meeting typically is to authorize the superintendent to move forward on hiring and
132accepting resignations and terminating staff without having to bring those forth to us for a vote so it can expedite that. Um, so at this point, uh, I will take a motion to authorize the superintendent to hire, accept resignations, and terminate staff until the September board meeting and require notification to the board of such actions. >> So moved. >> A second. >> Any discussion around this? Okay, seeing none, all those in favor? 500 Z. All right. Our next deliberative item is to see what action the board will take regarding the Hollis Maintenance Expendable Trust. So I will um accept a motion to authorize the expenditure of an amount not to exceed $125,000 from the Hollis School Buildings Expendable Trust Fund for the purchase of the maintenance items identified during the public hearing. >> So moved. >>
133A second. Second. >> Any discussion? We discussed it pretty well. We did. >> All right. All those in favor? 500. Next item is to see what action the board will take regarding the SAU maintenance expendable trust. I'll take a motion to authorize the expenditure of an amount not to exceed $32,000 from the SAU building expendable trust for the SAU building roof repair. So moved. >> A second. >> Second. >> Any discussion? Uh just in case anybody doesn't know the SAU building at 4 London Lane is owned by the Hollis School District. So it is our charge. The SAU is actually our landlord. So that's why we're in charge of that. Our tenant, excuse me. We're the landlord. >> They're our tenant. Sorry, I'm I'm used to saying we are their landlord and I just mixed
134the whole sentence up tonight. Um so that is why the SAU building sits on us or this decision sits with us and not the SE governing board. So all right those in favor of accepting uh to authorize you look down afterwards you mind >> go ahead try um I just wanted to make it aware for the public who may not know that um the roof is in bad need of repair as well. So this isn't like a we're doing it optimistically. It's the roof is actively leaking and we need to do this. >> Good call. All right. So, all those in favor of authorization 500. Thank you for presenting those, doc. Appreciate it. All right. Our next deliberative item is to see what action the board will take regarding the Hollis Enrollment Committee Charter. I
135will take a motion to approve the renaming of the Hollis Enrollment Committee and the charter for the newly named Hollis School District renovation and expansion committee as presented. >> So move. >> I was like, you better be the [laughter] >> second. Any discussion? [clears throat] >> I had some items that I know I had sent ahead to Ann, but were fundamental questions. Um so I think one of the um critical things that kind of came up is across various sections uh specifically like scope three and four um I was trying to understand why this particular committee was pulling in staffing into its scope um when to my understanding staffing was not necessarily a consideration like the position of staff was, but but how it's worded, staffing in and of itself uh was not necessarily considered.
136Um, and I was trying to figure out whether that was related to discussion around potential needs alignment and budget, whether it was a discussion around how staff are doing with the current conditions um or just a district management scope, you know, that lives with the So, sorry, rephrasing that. uh I felt like staffing lived with the administrators and the SAU in general and that the committee would not necessarily have inputs on those beyond what the board does already. And so I was trying to understand what the impetus for the the yanking was >> uh yanking >> yanking edition I don't know >> it's not addition it was in the original. Okay. >> Um so that was originally so Mr. Um Corey and I originally wrote this um and you know this isn't something that we
137talked about very often in this past year um but it kind of you know we are an advisory committee so it kind of allows us to I mean I think we could any piece quite frankly but um provide feedback on the level. So, for example, when last summer um we were in this situation where we had 89 kindergarteners registered and it was gez do we go that was actually a conversation um that I was pulled into as a part of this committee. The committee wasn't meeting around this time. Um and I'm I would assume that it's partly because that's how the committee was viewed as a as getting inputs from on this topic. um you know again we don't have power to make those decisions but to be you know consulted with or to provide
138feedback or to get ideas from um on that as well. So um that was that's basically just kind of keeping with what was original. But you know I think that even without that sentence if Mrs. Vicki and Miss Burksog wanted to get feedback from the committee, they would regardless if that sentence is there. >> Yeah. And I think my only major concern was that when it starts to come into staffing and discussions, um if if they happen in committee and then the committee reports and thereby they don't happen at the board level that there may be discussions or content that doesn't make it onto the agenda. that instead comes in through discussion of a briefing from the committee and that there may be insights or conversations that the full board might want to hear that
139may just go to the committee instead. That was my concern a little bit because there were a lot of discussions last year where it was like well the committee has talked about this or um in in your case because you're highly involved. I've talked to Gina and I've talked to um Paula about these things and the board was asking questions I know I was of well what were those like and did these conversations happen and there was uh what I interpreted as a bit of a blind spot I had of the well the conversations are happening at the committee but then when they bubble up to the board we don't get into as much of a discussion over the committee uh items and that that that may lead to less informed or at least less
140uh collaborative discussions at the board level if that makes sense. >> I guess >> they will be reporting everything they do to the board at which time we will discuss all of it. >> Okay. >> So I personally am not concerned about this language. I think with them being as close to it, they're going to be the ones that can provide us with the amount of detail that we may not have otherwise had >> um from that perspective. >> Yeah. >> Okay. >> And that's fair. >> Sorry, Ann, if you needed to say something. >> No, I just was a little bit confused about where there was where you felt there was a disconnect, but you know, I can't even think of an example. Our minutes are pretty thorough. Um >> I I provide pretty
141thorough reports. I guess I'm just not confused. Maybe maybe sometime offline you can let me know how we can maybe better make that dis that connection. Um because I've never heard that feedback before. >> Sure, no problem. >> I I think it might be verbage related just because of the way it's used in other things. So I get it. >> Um did you have something else? >> I did. >> Okay. Um, it was a little it was not a it was not a critical item, but I felt like in the first bullet of the financial impacts, um, I sort of wanted to remove the word 'the' because it has a bit of a connotation of there. You know, the potential enrollment expansion. >> You're looking at the original, not the >> Oh, did you amend
142that already? >> That's already been amended. >> I'm sorry. Yes, I am going off. >> The clean copy. So these are the bullets that we have. >> Great. And I apprec I just want to say I appreciate that the feedback both as a citizen has and as a board member was taken into account. So um and then let me make sure I've got the right one then because the last question I had was so >> the clean copy is attached to the agenda >> and I now have that up in front of me. >> Yep. Um, the document outlines stakeholders and I couldn't tell when I read it whether stakeholders were committee members or people who are interested in the committee outcomes. And so I was looking for clarification because as I read them, they
143read as though they're memberships. Um, but if they're memberships, then I had additional questions. So I was curious for clarification on what was meant by key stakeholders. >> Um so that was actually part of the original language as well. I think it was just um when we put this together it was like well who are the key stakeholders in you know what happens with increased enrollment. And so that was the language that we used. I have no problem with changing it to committee members. This does describe membership. So this is like describing this. So if that's something that you wanted to change and if everybody would like to see change that is absolutely fine. I don't think it necessarily changes um the purpose of the document. So I I I think that that's fine. >>
144I think it adds maybe a little more clarity to change key stakeholders to me you know committee members. I don't feel overly strong about it and also it is a little more clear >> committee membership. >> Yeah and that did raise up my second. So there are members which no problem. >> Um is there a reason um or what is the reasoning behind breaking out uh parent guardians versus community? I just was looking to understand >> because a community member doesn't have to have a child in the school. >> I understand that >> they want that's the difference. >> Okay. But >> parents and guardians mean they have a child in the school if you read their description of it. >> Community member just says >> I've read the description. Okay. >> My specific question
145then is so if you get two parents who are involved, you get a third parent who wants to join as the community member, are they restricted from doing that? >> I mean, I don't really want to restrict anybody. I mean, as I've said over and over again, um, you know, everybody's welcome to come to the meetings. Um, I've never had problems with people coming to the meetings and speaking out of turn or, you know, prohibiting the work that we were doing. Um on May 20th, you know, our committee members were there meeting and we had almost it felt like an audience for the first time. It was really kind of neat. >> Um you know, we ended up turning and saying, you know, we would like to contribute. So, um I don't think anybody would
146be necessarily turned away. I would probably, you know, I mean, these are some of these things that we can kind of talk about now public, but I I really want to find a way to keep anybody who's truly interested involved. Um, but I can tell you right now we have more than enough community members and parents and guardians interested and I'd love to find a way to keep everybody um in the loop and and contributing to the work that we're doing. >> Can I can I piggyback on that then? If there's membership actually defined members, are they the ones who might vote on ideas that are moving forward and then other people would be just audience with public input? You know, it's a great point because we've never voted, [laughter] >> you know, and we
147were we've been a small group >> and so there's been a lot of discussion. I think that that is something that once the committee is formed, I would probably put to the committee. Um, you know, are we going to right now I I can't even necessarily think of a situation that we would vote on per se because again, we're advisory. Um, and everybody's thoughts and comments are pretty meticulously accounted for in our minutes and we may even start having recordings of our meetings so things will not be lost. >> Okay. >> Um, but you know, I mean really it was just the the original guidelines were just to make sure that we were gathering at least that many people. Um, you know, we had one or two members and it just kind of felt like
148no, we need at least two members. You know, I mean, if you want we can even throw in at least. Um but it was just in revising this you know can we you know officially state we want to and also as a message to the community we want to include more people we wanted to quantify also in a way that we're making this bigger because we want more voices. Um I I think that you know at some point I'm I probably will talk about meeting protocols with the group >> and especially if we feel like that's necessary. So, I guess following up on that, so like last year when we uh got rid of some of the building proposals, right? We weeded some out. The enrollment committee itself didn't vote on which ones to weed
149out or whatever. It was just a collaborative decision. >> No, it was brought to the board. >> No, I know. But my >> they brought forth the choices to us to make a decision. >> My recommend my recolle recollection I can talk was there were five originally. There was a decision to bring three of them to the board. >> Well, we still presented all five. >> Okay, that was what I'm not remember at that 9:17 at that September 17th meeting, we still made sure all of them were demonstrated to everybody present, the staff, >> um the community. Remember, we had two meetings on that day. We had the one of the regular enrollment and we had the information session. >> They just did not recommend. We just said why we didn't recommend it, but we
150wanted to make sure it was known and we presented it to the board as well that those five. But we said these are the three that we feel that the board should consider and this is why and this is the one that the staff and residents overwhelmingly approved of. But as a committee, we never necessarily vote it, but we kind of talked about why we all it was such an easy agreement to to eliminate those. But you're right, there might be a situation where things do become more contentious or the and I think that we'll establish protocols at that time. >> Okay. >> Um and I think the committee membership is going to be easy is who's showing up every time. >> Yeah. And the reason I bring it up is mostly because it's listening
151to what Carol mentioned and what you mentioned about the vote and the discussion aspect and I absolutely agree. It should be open to anyone who wants to be there obviously. But it almost made me wonder the like okay so there are certain people who are really necessary to show up but in terms of like having parent members or having community members um or even the architect as needed. They're not if if it's a committee where it's more of a discussion and um less of a voting aspect. My question would be, okay, do we put these other ones in knowing that in general if people are want to be involved and show up, they're going to show up and you're very flexible to that. Does it need to be a reserve in the charter position or
152fundamentally since this committee uh and it's advisory role uh is bubbling up all the information anyway, >> um do we just not bother with that particular component and have the committee be okay, we're going to discuss and bubble up that information. I don't know if that's gerine to how committees are usually put together, but um it just felt like if we didn't need the structure, I didn't see a reason to necessarily instill it. >> I think we need the the structure because we need to have people who are committed to staying informed. There is so much information that is shared and we have very few meetings before we have to actually have a warrant article put together and presented to the budget committee and then put on the the you know on the warrant for
153the town meeting and so anybody who's on the committee I mean this is why people wrote me letters and they went from like 20 plus people down to around six or seven um is because you know we really need and I asked this you know if you are saying this that you want to be on this committee, you are committing to attending the meetings and reading the minutes and so forth, whether virtually or in person, etc. So, you know, it's it's not like, you know, we're writing a contract or anything, but it's, you know, it's kind of an on your honor and and I'm taking everybody at their word and I as I think we all should. Um so the membership really means that you are informed. >> You know there are some some lovely
154parents who would show up to some meetings every now and then who I you know included on I'm sure you noticed just like yourself. I always included you for sending out agendas and minutes and so forth. And I know that they were you know but um they were not committee members. um >> you know the members need to need to show up um and and have >> showed up. >> So if that clarifies things and I you know we could also even have we could talk you know during nonplay you know do we have alternates you know to have some people who are maintaining information but are not able to attend all the time you know those are things that we can discuss. >> Yeah no that explains it very well and I I do
155agree with your viewpoint on on the reason and I do want to get it on the record of flight. I think this was a really good uh comeback from the last meeting. I think it was thoughtful. It contained a lot of the information that I know I discussed and I suspect the community discussed. >> Um and a lot of my questions are more around it's my first go around putting the committee in place and trying to make sure where necessary we put structure and where not necessary we don't put structure because it works anyway. So >> thank you. Um, so the motion that was made was as presented, do you need to amend that if you're going to make a change? >> So I would say it's just um changing the language of key or
156stakeholders to committee membership I think was what I heard. Was there anything else anybody else wanted to change in the document? Okay. >> So I would amend my motion. Is that what I need to do right now? >> Oh. Give me stuff for you. >> Here's the gavl. >> Um, [laughter] so, um, I would like to amend my motion to approve the renaming of the Hollis Enrollment Committee and the charter for the newly named Hollis School District renovation and expansion committee with the amendment of changing the phrase key stakeholders to committee membership. >> Perfect. A second. >> Second. >> Got you. Good job. >> Any discussion? [laughter] >> All those in favor? 5 Z. Great job, Ann. >> Okay. We had a of course we had a uh agenda adjustment obviously to add the Drury
157Lane conversation and that comes with a deliberative item. Um that was from the unreserved fund balance. >> Correct. >> Okay. So, I will accept a motion to authorize an amount not to exceed $100,000 from the unreserved fund balance to be put toward the repairs of Drury Lane. >> A second. >> Second. >> And Scott. >> Any discussion on this one? >> Yeah. Uh, so, uh, I just want to make sure I understand. Um the projected fund balance is currently at 86,000. How do we get to the >> we we believe there still may be some um funding that will increase um as we close out the books, but we wouldn't exceed whatever was in the um reserve funding. >> Is the is the language of the motion like up >> to Okay. >> Yeah. Not
158to exceed. >> Yep. >> Um do we know roughly the full dollar side? Uh, no. Actually, I didn't I thought Lance might stay, but he was still in the process of getting um bids right now. Um, rough estimate maybe around 91,000 um in paving, but we have to do some culpit work and um it will exceed we know the work that needs to be done will exceed that $100,000. So, um >> so this is the start. >> This is the start of the work. I don't know in what order they will do it, >> right? And then if we incur those, it would then get incubed against the next year's budget. >> We'll come forward with a recommendation in next year's budget and or use u money if it was left over in the funds.
159>> Yeah, sure. Got it. Okay. Um my only other comment is, "Oh my god, those potholes are big and we really need to fix them." >> Yeah. [laughter] >> Yeah. It's funny to see people exiting Hughes and you're like, you know how to get around them. >> Get around them. [laughter] >> Not not to mention for those unfamiliar, the right hand side of Drury Lane is technically the fire lane and it is in bad shape as well. So that's kind of critical, too. >> Yeah. Right turn is going to also be part. >> Yeah. >> Looking forward to that. >> Yay. [laughter] >> Just for those playing at home. >> Excellent. All right. So, all those in favor? There is zero. Yay. Drury Lane. Okay. And now we're into policy time. >> We do have
160the proposed policy memo with everything in it, but as usual, we will take them individually. So, first up is policy EBCA. I'll take a motion to accept the first reading wave subsequent readings and adopt policy EBCA crisis prevention and emergency response plans. So moved >> a second. Second. >> So this is a policy that is not required. It is recommended. However, um as folks know, there was uh an incident with a weapon at another school that made us feel like we uh should formalize this into policy. Should note that this is already all of the things outlined in this policy are things that we already do. They're not new things that we are starting because there was this issue. We've already done all of these things and we were just formalizing it um to be
161in uh a policy. Um you'll note in here that our emergency operation plan is not a public document. Um and that helps protect uh create safety for our students and staff and we don't even share it digitally among staff at the school or the school does not share it digitally. It's not emailed ever um because it's a highly confidential document. Um and so that isn't there noted in this policy choice because we want to um make that clear. But because this uh feels important to have this policy um and because this is not creating anything new, you know, we um were hoping to do a first read and adopt. >> Uh does that make it fundamentally marked in such a way it's not accessible for uh public uh right to know? That's a question. >>
162Yeah, the documents the superintendent has the right to not release any of the the safety. >> Got it. >> Um, for the record, the chair of the school board signs the EOP for each building each year. >> Any other discussion on EBCA? All those in favor of accepting first reading waving subsequent and adopting policy EVCA 0. Thanks for your work on that. Our next one is pol. This one policy GBB. I'll take a motion. This is its second reading. I'll take a motion to accept the third reading and adopt policy GBB employee student relations. So moved. >> Second. discussion. >> So, the only edit uh from the last time you saw this was that we took out a policy that was referenced that is not actually a policy of ours. So, um that's the only
163change that you'll see from last time. >> Oh, it's up in the top. >> Yep. In the um gray bar across the top. I think Ann might did you call that out last time, Ann? >> Um >> I think that was an Ann. >> I don't remember a lot. >> We'll give you credit for it. >> You remember plenty, don't worry. My my brain cells are consistently telling me >> I thought I read that there was an adjustment to number two under a as well. >> Did I misread that or was that already in there last go? >> That was what we discussed. >> We discussed it at length last meeting but we didn't make any changes. >> Got it. Okay. Thank you. >> Yeah. Any final comments? Seeing none, all those in favor of
164accepting the third reading and adopting policy GBB. [snorts] >> Nope. [laughter] >> Look at all these comments, notes from the meetings. That's funny. Just in case anybody needed to refer back. All right. Next up, we have policy JCA. This is our second reading or excuse me, our second reading was in May. I'll take a motion to amend in the first sentence but to amend the first sentence by removing and classes accept the third reading and adopt policy JCA change of schooler assignment best interests and manifest hardship as amended. So moved >> a second >> second >> discussion. So something that we had talked about at the last um schoolboard meeting was in the title of this policy change of school or assignment um best interest and manifest hardship. And what we had talked about at
165the schoolboard meeting is that this the policy uh is really talking more about change of school. Um and so did we want to take out the reference to assignment and um in the policy committee what we talked about is that this really does also cover we need to keep assignment in there and even though the policy is more talking about change of school um the assignment is also within classrooms, right? That's what that's referring to. That is a student move from one third grade teacher to a different third grade teacher. um that that is still relevant under this policy and so we didn't want to take that out. Um got it >> reference too that you wanted to hear what the attorney says. So she explained that the policy is for assignments outside of school.
166You can choose to keep the word assignment. Most people do, but you could remove class anywhere you want to remove classes. It does not reference classes in in internal to our schools. >> It does not refer to that. >> It does not refer to class assignments in our school buildings. Okay. This is all >> outside schools and outside assignments. All right, that's good clarification. I should have let you go first, Lauren. [laughter] Any other comments, questions on JCA? Seeing none, all those in favor of accepting the third reading and adopting as amended there. Next up, we've got policy JLCE. I will take a motion to amend the fourth paragraph of the first page to read, "The school will obtain at the start of each school year emergency contact information of legal guardians for each student
167and emergency contact information for all staff members." And the seventh paragraph on the second page by replacing can be available with are permitted to be available. accept the third reading and adopt policy JLCE/EBBC emergency care and first aid as amended. So moved a second. >> Second. >> Um so uh we made the change the school obtain we we don't actually um have the legal guardian information for our staff because they're adults and they don't have legal guardians and so we just um made an edit so that that was more clear there that we do have their emergency contact information. >> That's funny. >> Yep. Um and then at the bottom of the policy under the um nlloxxone narcan and opiate antagonist, we had talked about this as a board last month um editing that line
168um for clarity so that noting that opioid antagonist are permitted to be available but that doesn't mean that they definitely are or have to be. Any other questions, concerns, comments on this one? Seeing none, all those in favor? 0. Now we're figuring gas. Our next one is EHB-R. Its first reading was last month. Given its second reading, I'll take a motion to amend by adding information pertaining to Google accounts, accept the second reading, wave the third, and adopt policy EHV-R records retention schedule. So moved. >> Second. session. So the addition right was this reference to the Google account. Um because in reviewing in staff reviewing the data the data governance plan, it says in our data governance plan that you should be able to find out when we delete staff Google accounts. Um and so
169we added that um chart into the policy. >> Then um I guess if they switched from Google to other service that would would it become out of date? >> Um I would imagine so and that we'd have to update it again. >> Okay. >> Right now there's no intention to switch. Um this just just because this seems under the Google accounts it says as approved in March 2034 by superintendent Corey with reference to the de should we be putting the name in our policy should just be super >> by the maybe by >> No it's it's a it's a historical statement. It was approved two years ago by that person with reference to it. >> But do we I mean >> how do we feel about that language? I mean, I will say it's true
170that that's notable from other policies. We're not saying, "Oh, this is the superintendent that initiated this policy." And so, it is different. >> He would have been the superintendent in 2020. >> Oh, absolutely. Yeah. No, I mean, like certainly there's nothing wrong with this statement as far as being factually correct. It's just it seems funny to see in an official document the actual name of an employee. I don't know. Just seems kind of funny to me. >> We can take it out. That's if it said superintendent will know who was >> 2024. >> So we can take the name out. >> I don't know. Mr. Cory feels by his name. [laughter] >> Maybe he's like cool you know I don't know [laughter] >> I don't so right in that column that column is identifying what
171the statute or the rule is that is referencing you know the first column is the type of record. The second column is what's the rule that says we have to about this record and then what's the retention period and so I think we're saying the rule was that we made the rule right but yeah we don't have to have superintendent Corey specifically in there so we just >> say superend >> yeah so let me ask this question there is no retention listed in the column next to Google accounts though it uh >> that's that just the headings it starts with the custodial that's why there's nothing new. >> Thank you. Sorry. With everything being underlined, I was like, I don't know what I'm getting. >> It does buggy. >> Um, it is also a little
172bit Yeah, but and then, you know, it's tough to make these and they're so >> It's fine. Thank you for doing this. >> Would you like to um amend our motion to mention that amendment and then we can still >> Yeah, but Jonathan as a >> I have other comments. >> That's fine. But I'm asking if she's wants to do that then that would have to happen as well. >> Should I wait to see if Jonathan has more comments? >> We will wait. >> I would be happy to motion to amend my motion though. >> Um or because the other question is push it to August. >> I think we don't need to push it to August. At this point, I'm not going to say that because that is such a small change. It doesn't
173feel necessary to me to push it to August. If Jonathan has a lot of other amendments he'd like to make, then maybe we need to push it to August. >> Go ahead. It's my fault. I understand. Um, just because I've been in that realm recently, uh, on the federal side, is there any guidance or was there any guidance from legal about holding, uh, staff and other support staff records in archive for a period of time in case litigation or other accusations come up? >> All of the information in here was supplied by um, Carrie Marsh, our she reviewed all of it. Our human resource director reflects all the changes that just happened recently in law. >> Okay. So, we do not have a concern that if we were to be sued a year later that
174if we didn't have the data, we would be found not properly re-retaining things, >> right? I mean, again, there's statutes of limitation on certain legal actions and such. So, right here for district administrators leadership archive for for two two years that could likely make sense. You know, there's a one-year statute of limitations on many things. Um it would depend on how much information would be personal to that person because we have documents and other storage things for different documents that we may have that may be needed in something like that. So really what's being archived um for those personal accounts. I mean it may not you may not even need like emails and certain things for certain >> action. So I don't understand which is why I think this is act I mean I didn't
175I wasn't the one to bet this but I trust that Carrie um as she went through it this this could make sense and from a legal standpoint >> in when she >> at the meeting in May I just want to chime this in at the meeting in May this was asked and answered at the same thing it was asked if anything that stipulates if certain documents are required for legal purposes and superintendent Bergskog responded if there are documents required for legal action that is pending then yes but there are times when we hit the retention cycle and things are discarded. Okay, fair enough. >> I'm good. >> Cool. >> So, I will amend my motion um to accept policy EHBR um the local records retention schedule. Um to amend I'm just scrolling down. Uh >>
176would you like me to read? >> Please feel free. Y >> um a motion to amend by adding information pertaining to Google accounts removing the mention of Superintendent Corey's name and replacing just with superintendent accept the second reading wave the third and adopt policy EHB-R records retention schedule. >> Thank you. So moved. >> Second. >> Perfect. Any other discussion after that one? All right. Seeing none, all those in favor? 500 Z. >> Thank you. I know those are hard retention policies. >> I mean, that's I've let the, you know, uh, superintendent's office really nailed that one. >> Here's the one that always makes my eyes cross because it's policy IB. So, it looks like HB when you're not looking. >> Y. So I'll take a motion to amend policy IIB class size in its entirety
177by replacing it with the copy provided with the agenda and accept the second reading as amended. So moved. >> A second. >> Second. >> Um so in discussing this policy again at the policy meeting the policy committee um we made some changes. I think what we were grappling with is on one hand it does feel possible that we will have to um you know that is not anyone's preference. I will say I personally think it is possible that we will get to a point because of increasing increasing enrollment that we're going to have to increase how many kids are in a class, right? And we want to have a policy that allows us to do that if we need to, but that is not written in a way that means that we are in a
178situation um in budget season where um the policy is written in a way that we are sort of um forced into taking a lot more kids into the class. And so we made edits to the policy trying to um balance those concerns and also address the concerns from the board last month about sort of the the structure and the way that the um New Hampshire state recommendations are offered um about class size ratios. we went and looked at the um specific right state regulation about ratios um and we uh just put that directly into the policy here um you'll also see here that um when you look at that in the middle of the bill uh excuse me it's not a bill in the middle of the policy um >> I'm just a bill >>
179yeah even the state is acknowledging if you look at right like kindergarten size I'm just going to read that to give the example phrasing that kindergarten uh grade two through grade two 25 students or fewer per educator provided that each school shall strive to achieve the class size of 20 students or fewer per educator. So um within the state standards right there is still sort of uh a certain amount of flexibility ambiguity and also kind of an encouragement of keeping class sizes relatively small. So, um, that's what I'll start there by kind of summarizing where we were, what we were doing. >> I like the changes you made. >> The board establishes recommendations. >> Good. >> I'm glad that you put the actual, >> you know, language >> DOE language um, in there because I
180think this is a policy that probably is going to be more interesting to our community right now. And so I think that it's clear it's important for everybody to have because this sometimes this information is very difficult to find if anybody's listening at home. It's sometimes very difficult to find and so putting it in the policy I think is very helpful. Um we we talk about trusting to be more transparent with the community. I think this is that I I initially didn't understand the change from what we originally had where it was K1 2 3 but it's it's clear that you're modeling um or the committee is modeling their recommendations on the same structure of the state and I I think that's always a good practice. >> Um I I appreciate taking out the no
181more than that we all found rather confusing. Yep. Um, you've made that a lot clearer and I and I think that for anybody listening at home, if if their state is saying a maximum of 25 but recommending 20 or fewer, you know, essentially, um, why are we at 18? I think it's also important for everyone to understand the actual physical size of our classrooms in the Hollis Primary School building for two reasons. One, because of its age and two, because of renovations that have had to happen over the year. for example, ADA compliance have caused some of our classrooms to be very small, some as small as 750 square feet, whereas by modern standards, a kindergarten classroom should be 1,000 square feet. So, the fact that we are looking in some of these areas to
182be a little bit lower than that is actually quite appropriate. And when at some point we really are able to figure out um how many students actually can physically be in classrooms, you know, we'll be glad that we already have a policy in place that is encouraging us already to be thinking about those smaller class sizes, but then still does give us the flexibility in the state of an emergency. So this is thoughtful. Um thank you for the work on this. Um obviously you must have had a lot of conversation. So appreciate you. I think that's good context to add for folks listening an I think that's very helpful. Um I think also just other historical context the school and you know I wasn't on the board then so I can't speak to specifically when
183this happened but there was a period historically where the school was experiencing a lot of pressure from the budget committee to allow CL class sizes to go up to 30 um which there would be real safety considerations at the bare minimum. Um and so that was something that had happened um in the past, but that also our principles were making clear that there have been other times that there was, you know, um advocacy in town to add money to the budget, right, to hire an additional teacher and that the principal said and this was at, you know, Hughes, so this was specifically Candy and Candy was clear that she really didn't feel like we needed that and we did not need to add the money to the budget and having, you know, one class over
184the recommended size was not something that she felt was concerning. And so sort of like you know as a as a school there have been um conversations around both sides both sides of that issue um and trying to be thoughtful about what our students and staff really need. >> Thank you. >> Um so the first question I had was for Carol because I forgotten the wording. Is this um read wave and approve? No. No. >> Okay. This is Okay. So then uh >> Nope. This is uh accepting a second reading as amended which was replacing it in its entirety. >> So fundamentally good. Um my only concern comes up uh with the and it may just be formatting of the excerpt from >> the New Hampshire DOE. Um because when I first glanced through this
185and I know there's crossouts and other things, at first I thought the ED 30614 student educator ratios was something we were uh adopting and injecting into the policy and not just referencing. >> And where that gave me pause was on the next paragraph where it reads um maximum size of particular grade level outlined in this policy. Um all of a sudden you have the New Hampshire outlined in this policy and ours outlined in this policy. And I didn't want there to be any confusion between this is not outlined in our policy. This is a referential copy of what is in the New Hampshire policy. Um, and so I don't know how to do that, but that was my >> indent that paragraph. >> Yeah. In indent andor format as a reference kind of thing. So
186that's why I was like it may just be formatting, not wording. >> And I think one of the we it's in italics to try and make that distinction, but also there's so much underlined right there that I think absolutely. And so I would say that maybe if we look at it next month and it still feels not clear then maybe we can or next board meeting then maybe we make that change. But I would hope that it would feel a little more clear when everything is not >> looking underlined. You know >> uh the other thing that I had meant to add is that we I I can't remember if we had talked about this last board meeting but we had discussed that prek sizes we don't have recommendations for that in this policy and
187that is because we cannot because we are just needing to respond to um IEP students. Yep. >> That one I did remember. Um but yes, so otherwise it's not substantive. It's just intentwise. >> Okay. So we can you know review make sure keep an eye on that. >> Yeah. Yeah. >> Any other comments, questions? Right. Seeing none. All those in favor of accepting the second reading 0. We have one more policy to look at. That's J I C K through >> only one minor change on the first. >> Perfect. Um to amend I'll take a motion to amend the fourth paragraph by replacing without more with on its own and accept the second reading of policy JICK pupil safety and violence prevention as amended. So moved. >> Second. Um, so, um, something that we talked
188about last month was, um, taking out the word parent and using the word legal guardian because that's something that we do in other policies and wanting to be consistent. Um, and looking at this, we, um, that's difficult to do in this policy because parent has a specific definition that's already in this policy. Um, and so you can scroll down, um, and see that. Um um and so we really uh we we did look at that and then decided to keep it in in this context. Any questions, comments? Seeing none, all those in favor of accepting the second reading of JICK 500 Z. Beautiful. Right. Thanks for your work on all of those, Jess. um reminding folks that there is no July meeting uh as long as you're all good with that. So, we will be
189reconvening in August, that first Wednesday of August. Um so, be on the lookout for release agendas and things for then. Um we do still have a non-public that we need to go into, so I'm going to have to be taking a motion. We're not going to be doing any business after that other than adjourning um or possibly taking action on the minutes from non-public. Um so at this time I'll take a motion that the board by roll call go into non-public session pursuant to RSA 91-83 section 2A the dismissal promotion or compensation of any public employee and C to discuss a matter which if discussed in public would likely affect adversely the reputation of a person other than a member of the body or agency itself. So moved. >> Go ahead. >> A second. >>
190Second. >> Okay. This is roll call votes. I'll start with you. >> Johnson Fontaine. I >> I >> Jessa Hens. >> Carol Roy. I >> I. >> All right. So, the board is going into non-public at 8:44 p.m. Thank you very much everybody. Enjoy the rest of the school year and your summer. See you in August.