001school board for May 27th, 2026. Um, do we have any agenda adjustments? We have to do that being on or off. >> The only agenda adjustment is on once we get to policy. If it's red, is it on or off? >> Mine was it was on. >> Should be green. >> It should be Well, it's red. >> I think that one's okay. >> So, there's a couple different styles. Okay. >> I didn't know if the red meant off. >> Well, we can. >> You're always on. >> No, but um when we get to the policy memo, we are actually going to table J. So we can talk about that more once we get >> Okay. We don't need to we don't need to. Okay. Um and then the consent agenda. Do you want to talk
002us through that? >> That one last. >> So we just approve it as one. Um >> as one uh consent agenda. So we have three nominations and we have a resignation. >> All right. Do I need any discussion? There's no discussion, but we have a So, we're fully staffed with our um collective bargaining agreement professional staff positions with this. >> I saw the pair educators were down to like only half a parent at RMMS and it seemed like those numbers were filling up which is great, right? >> In the right direction. >> That's amazing. All right. Can you I have Can you speak to the Could you just speak to the fourth grade class incoming since we lost one teacher and there were four. Is there I I didn't know if there was a replacement
003or >> So there was a reduction. There was a planned reduction anyway. >> Okay. >> Because the the rising fourth grade class is a small group. >> Um I forget I think it's like 62. >> I can speak a little bit to it. So the rising fourth grade will be like 61 students kind of what Dina shared. Um, and with the policy that we have, um, IID, it's a it's 20 in the class you could have. So, basically, there could be three sections. And then when you go to CSCA, um, it's still 20. So, you know, if you do 20 divide by 60, you're right around 3.08 section. So, >> awesome. Well, if I remember correctly, someone was moving down to RMMS, right? Anyway, because their second grade was moving up and needed an additional
004section. >> We are going to have a shift. >> That was a shift. >> There was a shift. Yeah. >> Had 23 in the class. Yep. But I was just going off the policy which says 20 I'm sorry 23. You're right. 23 you that. But 20 for third grade but I can speak to that the principal report. >> Yeah. I just because I had thought somehow we were we were shifting one to RMS anyway and then what? No. Okay. So yeah Dan if you could >> I'm happy to talk about >> some of what you're referring to is some of the cuts that we had to make. >> Right. Yes. Okay. >> Yeah. That was going to happen. >> Yep. >> Got it. >> All right. Um can I get in a a motion to
005approve the consent agenda? >> So moved. >> All in favor? >> Well, do you have a second? Second. >> Oh, yeah. Second. Any second. >> I see I'm ready to I'm moving us along. >> All in favor. >> Thank you. >> Uh, all right. So, approval of minutes. Um, this is for the Brookline School Board for April 22nd. The following amendments were offered. Page 5, line 31, correct the spelling of that. Page 16, line seven, correct the spelling of spoke. Page 18, line 39, insert is following feeling. May I get a motion to accept the minutes as amended? >> Second. All in favor? >> All oppose. Okay. Awesome. >> I I'm abstaining >> or abstaining. >> I'm abstaining. >> Excellent. Um, let's see. from the Brookline School Board non-public April 22nd. Um, the following amendments
006were offered. Page one, page one, line 11, correct attendance by showing Vice Chair Perry as absent. Uh, may I get a motion to accept as presented? >> There's one. >> So moved. >> A second. All in favor? >> Hooray. >> All in favor? >> We'll swap it up. >> Uh, yes. >> Thank you. Um, abstained. We'll just do it that way since I know. >> Thank you. All right. Uh, let's see. Public hearing. >> We can't. It's not 6 p.m. principal report. >> Just kidding. All right. >> Trusty principles. >> All right. Good everybody. Um, so for enrollment, we pretty much stay right where we've been. Uh, we have 310 students in RMS, 254 in CSD for a total of 564 in Brooklyn. Um, for next year for classes, we've got five kindergarten, which is
007currently what we have as well. First grade is going to have five sections, which is what it has currently right now. Second grade is going to have four. >> First grade have five this year. >> First grade had five. >> Did enrollment drop? You dropped a section. He said five. No, I thought he said >> first grade currently has five. Next year we'll have five. >> Next year, second grade, right? >> We'll have four sections, >> right? Which So, you're moving from five sections in first grade to four. Yeah. Um and some of that enrollment is is dropping because we know some moveouts. Um it also >> if I was to do five sections of second grade and four sections of third grade, the third grade sections would be a lot larger. >> Okay. Um,
008and if I go to four sections of second grade and five third grade, they're about the same. They might be off by one student per class. >> But we're not by we're not popping over the >> Oh, everything's within the um uh so on this principal report there's um the enrollment section where it says divisor according to policy I I kindergarten the recommended language is that we stay right around 17 for kindergarten and first grade. Once you hit second grade, it increases to 20. Third grade is 20. Then to what Mrs. as Bergaw was saying earlier, uh, fourth grade, fifth grade, sixth grade all go to 23, >> which is still well below the state um, guidelines as well. >> So, what is what is that line, the ED 306 12 class size above that?
009>> So, that that's what I was saying. The state recommended sizes are 25, 30 for third grade, 30. So we're >> you're just showing how how much lower we are so we can give more attention and individual small class sizes and that was a policy years ago that the board um approved to have smaller class sizes. So, um, >> are you anticipating I mean, I know we know a few that are moving out. Obviously, we can't. We don't have crystal ball, so we're not sure like it what'll happen over the summer, but do we have kind of a plan in place if we need to adjust for like based on summer enrollments or new students coming in maybe to like second or some of these ones where it's it's not quite at that, but it
010is a little bit closer. Like, do you kind of just have a plan in >> Yeah. No, it's a great question. So, we track all of those incoming registrations. Um, right now we don't have >> a lot. Okay. from what we know of um we've got a good number of kindergartens going to be right around 70 which is a good number. >> Um but I but I have shared with superintendent Berskar too like obviously we know there's a lot of building going on in the town too. So so we're going to have to keep tabs on okay >> the developments in town but um I feel like we've got a re you know a good uh class size structure for next year or the reason >> I think it's also important to note that these
011are class size recommendations we want to be under them. Um but the unfortunate part about adding a section in August and redistributing all the students is a lot of time and energy and thought is put into placement and a lot of time and energy and thought is put into training of our teachers. So when we bring someone on board >> at the last minute, they don't have the benefit of all that training. So sometimes it's better to have one student over our class size recommendation, okay, >> with a fully trained um staff. just out of curiosity because it hasn't happened while I've been on the board. But if that does happen, is that something that has to that like you just let us know like how does that work if we do have to have
012a student over like the maximum size of the policy? >> So I make the decision and then I inform the board as soon as I know. >> Perfect. Okay. >> Last year in Hollis, we had to add a kindergarten section in the middle of the summer. >> Um and I notified the board. I just didn't know if there was a policy to deal with it if it went over the policy, but it sounds like >> And then to answer the question about second and third grade, next year's class sizes, what we suspect are third grade will be at 16 in the class. Okay. Second grade is 17. >> Okay. >> So, we have there's room for >> And are the like teachers happy at these class sizes? I mean, do they feel like it's >>
013the right >> Oh, yeah. I mean, I think they all feel really well supported with the class size. I mean, >> those are ideal numbers, honestly. like kindergarten with class sizes of 15, that's a great number. Um, if you're right around 20, that's a good number for second, third grade, even fourth, >> you know, I mean 23. >> I mean, my fourth grade teach when I was fourth grade, I had 26 in the class. So, I mean, these are nice numbers and I'm glad that we're well below the state average and we're thankful to the school board years ago that re, you know, brought forth that recommended policy because those are nice teaching sizes. >> But, um, >> yeah, >> great. Um and then moving on to calendar events. Um as you know May and
014April, May and June get really busy. Um the students at RMS have finished staff testing and that New Hampshire SAS testing that went really well. Um I want to thank all the um teachers and the specialists who helped administer those tests and also the students did a wonderful job coming in prepared. Um sorry about that. And taking the test really seriously. I walked through all the classes and they were all focused. They all had the dividers. The teachers set up the environment really really well. Um so kudos to the third graders and all the staff that um you know took the test seriously so that we can learn from it and see what we can do better as a school. Um our first grade enjoyed the eyes on Owl's visit. You'll see a picture in
015the principal's report. Um that's we've done that for years and it's to the point where we have teachers that want to come back that no longer that that have retired that want to come back and see the >> That's fun. >> They look at them as family members. Um, and then, uh, oh, I forgot to mention what was really cute is our whole school did a parade for the third graders before the New Hampshire SAS test so that we could really cheer on the kids and >> um, all the classes made little signs and cheer them on as they walked through the hall. So, that was great. >> I think you guys did a great job with educating too because, um, I know some of the feedback that I heard just as a parent was
016like, we got to be quiet in the hallways. We want to make sure we're being mind. So, I I want to say good job to staff also for for helping support and educating some of the other groups that aren't having to take it this year, but also are aware of like, hey, that's a big thing. >> It was a good time for us to reinforce our way of the J. >> Um, first grade just came back from the uh Stone Zoo uh field trip on the 21st. They had a wonderful trip, a beautiful day. And um what I heard from the chaperones is that our school of students were the best behaved school there because there was m the whole uh state of New Hampshire and Mass were there that day, I guess. Um, and
017what was really nice is we purchased uh Blue Jay t-shirts for all the staff and students and all of our first graders went with the t-shirts on which allowed us to identify them easily. And then third grade on Friday went to Strawberry Bank. We had a beautiful day there. Um, the neat thing about Strawberry Bank is students got to kind of go back into into the past and um, experience what it looked like to live in a Victorian house or a house that was during the Revolutionary period or during the Civil War. So, they got to experience that and see some demonstrations of a Cooper, a weaver, um, and just got a chance to explore on their own. Uh, Portsouth, which was one of our first four towns and was the original capital of New
018Hampshire when it was a colony. So, a lot of history there. Um and then right now our school is starting as web testing and CSD as well. It's a district-wide uh but benchmarking assessment that we take. And coming up we have preschool is doing SECO science program. We have leaping lizards coming this week with second grade. So that's a program coming to our school. Um, and then the fourth, our third grade is going to visit CSA and walk through some classrooms so they can get acquainted with the school there and they'll have a chance to meet Mr. Miller and some of the fourth grade teachers. So, we're thankful to CSDA for opening up their doors to our third grade. And then preschool ends on the 4th. We have Great Ko Friendly Farm again, which is
019a fun field trip. Then we have field day on the 12th and then last day of school. So, a lot of fun stuff. And then this week and last week we did great gatherings and that's a PTO fundraiser event and there's some really wonderful offerings and I want to thank all the teachers um for putting on events. I want to say we had over 20 different events that teachers have put on. Um so there's a few pictures. There's floor hockey there. Um we have a picture of nurse Tina. She and her husband created an a live sorry a large scale model of operation in in a the nose even buzzes. >> Okay. So Connor did this. >> It was awesome. Yeah. I want I just want to go play in the nurses office. >> He
020came home and talked about it for like an hour. He loved it. >> We're going to keep that on display and you know it's it's great. And then um we had a wonderful staff appreciation week. Uh I want to thank the PTO for supporting a few of those days of events and the staff really felt appreciated. So, and also thank you to the school board for, you know, some of the notes and things that you guys did as well. So, that does it for RMS. That's Mr. Miller. >> Yeah. Um, piggy back on, uh, Dan, uh, SAS testing and as web uh, assessments going on. Uh, I think those are going very well. Um, uh, let's see. Um, one of the things that I felt very privileged being a part of, um, uh, was the,
021um, uh, the Memorial Day celebration. And I thought that was really well planned and I think it went really well. So, uh, thank everybody who who helped make that something that was very, uh, I think heartfelt and and I think the kids really I think it resonated with the kids afterwards, too, which is really nice. Um, we have our field day coming up, uh, which we're very excited about. And um we have uh the Brooklyn um Girl Scout Troop 61033 for their bronze award built uh built a gaga ball pit uh in the back area by where the um hoops are at. And uh a few of the girls had come up to me uh probably a few months ago during the winter and they wanted to um build this and said they wanted to
022do it with through their Girl Scouts and um they wanted to form a committee. Uh so uh we formed the Gaga Ball Committee and we talked about it and they made this whole vision come through come true and um it's big. It's it comes up to probably you know almost up to my shoulders. It's it's a a really big gaga ball pit, but I mean we built it two weeks ago. I think it was two weeks ago Saturday or a week ago Saturday. And uh there's a consistent 20 25 kids that use it every day. Um so it's a pretty amazing thing. And as I was standing out today uh looking at our playground area, it's really coming um uh coming to a really nice hum where you have a certain area where kids are
023playing football and whiffle ball and then you have up top the playground equipment and swings and then you have kids playing basketball in this area. You have a gaga ball pit here and you have kids playing wall ball and four square over here. And it really does. It's a very active space, but a very positively active space where everybody seems to have a space to do things. And that's that's when I think um the playground can be the best help to the classroom is having those positive relationships going. So, it's it's really nice. And the gaga ball pit was a huge um huge addition to that, which was really good. Um staff appreciation went really wonderful. Again, thank you to everyone for for all their gifts. Teachers were super happy that week. Um and uh
024the PTO did uh did a great job as well. Um yeah, I think that's it. >> Jess, what's this? The innovation stations. >> Oh, the innovation stations. Thank you. Knew I was forgetting something. Great gatherings as well. Um like Dan said, great gatherings were uh went very well at our school, too. They're finishing some up. Uh the last few um we have innovation stations where grades four and five are. And a big thanks to Melissa Davis for spearheading this. She did it before I forget what it was called last year. Um but uh it's a really neat or maybe it wasn't last year, maybe it was a few years ago, but um uh uh teachers can kind of um go bring their talents and the things that they love to do uh to the kids.
025Um and so we're doing that tomorrow and it goes for about an hour and a half or so. So teachers are doing different arts and crafts with kids in fourth and fifth grade. Um it kind of offset sixth grade has a lot of cool stuff going on. So, it kind of offsets that time of year a little bit with them as well. Um, but again, there's arts and crafts stuff. There's um different building uh building different things, stuff like that. Um, I'll be having um kids outside. We'll be learning how to play backyard football, which there is a specific way to play backyard football. Um, and so, uh, I'll be doing that with them. But, um, it's a really neat thing and again, it's highly organized, uh, through the through Melissa Davis and the PTO
026and teachers love it. Kids are really looking forward to it and we have good weather for it. So, >> okay. >> Thank you so much. >> I had no idea what Gaga Ball was. I grew up on the West Coast so I learned today. I just want to talk about that. >> A new thing in this generation. I have no idea. >> It's not called dodgeball. >> Oh, it's a dodgeball. Okay. Well, someone just >> in a confined space that >> dodgeball I do get very intense. >> That I have heard. Yes. >> It has to be highly regulated. >> Highly regulated. That was always my um >> not my duty of choice right before. >> So So Dan, do you want to add a gaga pit here? He's like all set. >> We're learning
027the rules that like PE class, but I'm not sure if we're >> we're ready. >> Fair enough. >> We'll test it out at >> CS. We'll move to middle school. >> Definitely works well with the older >> valid. He's still in the phase. Don't throw a ball like >> Yes. >> I just wanted to say thank you. If you look at all of these really great events that are going on for the kids and and for staff and um you know the trips and and so many people that are making it happen, the PTO and great gatherings and staff and teachers, I I I know the end of the school year is really hard and so just to have all of these wonderful things I think is um is amazing. So, thank you. >> Yep.
028Anything else? All right. Um, at this time I would like a motion that our board recess until the conclusion of our public hearing on the retained fund balance. May I get a motion? >> Also moved. Sorry. So moved. >> Get a second. >> So move. Second. >> Thank you. All in favor. All right. So we are going to recess here at 6:21 p.m. >> Okay. So, as noted in the most recent revenue and expense report, the anticipated year-end fund balance is estimated to be $46,937. Uh, this figure is subject to change as we approach the end of the fiscal year and finalize incumbrances and expenditures. It can go in either direction. Um, in addition to the current year estimate, there's a retained fund balance of 185,192 from fiscal year 2025. um as previously voted on
029by the board. I believe that was your August or September meeting. >> Recommended is the use of these funds to address potential budgetary shortfalls um deferred maintenance projects and other high priority items that were removed from the FY27 budget in order to um achieve the default budget. So requested is an approval to expend up to 280,000 from the combined FY26 fund balance and FY25 retained fund balance for um the delayed. So we have any potential budgetary shortfalls. We have um RMS Milford Street roof and trim repair 100,000. The RMS parking lot repairs and paving and seal coating for 150,000. the privacy curtain for the nurs's office for 2500 and the um lowest priority would be the interactive flat panels for at RMS grant CSDA for a total of $27,300. Want to open up for public
030comment? >> Yep. Um so at this time I'd like to open up for public comment. It is 6:23. If we have anybody who is here in testimony for testimony in favor of the use of the retained fund balance, I invite you forward. >> We're all looking at you. >> No pressure. >> Um, if there's anybody here testimony in opposition, invite you to join us. Do I need to really call us twice? All right. So, legally, I will do another call for testimony in favor. And for those of you watching at home, we have um one person with us who I think is just hanging out, not necessarily for this section, not to call you out. Um and is there anybody in testimony in opposition? Okay. Am I allowed to close it? >> You are. >>
031That was fast. So, at this time, I will close the public hearing at 6:24 p.m. That might be the fastest public hearing ever. All right. Moving along. Um, at this point I will now open the floor to public input. So the intent of this public comment period is for the board to receive input from the public. It is not a back and forth discussion. The board will consider the input provided during the deliberation portion of the agenda. So I'm going to go ahead and open public input here at 6:24. And if there is anybody who would like to join us, I invite you forward. >> But we'll keep it open for 30. >> I will keep it open for 30 minutes. And if anybody wishes to join us, um we will have make space for
032you as you get here. All right, moving on. So discussion, revenue and >> revenue and expense. >> All right, so uh we haven't changed too much since our last revenue expense report. Um something to note up top on our expenses. If you could see the bulk of um our shortfalls was in special education, mostly due to contracted paras and um contracted school psychologist. um we end up with um an expense balance in the negative of $63,79. We potentially like that. That's why I said um the wording for the retained fund balance. We potentially might use the retained fund balance to bring that top 63,000 to zero. Or we might come to you on June 10th with a public hearing to expend from the special education trust. um because we do have about 285,000 in that
033trust specifically for special ed needs and we might look to that but um we are going to have to bring that 63,000 to zero. Looking in the revenue, we have more revenue than anticipated bringing our overall fund balance to 46,937 um excluding that retained fund balance that we just discussed in um in the public hearing. So that would be an additional 185,192. So, we're pretty stable right now, but like I said, it's that last month of closing POS, releasing encumbered funds where things can shift quite a bit. Uh, and so by providing the option of utilizing some of these funds, and we we use the term up to because um you know, we don't know where we're going to fall. Um, but by authorizing the expenditure with those specific targeted items that were removed from
034the budget either in 26 or 27, we can still move forward if we end up with funds. Makes >> sense. >> So, do you have a sense of kind of when you're going to know? I mean, obviously by June 10th, you'll have a decision, but >> So, if I ended up if I end up choosing to go the special ed trust route first, I would notify our assistant superintendent of student services prior to this meeting. >> That was a little shocker to right then and there. Um, but I would have to publicly notice it. Okay. Um, for seven days. So, I would have to make that decision and get it to the paper. I'd have to get it in uh I want to say by June 2nd. >> Okay. >> Um, and so I'd have
035to make that decision very soon. Yeah. >> Do you I mean, do you have I mean, I know I personally probably I'll just speak for myself. I would prefer that if if we have funds kind of I would rather use the retained fund balance for some of the the other things that we're not going to like I would rather pull it from the special education trust fund if that's what it's being if that's what the overage is for. I mean I understand that we want to kind of try and maintain a balance there. Do you have a sense of like >> I mean not I'm not asking you to make a decision but more I guess like do you have a sense of like why you wouldn't use the special education trust fund >> because
036I really want the roof done. Um the paving really needs to happen. Um, I'm going to have to bring that 63,000 up to zero. >> Uh, I was hoping that 63,000 was going to be closer to zero on its own in a month, but now that that hasn't shifted too much, I'm now concerned that that's going to force me to utilize my retained fund balance and then limit my ability to complete the tasks that we've been trying to complete for years and they've been cut over time. Okay. So, I guess so I think we're So, what I'm saying though is that like I would I would advocate for using the fund so that we don't have to pull from the retained fund. And I guess I'm just wondering is there anything that would it sounds
037like that's kind of where you're headed without putting words in your mouth. Is there anything that would say nope, I'd rather use the retained fund balance? >> Our assistant superintendent of student services does not feel comfortable going in that direction for volatility that I am unaware of than I would. >> She's shaking her head now. So, that's then I you know, but a lot can come to now and June 2nd. So, >> so this is the time when things change rapidly. So, I'm just sharing all the whatifs just so that there are no surprises. That's fair. >> So, I I think I would like if if we have an overage in special ed, that's what the trust is there for. and and I'd like us to see that utilized because it's there specifically for special
038ed to then allow us the the ability to to do these projects that >> they're not they're not big when you look at them, right? But we keep kicking the can down the road and I don't want them to become a bigger issue. Agreed. >> So I I that would be my preference. Um, if you if you when you sit down and consider all things, there's a special ed overage >> and uh and our assistant superintendent of special ed is comfortable. I the money's there for that. I I would advocate that we use the money for that. >> I mean, I think similar to what I've mentioned in our governing board meeting last week or the week before, I think the more transparent we can be about like where we're using it, like I think
039that is going to for the community to see that is going to be better. And so, exactly as Allison's saying, because it's a special education fund, I as a community member could foresee being like, well, why why wouldn't you use a and like kind of there being question? So, I would rather just be even transparent like yes, it's a special education overage. We have the money. We feel comfortable using it. We don't foresee like any I mean, obviously, again, we don't have a crystal ball, but I think that might sit better with just like the way things are economically right now. Just like being clear that money is being spent on the things that it's been paid for. Um Tracy or Lynn, do you have any thoughts? Just if I could gain a sense of
040where you're at, that would help me determine. >> Can can I jump in with one piece of information, too? So, yes, um some of this overage does have to do with the contacted power educators we've had to hire, but there were also um over the summer un unforeseen and unbudgeted pieces that were big budget pieces that had to be taken care of as well. Um and that is that's truly what that trust is for is those pieces that are truly unforeseen and unbudgeted because they didn't exist when we planned the budget 18 months ago. Um so just so the board is aware of that too. You know that this cost is because of that as well. >> yeah I I won't unfortunately won't be able to be here on June 10th and um but I
041am in agreement if it is truly related to special education then I would say dip into that. >> Okay. >> Agreed. >> Excellent. That's all I need to do. Lauren, can I ask a clarifying question then? So, are you saying that this overage would not it would not be appropriate to pull from the special ed? >> It would be. Okay. I just want to make sure special ed cost that came up in >> Oh, I see. in the summer. Okay. Okay. So, Okay. I was like >> like wait till the no I'm saying I know I'm giving even more of a reason why this would truly be an appropriate place and time to use the special ed trust. Um because that is really what that trust was made for was even more so that that
042unforeseen alone. that it makes me extra comfortable. >> Okay, great. Thank you. >> Thank you. Anything else for revenue and expense? >> Okay. Um, meal price adjustments. >> Okay, so sorry. I like to time those. Um, all right. So, you can see that we have a memo from both our business administrator, Lance Famino, and our director of school nutrition, Amy Cassidy. Um, as a result of having a positive fund balance at the end of FY25, the district is exempt from the requirement to increase school lunch prices this year. Um, and since lunch prices were raised in the 2425 school year, the director of school nutrition and the business administrator recommend utilizing this exemption and keeping lunch prices unchanged. Just as a side note, uh, we participate in the school lunch program. So, we can offer
043free and reduced lunch um to families that qualify. As a result of that, it is highly regulated what we are required to do. Um we're required to uh end the year with at least a zero balance like we can't carry negative etc. So um we go into the next paragraph. Breakfast prices have not increased since the 2223 school year. During that time, food costs regulatory requirement including lower sugar standards and domestic juice procurement and staffing costs have all risen. For these reasons, we recommend increasing the bre price of breakfast from $1.75 to $2. Um, that's the recommendation. It's really less of a recommendation and more of a requirement to stay in compliance with um the requirement set forward by uh the school lunch program. Hollis and the co-op saw the exact same change and and
044they voted to approve the the increased cost. If we didn't approve the increased cost, what >> we'd be out of compliance >> and that means we could potentially >> well >> face. >> So part of that would come from the budget and then the budget would have to supplement school lunch program >> extra money >> more so. Yeah. >> Got it. >> Okay. >> Just and the reduced and free meals those apply to breakfast as well, right? Correct. So okay. So if this quarter raise was going to be a finite because I mean it doesn't seem like a lot but again I can add >> it would be it would still be manageable for families that might need assistance like the breakfast is this would not necessarily >> so well for free it would it
045would remain free or reduced the reduced rate so they would see a small increase but um a percentage of the increase. >> Okay. Um, and you know, breakfast, as I shared with the other district, breakfast is more volatile because, um, it becomes less of an everyday thing and more of a today I'd eat it, tomorrow I don't. And so, >> uh, it's easier to do all the predictions and budgetary pricing for lunch is for breakfast. >> Okay. And and just as a reminder, if a parent or a family felt that they needed or their situation has changed, they can reach out to the admin to apply for reduced lunch to do that. The free reduced lunch um application, they can apply at any time. >> Okay? >> You do have to apply annually. Um but
046uh you know, they can apply multiple times for reconsideration. It's available. It's um very much an anonymous process. >> So on the website, they can just go look. >> Absolutely. There's a whole food service section. And not only is that beneficial for families because it supports families, but that also supports the district in other ways. As our free and reduced lunch population goes up, our eligibility for grants also goes up. We historically have a very low free and reduced percentage. Therefore, we become ineligible for most um federal and state grants. >> Okay. >> Questions? >> Can I ask a slightly detourred question but related to meals? at at one point. I know we talked about the credit card fees or the reup the the the fund fees to fund. >> Yeah. School bucks. >> Yeah.
047Have we researched or can we look at the it just it gets expensive to fund just to fund the account? >> It's like an extra >> and I know at one point we were maybe looking into something with it. Can we maybe revisit that at some point? >> We're constantly looking because >> because it's awful. >> As as your children get older, you see that that comes up with athletics. um that comes up with um participation in like off-site field trips that are overnight, let's say. It comes up with paying for AP exams. So, we're constantly looking at um ways to reduce that fee to absorb that fee a little bit more. Um >> Okay. >> But once again, with food, you can always you can always turn in a check and that Yes. >>
048Yeah, I think you can. >> I did not know that. >> I think you can put it in their folder, right? And the teacher >> put in their folder. You could send it directly to our office. is to just fund it as at the max. So I pay the fewest and I know that's not possible for everybody. I actually >> that's what I was going to say like I did it once. My husband was like what are you doing? I was like >> feeding the world. >> I'm like trying not to pay a fee multiple times but I also recognize it's not it's not feasible. And so that's that's really good to know though about allows your child to >> um buy cookies for all their friends. >> Yes, it does. my child do the
049time. >> That's what my favorite is. I bought hot lunch today and I didn't like it. >> Middle school. They just >> I also like I bought hot lunch. I took one bite and I didn't like it. So then I bought cold lunch. Great. >> Yeah. In middle school. You got a little more freedom. Anyway, for everybody's listening, we don't advocate your food. Okay. Thank you for that little detour question. I just it just talking about lunch prices and then knowing it kind of ties together. No, but again, I think it's important because if we're if we're putting it out there that this is the information where families can find if they do need assistance, them knowing that because that would be a real shock to the system, right? So, I assume I'm making an
050assumption, so correct me if I'm wrong, but if they are applying for help or reduce that that fee would then would that fee still be applied to them like if they had to put >> for reduced I believe this the fee is fee is still there is still there but free lunch it would not >> right because it's just fun, >> right? But if the fee is prohibited but I think it's good for us to put out your options. You can send in a check. You can for next year. >> Yeah. Ways to kind of because it's important for us to just have that information out for people to be aware. I think it's a good question. >> Okay. >> Because you get hit too with like old kids. >> You do. You have two
051kids. You have two accounts. You get two fees. It's not awesome. >> You can also put them on one child's account and ask that it's moved. >> Oh, really? >> Insider insider tips. >> And you don't get church. So, if you have multiple children, fund one child's accounts, spread it amongst the others of >> or or bring or bring a check. Okay. So, there's multiple ways that we can we can suggest to help with that. Okay. Thank you. I appreciate that. >> And it sounds like if you have any additional questions, superintendent is here with all the live or any of the principles. >> She's been down that road. >> All the tricks. >> She's got all the tricks. >> Awesome. All right. Anything else about the meal price adjustments? Nope. Okay. Uh, suicide prevention.
052>> Do you know what the press? >> Do we need Wait, do we don't need to vote on that now, right? We're voting on >> No, no, this is just discussion. >> I don't know what to press to make your screen work. >> Wonderful. >> All right. Good evening, everybody. So, the presentation is in your board packet as well as the actual plan itself. Um, this is our suicide prevention and response plan. So, this is a presentation that's given to the board every two years. So, uh, those of you who were on the board in 2024, you've heard something very similar. Um, and we are reviewing it now for 2026, um, at this board meeting. We, we review this, uh, procedure more often, um, as an internal staff. So, we review it at least yearly,
053um, but will come together as a team as needed to review as well. All right, the framework of our suicide prevention and response plan comes from RSA 193J. This went into effect in July 2020. Um, it's important to note though that even without this RSA, our students social emotional needs and well-being are always at the forefront of what we do. In order to create this plan, we use the four elements uh that our practices need to address per the RSA. You'll see them here. Annual training, education for students, crisis prevention resources, and partnerships with community organizations. Educating staff begins at the start of each new academic year. The school counselor uh reviews the building safety protocol with staff. The staff discuss when and how to follow this protocol under which conditions the protocol needs to
054be followed. The chart for our uh protocol is in appendix A of the plan itself. In alignment with RSA 193J, staff are annually trained through the vector training K through2 edition which meets the requirements of the RSA. Um we do keep kind of our eyes out and feelers out for other trainings also. We've used NAMI in the past. Um and that could be something that we re revisit. Um, but there are other ones that potentially could be coming up that we'll take into consideration. We all must be aware of potential warning signs. Um, so the safety protocol chart that's in appendix A is included in every classroom for teachers to easily access in the moment. A key component to student well-being is positive relationships and engagement. Adults in the building work with students to foster
055positive relationships and build on student strengths both both in and out of the classroom. Uh both schools utilize the uh multi-tered system of supports process to allow time for staff to discuss student concerns and these can be concerns just in any realm for us to kind of stay ahead and make sure that we are looking out for the students um well well-being both academically and social emotionally. Um this considers input from a variety of stakeholders, classroom teachers, school counselors, special educators, service providers, nurses and administration. So having this practice supports a more holistic view of the student and their needs. School counselors proactively build rapport, trust, and consistent connection with students throughout the year. There's an emphasis on creating a safe, supportive environment where students feel comfortable seeking help. So the core counseling curriculum includes
056friendship skills, building healthy peer relationships and social connections, mindfulness, developing awareness of emotions and self-regulation strategies, anger management, recognizing feelings and exploring different coping tools, problem solving, step-by-step approaches to handle challenges and adversity, and challenging negative thoughts, promoting positive selft talk and resilience. So these skills support early identif identification of potential distress and to strengthen protective factors for student well-being. What we know from suicide prevention research is that connection matters. When students feel they belong, that they are recognized, and that they have trusted relationships within school. They are more likely to seek help and less likely to feel isolated. So both RMS and CSDA have intentionally created structures and traditions that foster belonging and engagement. I'm truly so proud of the work that they've done even over the past like three three or four years
057to build this. And I'm only going to give a snapshot of what they're doing. You guys hear this, you know, um and you know, they can speak more to it, but they range um these different uh structures range from daily classroom practices like morning meetings and talking circles to schoolwide assemblies, leadership opportunities, recognition systems, and restorative practices. At RMS, one example is the Blue Jay recognition system where students are acknowledged daily for demonstrating their kindness, responsibility, respect, leadership, and perseverance. This consistent recognition helps students feel seen and valued and connected to their school. At CSDA, the Wolfpack Mural Project gives every classroom the opportunity to create murals that represent the school's core values of kindness, respect, responsibility, and u belong, and learning. These student uh created myrtles, sorry, start over. These student created murals uh
058build ownership, pride, and a sense of belonging throughout the school. And it's really important to note that these initiatives are proactive rather than reactive. These are not programs that respond to crisis. They help prevent crisis by creating safe, supportive environments where the students feel, valued, and respected. These next portions uh this next portion of the presentation will tap into uh the plan itself. So this discusses this slide discusses a multi-tered system of support frame framework where you look at tier one, tier two and tier three prevention um and intervention within the school. So tier one you're looking at prevention from classroom and building culture uh welcoming new students, orientation, openhouse activities. Tier two, uh, for students that are identified through the multi-tered system of support process can have counselor check-ins, some lunch groups, social groups.
059This is not inclusive. Um, and tier three, there may be special pro programming through section 504 or IEP supports or uh, school psychologist services. On our school websites, both RMS and CSDA, you will see our resources um, under the school counseling office. So if you go to the website, click on resources and counseling office and then you will see uh both school counselors information and contact information um and then our Brookline suicide prevention plan and our community resources linked to safety prevention resources. This is the process itself. So should a student express an intent to harm themselves or others, the safety protocols followed. This slide provides an overview of the process which is outlined in greater detail in the suicide and harm prevention plan and the corresponding forms. The forms that are used to be
060filled out during the protocol are in appendix B of the plan. It is important that the person reporting the intent does so in real time. For example, if a comment is said in class, a teacher uh is then instructed to call down to the school counselor or administrator. They do not write a note. Do they not write an email? they called out immediately. The student is never left alone. Um, from the moment the intent is expressed, the school counselor and the administrator will meet with the student to hear what the student is feeling. Parents are called and they come in to meet with the school counselor and the administrator who explain that the student needs to be seen by a licensed mental health practitioner before returning back to school. Resources and phone numbers are provided
061to the family. Um, or if the family currently works with an outside therapist, uh, that therapist can um, also be used as the practitioner. Upon the practitioner's clearance, the student uh returns to school and a re-entry meeting is scheduled. This is just a chart explaining um what the off-site and some on-site resources could be. So, the mobile crisis team that has been used through Greater Nashville Mental Health and that's been used with success. The mobile crisis team can come to the school or they can go to the home. Um so we have had parents utilize this as a resource as well. Post intervention is the re-entry meeting. The school counselor, administrator, parents, and the student meet to discuss any practitioner recommendations and any needs the student may have returning to school. So they'll discuss the
062transition back and any necessary supports or check-ins that would uh need to be available to bridge that support. A release may be signed, if applicable, for the school counselor or other school staff to speak with any outside providers in order to um continue that support. Regular check-ins with the school counselor are often part of the re-entry plan. And depending on the severity of a need, um depending on the severity of need, a referral may be made to section 504 or special education. Or if a student already has a plan in place, it would be appropriate for the appropriate team to meet uh to discuss any necessary changes to the plan. We want every student to feel safe, supported, and known by the adults around them. This work starts with the relationships our school counselors and
063all staff build with our students every day and the proactive skills we teach students to help them navigate their challenges. At the same time, we want to be clear. We take every concern seriously. When something is brought to our attention, we follow our established protocols to respond quickly and involve families and make sure the students get the support that they need. This is truly a collaborative effort. our staff, our families, and our community, mental health partners, all working together to support the children in Brooklyn. Most importantly, we want you to know that um we follow up, we stay connected, we continue supporting students as they transition back to the school environment. This is ongoing work and we continuously remain committed to strengthening how we support the safety and well-being of our community. >> And that
064is the end. I will take any questions you have. >> It's very thorough. It's a it's it's a weighty topic. It's it's a lot. So, you know, it's a lot to process, but if you have any questions, I'm happy to take them or afterwards. It's fine. >> Yeah. I just I have a question. This is such a great um I think plan for during school and in school hours. I wonder if we have anything if um students are talking to each other, you know, outside of school or especially with the rise of social media um you know, or texting or things like that like um if other students want to report something or you know all of any of that. >> Yes. So that's discussed with our school counselor in some of these pieces if
065they see see something, say something, hear something, you know, and come to an adult. We have had that happen. Um when something happens off school grounds or on social media, it's gotten brought to our attention, we'll follow up in the same way. >> Okay. Thank you. Thank you. >> Do they do they have a way to reach out like after hours? Like is there are there resources or is there is there a way that we that the kids at least have access access if like you know >> they're not comfortable they don't have somebody at home or or whatever you know they just >> they see something and they you want if they want to immediately like is there is there any kind of a >> so there's resources I mean it would be them
066having the resources right but we do share the resources holding up the >> but what grade >> I think sixth grade does sixth grade get this the required by law on the back of the student ID cards but I believe it starts in grade five five or six do they have in the back of their >> not on the back of grade five I I might say grade six if it's if it's not grade six it's definitely seven and up >> yeah I will just also number these are very accessible online so like anytime and you can also call any hospital you can call any counseling center you can call any um primary care physicians doctor's office and they will give you the numbers you can text so like I I don't know that the
067school per se can provide like in the states, at least that I'm licensed in, we would not ask the school to provide that outside of what the school does. But what we would do is say, "Hey, if you're ever in trouble, it's always our policy is like call 911. They will connect you to the right people." If you're really worried about something that's being said online, the text hotline is actually very helpful. So, um I can let me Google that number real quick. I think it's like um but that is a great >> Yes, that is a great text because people will just literally text you. There's a whole song about it actually. The number is in the title of the song. Um, yeah. So, the 98 suicide like and people will literally text you
068back right away. Um, so that's what I would encourage people reach out to. Um, I can't speak for the school, but I would just say I don't I don't see how the school itself could enforce that. >> No, no, no. I was asking about enforcing if if a fifth grader hears something, you know, at home at night and they don't tell their parents that night, they may come to school the next day and share report and I and I was just wondering if if in all of the education we give them, if there's >> an like if if they want to report it immediately right then and there, is there a mechanism that we share with them that is open to them to make them aware of it? That that's more what I was asking.
069I certainly wouldn't put that on the school. >> It's a little tricky, you know, because we don't always have the access to make a football, you know, to do those things either. So, this this age group's a little bit tricky, but at the older grades that is done. >> That is done. Okay. >> But I think also if a student comes in and reports something, I mean everyone here is mandated reporter. Correct. So like I mean if a student comes in and then it I >> I believe personally it's school policy that we would file on the student's behalf. Correct. If we needed to or we would reach out >> whatever the child reports to us, we would handle it in the appropriate. It depends on what exactly they're they're telling us. Yes, we follow
070the appropriate protocol. >> Um, I have a question about when a 504 or an IEP support is that are we talking in this district, school psychology would be the one that you would refer them to for supports if it's put into their IEP? >> Yes. >> Okay. Um, because we don't have any adjustment counselors in this district. Okay. So, I just want to be clear. School counseling would not be the one that would be necess 504 perhaps, but probably not IEP. That would be the school psychologist. Okay. Thank you for all the work on this. Great. Appreciate it. >> Um if you've ever have any questions, please feel free to reach out anytime and then otherwise um this will be reviewed again in 2028. >> Amazing. Thank you so much. Um committee updates. Do we
071have any I guess is the next question. I think we did a lot of wrap up with our the big committee work at our last meeting and then >> so the only update for the Brooklyn facilities committee is that we're looking for a date. um the first Wednesday of June doesn't work, things get really hectic in vacations, etc. Um so I believe that Lance was going to reach out to the committee and try to figure out what works best. >> Um what I don't see on here are next month's meeting. Did I miss where we put that on the agenda? >> Um you did say that and I don't >> and I don't see it >> correct. Oh, right here. Next meeting >> is at the very very end. Next meeting dates June 10th and
072August 22. >> Okay, we need to actually talk about that. So well ask the facility um with would it is it the facility committee that's going to be looking at the how much it would the sprinkler system? I know that we had talked about like we're not committed to it but we're just going to explore it. >> Sure. Also exciting news um in our uh June 10th meeting our facilities director will be presenting the capital improvement plan to you guys. >> Okay. >> So that would be part of it. >> Okay. Yeah. I was going to say not can I request that it go on the agenda to be discussed to just like how we would figure out >> that's more like a capital improvement just looking at capital improvement plan for the district. We're
073going to see that on June 10th. The facilities committee is really >> um honestly making some decisions. Where do we go from here? Because I think we're at a crossroads where we have to make a decision with the town. >> Okay. I don't have that on my outline. It's okay. >> What our meeting dates? But that's okay. >> It's not on the outline. It's on the agenda. I know because I go by the outline. That's okay. All right. Um, anything else question wise for facilities or whatnot? We're going to get into all of the policy committee stuff next. All right. Um, so I'm going to do this right this time. We're going to make a motion to approve the recommendations of the Brookline Policy Committee as per the memorandum provided as part of the agenda
074packet. May I get a second on that? Second. >> Excellent. Dot. Johanna and Lyn jump in if you notice anything. >> Um the first is GBB employee student relations. This is here for our fourth read with no changes and recommend adoption. >> Any questions? >> Back and forth a lot. Um there was you know a lot of discussion on uh the >> dimminist the dimminimous value for >> you can close public input. Sorry >> keep going. I'll close in a second. >> Oh um there was a lot of discussion on like the diminous value on um uh gifts from students teachers and vice versa. Um and so we decided to leave it a little broad so it would not um be conceded quickly with inflation and instead of putting actual dollar amount such as minimus
075with the understanding that anybody who feels uncomfortable should feel free at any time to reach out to the administration in the school for clarification. That was because that was kind of our caveat, right? Is that we'll leave it a little open-ended with the understanding that you don't have to figure it out on your own. your principles are happy to assist you with that >> and to send the message that that class gifts are different always the best way to go and then that way you're not putting pressure on individual students. >> Okay. Um before you move to the next though I would like to close public input at 655. >> All right. And while she's doing that I will say if you have any final thoughts on this policy please say them now >> because
076now >> because we I mean we are happy to always review it. But um but as Lynn said, we have been working on this policy for for a couple months now and we've we've really tried to give a lot of opportunity for people to provide feedback. So we want to hear it, but please let us know tonight so that we can figure that feedback out. >> The good news is is this hasn't been reviewed since 2013. So it was good to put some extra time into it and and make sure that we were happy with it. >> Um next we have JK which we're going to table for this evening. We have a a correspondence from the attorney and we just want to make sure there's no changes that we haven't already discussed. We'll bring
077that forward in June. Next is EHB-R which you actually approved at our last meeting, but we have one um piece that has been added that wasn't in there and it is in relation to Google accounts and how long they stay um in the records. Um, and so that has been added. It's up to date. And so for that reason, we just recommend first read with that one minor change in adopt. >> Um, it's it's very much pretty much entirely the same. Um, except it's like the very last page, I think, right? That it was on. Yeah. >> Um, so again, we're also we're always happy to hear your feedback, but I promise you nothing has changed. We all looked at it. Lots of numbers. Um the for the members, you'll be happy to know that
078we were actually um with some things that had happened um previously um in the district. We took a look at all of our e policies, our emergency policies. And so that's why you're seeing several of them here this evening um and they came up on the spring review list um from the National School Board Association. So we're already ahead of the curve. >> Yes. and the and the policy update does not sound like it's going to be quite as uh long as we had figured. So that is also good. >> You guys are really good with your policy. So >> um EBCC EBCC emergency planning. This is one that has not been um updated even though it's very short um since 2013. It is one of the ones that is on the list to be
079reviewed and it basically just says that we will follow our emergency plans that are on file with the superintendent and that these are not public documents and the superintendent can um decide who has access or not to seeing those procedures. >> And I believe new item >> I believe we did we did push um we did ask for the safety committee review. >> Actually this last line is the new item. The superintendent can deny access to the emergency planning and safety procedures. >> Yes. Um, but we also Lynn had some good points about like what types of C. So, we had asked for the >> Well, I think that was a different >> Oh, was that a different policy? >> This one. Didn't we talk about the changing the lock down because you said that's
080not really >> You had the changing the name, Dan. I thought you >> So, yeah, the safety committee is going to talk about all the response actions that we have to see if we want to shorten the list. But currently, a lockdown is called the void, I defend. >> Right. >> So, are we updating that in the policy? >> It's not in the policy. It's just >> It is. It says in the event of an emergency such as a lockown, >> if we do keep it, it's okay. I thought about it more because >> on our response actions, it says avoid denied and then parenthesis lock down. So still >> still I mean people understand >> in the general umbrella it's a lock down the language of what how we refer to it may change.
081So it's probably better to keep it with the broad term. I'm good with that. >> We just we had Yeah, we had a a conversation long conversation about it with principles. So, just want to make sure. Um, and just as an update for whatever policy it was was, it's probably what EBCC, right? Is that the one that I'm trying to talk about? >> Yes. >> Um, where we did ask the security committee to review a few things. So, they're going to review those and bring them back. And when they bring them back, we are happy to have an update on them, but they're just going to more about like how to coordinate if there's a emergency that needs coordination between the two schools or like a physical blockage, right? We might forget >> or or
082like you said, I think >> something happened where effect. >> Yes. Okay. So either way, those are whatever policy those apply to, they will be getting looked at by the safety committee um soon. So thank you to Dan for taking those for us. >> We have two policies, ECA, building and grants and security with no changes. Um this has not been reviewed since 2005. Um but there were there was nothing that we needed to add or take away. So, we're just asking for a one vote in read um along with JICJ um which is the cell phone um belltoell ban. There were as we heard it's working well um and we're not recommending any updates at this time. You did just see it in the fall, but we need to get it into an annual
083cycle. So, you'll see it every May so that we can get it into student handbooks for the following year. And it was written into the law that we have to do it every year. >> I like to hear EBCA. >> EBCA, crisis prevention and responses. And and we have to law anyways, but we just figured that in the case of an emergency, if anybody asked um this is a good recommended policy that we think we should say that we have and that we review on a regular basis. >> It's the only one that says policy in front of it, so I was looking for the number. It was offline. It was off the line. Um, img, animals in the classroom is the first read. And again, we did not uh we made one change on
084the um last paragraph. Um because our school grounds are used so frequently after school, we added in during school hours and during school sanctioned events. And so we'd be looking to move that to a second read. And part of this too, right, wasn't the intention like during pickup and drop off. Just to make it clear that >> you shouldn't have dogs running around. >> Yeah. Like picking up letting your dog out on the parking lot and whatnot. >> It's fine during baseball and the >> It's okay if the dogs are in the car and they're in the carpet, but we shouldn't have a walk through. >> Please leave them in the car while they wait for their humans to come back from school. Yes. And then lastly, we had um EEDB, which you did approve
085because we wanted the consent agenda language. >> Um we did add something into this, but I do not see it underlined. >> So, I'm actually going to ask Allison to speak on this a little bit. Um just because yeah, I think >> what kind of wants you. So >> learning this role year now, I spent a lot of time going through all of our policies and we had some conflicting policies about who like did what and like you we we've um archived a couple of that. I don't know what the right word is, but we we got rid of a couple just to kind of streamline. So this one I I in trying to make sure things don't get missed on agendas because it was a little honestly it was a little bit of a
086struggle for me at the beginning and and board chairs flip over and I understand that. So having kind of a more streamlined process to make sure that we're involved too because you know if there's a somebody who's new to the role may be kind of like not sure whatever and I and I get that and so I was kind of looking for ways to make sure that nothing got missed. Um, so like one of those things you've seen on the agenda like I did to the member interest section to try to make sure we always have things on the agenda. I wanted to raise this one because this one there's some verbiage in it that I don't quite understand. Like in the second paragraph there's that line that says every board member has the right
087to place items on the agenda which I don't disagree with. Um but then further down it says they have the right to suggest items. So it's also contradictory. And so I I'm struggling with this one because I feel like it's not clear. Um, the other thing that I was wanting to be able to help more in terms of agenda prep, I thought it would be great if we could maybe talk about, you know, if board members want to place something on an on the agenda, maybe they funnel it through the chair because I'd like a tracking system of like, hey, some you suggested this, but legally we can't talk about or whatever. Like I I am worried that sometimes things got missed and we never were able to be clear or we were never we
088were not always as communicative as maybe we should have been in terms of why something wasn't placed or why something got bumped. And so I had this grandiose idea like if you know people on the academic side kind of funneled through you or the legal side and then we could funnel up here and then we could kind of meet in the middle and I'd be willing to to even you know put together how I would track it so I could pass it from chair to chair in the future. Just I I wanted this wasn't clear to me like it just it's contradictory and I wanted to also be I'm I'm to I'm involved in setting the agenda. I'm not saying that I'm not because but it took us some time to kind of get there.
089I feel like and I wanted to put something in place to try to when we flip over at some point that we don't kind of have so much of a learning curve and that maybe helps. I I don't know. I was just >> trying to be more and more collaborative >> second read because this came after our lengthy discussion and there's some stuff that's missing. There's a there was a sentence that we put in that basically said that you do it in conjunction with each other. Um, and it's not >> because because I do think I do think the superintendent should be responsible for putting the agenda together because you get all the legal things, you know, all of the things. And as somebody who's new, if there was a new chair, oh my god,
090having to put an agenda together, I can't even I wouldn't even know where to start. But being able to support from this side and say, "Okay, Lynn's got something she wants to put on here. Hey, Alison, let's let's can we put this?" Then when we do collaborate, I can I can raise them and then I can communicate back and kind of be that try to help funnel some of it a little bit, but then also try to communicate back. I just >> Yeah. No, I think it's a good idea for having board members make suggestions to the chair and then you can communicate with me. I I do think it's important having worked with many board chairs in the past that I have the legal understanding of what we can and cannot put on an
091agenda. Agreed. So, um I would want to make sure that um there was some, you know, some language that allowed that conversation where things don't automatically find themselves on an agenda just to make sure >> I as superintendent >> keep the district safe, >> you know, agree >> from from concerns. >> 100%. But this is this is why I asked this one because I've been kind of throwing policies at at the policy committee over the last year of like this and this. can you look at them and make them marry and make them work? And then this was kind of I think the last one maybe I've gotten to where I'm like it it just doesn't sit right. But then also wanting to kind of establish a a little bit more of a proced I'm
092a very procedural. So having a little bit more of a procedure in in making that work, but then also, you know, making sure we have that relationship established so that in the future chairs it's kind of like here's how you do it. here's the chairs folder on Google and go forth and conquer you know that that because I'm slowly building that to be able to pass along. So >> um >> so I say we adopt it and then all those that all those you know think about it and then provide feedback to the policy committee members so that they can incorporate that. >> So yeah I mean so I would definitely say let's push through a second read. don't know that I would want to adopt tonight, but maybe maybe like I would Okay, so
093I'd say first push it to say I would actually say like if we could have reads today and June and then adopt in August if that works just because that gives everyone kind of a little bit of time to like read it have the thought like hear a little bit from where you're any >> and and I'd like to hear like what other people on the board feel about kind of getting maybe a better procedure put in place in terms of getting things onto the agenda. I don't know if you guys feel the same way I do when you read this. It's confusing because in one breath it says in one breath it says you you can put it on and on another breath it says oh you can just adjust and so which is
094it and >> and I you know I've tried and I haven't always been perfect at it but I've tried very hard to make sure that we have space you know um and G and I have talked a lot like hence the new sections are or trying to and so I'm just I'm still trying to make improvements and so that's why I asked for this one but I would be interested in feedback too from my my fellow board members of like how would you like to see it happen and what are your thoughts kind of on so just so you know kind of where I'm coming from in terms of trying to help clean some of this stuff up so >> yeah so send that to the policy committee and they can do the word smithing
095of it >> and then so are we are we doing a second and adopt in June >> no I'm going to say that so it is already technically adopted I believe because this is the consent agenda so what I'm going to say is that this part of it like we're we're putting I I would like to keep it in review until the August meeting where we'll kind of take like a final and then take it off the agenda in the policy committee if that makes sense because it has already been approved. So, I don't want to for the consent agenda piece, but I I really want to give everybody, including Heather, I know who's not here right now, a chance to um really look at it, come up with their thoughts, come up with their
096questions, and then So, I'd rather have us like >> a second read and then third and >> it's it's adopted now, but it can be it can sit back in policy. Right. >> Right. But is but then is it just is it re are we still >> So, the one that's adopted, not any of the changes is what's in place. >> Yep. Okay. Fair. So to keep the flow moving, it would go to second read and then recommend to go to third and >> yeah, let's vote on the >> right. >> Yeah. >> Memo. >> Okay. So, um, all in favor of accepting the memo from the policy committee, everything we do tonight. All in favor? Excellent. Thank you. >> All right. At this time, I am going to dismiss uh Mr. Miller. >> Excellent.
097Have a lovely evening. Thank you for everything you do. All right. Um, we need to take action. We need to see what action we will take regarding the retained fund balance. I will go ahead and make a motion to approve the expenditure of an amount up to $280,000 from the combined FY26 fund balance and FY25 retained fund balance for the items outlined in the public hearing. Get a second. >> All in favor? Thank you. Thank you. All right. Are you guys good if I just read these or does anybody Okay, >> you're doing great. >> Fab fabulous. >> Go for it. >> Um, I will make a motion to approve the recommendations of the business manager to increase the price of breakfast from 17 from $1.75 to $2 beginning at the start of the 2026
0982027 school year. Make a second. You all in favor? Thank you. Thank you. Um, I will make a motion to authorize the superintendent to hire, accept resignations, and terminate staff until the August board meeting and require notification to the board of such actions. I get a second. All in favor? >> Thank you. Um, before we go into non-public, can we talk about the next two dates? >> Yeah. >> Okay. So, um, we moved the June date to the end of the month. Um, as you guys know, the our next board meeting is June 10th because we had several conflicts. Um, we had Tracy's not able to join us, unfortunately. Um, and originally I was able to attend and I've been called to Cincinnati. We need a quorum in person of three. Heather has confirmed that
099she can be here on the 10th. So, we just need to check with Lyn and >> Johanna to make sure you guys can be here on the 10th calendar. >> Okay. Um, Johanna, not Johanna. Um, as secretary, Lynn, congratulations. You're going to run your first board meeting. SO, >> have you dreams? Yeah. I mean, I stumble through all the time. So, like >> I mean, I don't Gina's not just going to sit there and laugh at you. >> I don't know. I never want to do this again. >> Um Um I And if you guys need me to, I'm I'm away for work, but um I can call in. I'm not like unavailable. I'm just not physically available. So, all right. With that, I will make a motion that the board by roll call go
100into non-public session pursuant to RSA 91- A3, 2A, the dismissal, promotion, or compensation of any public employee in RSA 91-3- 91- A3 2 C to discuss a matter which if discussed in public would likely affect adversely the reputation of persons other than a member of the body or the agency itself. May I get a second? All right. And by roll call, please. >> Tracy, I >> Lynn I. >> Johanna, I >> Allison I. It is 7:13.