001Good evening. Welcome. I'd like to call the Hollis/Brookline Cooperative School Board meeting of May 13th to order at 6:00 p.m. Um, before we get started, I do want to say welcome to all of you. It's so exciting to see so many people interested in our schools and I'm ready to really talk to us and share with us their feelings about programs that matter to them. So, thank you for being here. Um I'm going to do some introductions and then we'll begin with our business of the day. I'm Holly Darlo Babcock. I'm the cooperative school board chair. I'm going to let this side of the room starting at the end introduce themselves. Cindy Van Konet Beth Williams Amy Kelner I don't think those are on. Robert Mann Kate Stoll Go ahead. Gina Burksag I don't Dot
002Flaherty Uh Jake Hess, principal of the high school. He's working on it. Patrick West, principal of the middle school. Yolanda Flemino, assistant principal at the high school. So, clearly we have a little bit of an audio issue. Um we're working on it, right Rich? I don't Can you guys Could you hear any of the other people? You could? So, all the mics worked? Okay. No. So, the mics aren't working. Okay, everybody do a little test. We're going to do it one more time. Okay. Just Okay. Okay. All right. I think Yeah, okay. Great. Okay, so do you want to do introductions again? Really quick. Cindy Van Konet Beth Williams Amy Kelner Robert Mann Kate Stoll Gina Burksag Lauren Di Genaro Dot Flaherty Jake Hess Patrick West Yolanda Flemino Great, thank you very much. We're going
003to start tonight with some of our regular business and then we'll get to other items. Uh first, do we have any agenda adjustments or correspondence? We have none. I'm going to speak a little bit of the correspondence that the school board has um received over the past month since our last meeting. I think I've captured all of them. We've received at least 10 emails in support of the current structure of the music program. We've also received an email in support of right-sizing the district. We've also received agenda request item emails and we also received an email congratulating our We the People group who were in DC in April. So that was I wanted the public to hear that so that you know what we've been seeing. And that's what I have seen. Other board members
004may have other emails, but that's what's come across my desk. The first order of business is the consent agenda. If yes. I did have one agenda adjustment. >> Sure. CEAC update. >> Okay. So we're going to add the CEAC update update after is that's just a discussion item, right? So as number six on after advisory committee. Okay. Thank you. Thank you. Okay. Moving on. Um I think maybe we need to call Tom Solon and or text him and see if he would like to join us. Tom Solon was not able to be here tonight. He's going to try to be here on the phone. We're going to try to reach him and if he does we have to have him like kind of sign in verbally. So we're working on that. First Yeah, okay. So
005you're you can put him on your phone if you don't mind. Okay. All right. So we have a consent agenda tonight. I need a motion to move the consent consent agenda. Moved by Cindy. Second. Seconded by Rob. Are there any comments or questions about the consent agenda? Okay. Calling the vote. All those in favor? 6-0. Motion carries. Tonight Amy Beth Kellner has um volunteered to serve as our process observer. So that will be she'll be taking keeping track of what's going on tonight. Um and then now Tom Solon is joining us electronically. Tom, can you hear me? Yes, I can. So Tom as Tom is going to be participating electronically in in accordance with the right to know law, I will request that you state for your record where you are, why your in attendance
006in person was not reasonably practical, if anyone is with you, and whether or not you're able to hear the proceedings. Uh thank you. I am at my home. I am unable to attend for personal reason, and at this time there was no one here with me. Great. And you're able to hear us. Great. So >> Yes, I am. for the record at this point all um all votes will be taken by roll call because we have a person on the phone. So great. Thanks Tom for being here. Yeah, I'm just I'm just going to I'm going to be listening through the video, so there may be a little bit of delay Okay. >> in my responding to a question. Okay. No problem. Okay, thank you. Okay. Moving on, we have some minutes. We need to
007I need a motion to approve as presented the annual minutes from March 19th, 2026. So moved. Moved by Rob. >> Second. Second by Kate. Is there any further comment or questions on those minutes? Okay, all those in favor, roll call. Cindy? I. Beth, I. Amy, I. Rob, I. Kate, I. Tom? Tom, I. And Holly, I. So, that's 7-0-0. Motion carries. All right, and then there's minutes from the April 8th, 2026 meeting with the following amendments. Um page 3, line 45, replace theirs, the spelling of theirs with theirs. Page 7, line 35, replace as with was following there. Page 13, line 24, replace note with noted. Page 14, line 43, replace he with the. Play Page 16, line 13, replace teaches with teachers. Page 17, line 7, replace he with the. And page 19, line 42,
008replace hoes with those. I need a motion to approve as amended. So moved. Moved by Beth. >> Second. Seconded by Rob. And are there any questions or comments? Okay, seeing none, I will ask roll call vote starting with Cindy. Cindy, I. Beth, I. Amy, I. Rob, I. Kate, I. Tom. Tom, I. Tom, I. And Holly, I. So, those are approved as amended, 7-0-0. And then we had non-public minutes of April 8th, 2026. I need um a motion to approve as presented. >> So moved. So moved by Kate. And I need a second. Seconded by Who was that? Beth, thank you. It's hard cuz I can't see you all. So, and also I with my glasses I can't see you all. All right, so um I need a uh a vote. Cindy. Cindy, I. Beth, I.
009Amy, I. Rob, I. Kate, I. Tom, I. And Holly, I. Great. Thank you. Moving on on the agenda, the next item of business is the um presentation on enrollment and class size data, and I'm going to start with a little introduction. So, good evening. Thank you all for coming. Um I can't speak for the entire board, but I will say that I've been reading social media, the petition, the letters to the editor, and posted articles. And I'm very aware that many of you came here tonight to speak to the reduction force of one of our music teachers at the high school. We have rearranged our agenda a bit today because we're hoping to hear from many of you. I will begin by providing some context into the decision that was made in April. Then the
010superintendent is going to present more of the details, and then we will have our annual May presentation of class requests from our high school principal. After that, we will open the floor for public comment. And later on in our agenda, we will be discussing potential changes to our current class size policy, which may be of interest to all of you. I believe I really believe that everyone on our board and on our administrative team believes in the importance of music education and performing arts, both during the school day and as a vibrant part of our extracurricular program. Music education broadens students' perspectives, provides opportunities for lifelong learning, and is an important part of educating the whole child. Not only that, music and performing arts add that spark that makes a dynamic and well-rounded and well-developed
011community. For that reason, I want to be clear that we have not cut band. There will be the same number of sections of band running this year as there were the last few years. These classes will be taught by our veteran certified music teacher. We have not cut the band director position, which is a stipended after-school position. For the last few years, the administration has been extremely creative in trying to keep two full-time music teachers. For the last 6 years, we've been struggling with a smaller number of students taking music classes. We have tried a variety of solutions, one of which includes allowing music teachers to teach outside of their certification area to fill their schedules. And the superintendent will explain this further during her presentation. Unfortunately, much of the frustration with this situation is
012due to the fact that we couldn't do these presentations in April due to the legal and ethical requirements surrounding discussion of employees contracts, which is part of our regular board year calendar. In terms of our board calendar, every year in the fall, we review our program of studies, which as you know, is the listing of our course course offerings for our students to choose from as they consider their schedules. In March, we propose a budget budget to the voters. That budget, if approved, is the guiding plan for spending. Sometimes the administration under runs or spends less in a budgeted area, and sometimes it over runs a budgeted area, usually due to our students needs. For example, this year we've been under running special special education due to changes in student needs. But we've been over
013running vocational education because more students than usual have opted into our CTE program. Where they leave for three periods a day. The board receives regular revenue and expense reports to stay up with the current year's budget. Then every year in April, we review staff contracts in a non-public meeting as per the legal requirement. Then in May, the building leadership presents the board with the number of course requests per class and their plan for scheduling. And then finally in October or November, the principals present us with the actual course enrollments for the year. For the past 6 years, we have seen lower numbers not just in concert and jazz band, but across many of our music offerings. Over this period of time, during the program of studies and class size presentations, this board has discussed the
014decreasing numbers of choir band and music classes. In November of 2022, we discussed small music numbers and the combining of guitar one and two in order to hold the class. In May of 2023, we discussed changes that were made in the program of studies to encourage the growth of music participation. In November of 2023, we had an extensive discussion regarding consolidation of small under-enrolled music classes. But the leadership team asked that we give music some more time to build enrollment, and we agreed to do so. We were hopeful that after COVID and with the eventual graduation of the incredibly small class of 2026, the numbers would increase in a few years. And we wanted to give the program an opportunity to grow. Over the past few years, the administration has also revised the program of
015studies more than once, and most recently in November of 2025, in an attempt to increase those music requests. All of those revisions to the program of studies in all of our departments are driven by suggestions from the department chairs themselves, because they know their students. So, they look at their students, they try to figure out what would be the best way to develop a program of studies that would appeal to their students. So, we have been watching these numbers for years and have been concerned. Yes, the budget for the upcoming year passed in March, but we are required by the collective bargaining agreement to present the staff with their individual contracts in April. The staffing needs are really only clear once we know what our students want to take. And the course requests are not
016clear until late March or early April. RSA 91-A:3 is the law that states that a board go into non-public when discussing the dismissal, promotion, or compensation of any public employment. This year, while the administration reviewed contracts in our April meeting in our non-public, the course request numbers were brought to our attention as a staffing concern. Although tonight, Mr. Hess will be presenting us with the fuller picture, the recommendation was made to tighten up class sizes and thus not fill a few designated positions. If an employee's position is not going to be filled for a year, it is appropriate for the employee to be the first to know. We've been making exceptions to policy and been out of compliance with Ed Specs for a few years. This year, we simply hit a tipping point caused by
017a few factors. First, we've been holding out because projections indicated though even our enrollment is lower than it had been in the past, it was forecast to bump up a bit. However, this past year in the fall, the NESDEC, which is the group that does our forecasting, their forecast actually changed from the previous years and enrollment is predicted to stay right about where it is. We are not declining in enrollment, but we are expecting to not see any increase and to be stable for many years. On top of the lower numbers in general, we've had a significant change in state requirements beginning with our incoming ninth graders. We reviewed these changes in the fall in our public meetings. The revised program of studies outlines them in detail and is available on the HBH website under
018the learning menu. These new requirements in essence essence added additional coursework for our students to graduate, mostly in the social studies area and thus decrease how many electives a student will need to graduate. Music in high school is considered an elective. With less elective space in their schedule, it makes it more difficult for students to pursue electives like the arts. And that's unfortunate. So, even though we'd like to see more students sign up for free choice elective classes, these systemic pressures make it less likely. Also, secondly, we had the threat of the open enrollment bill and changes to the open enrollment law. We tried to protect ourselves with a warrant article at the co-op district meeting where we heard very clearly through both public input and with the vote that voters would like to limit
019the number of students who can enroll in our schools whose families don't live or pay taxes in our communities. But the legislation that was gaining considerable traction at the state level would potentially have overridden our own approved warrant article. Our understanding was that the bill, if passed, would rely on our class size policy and class enrollment numbers to indicate what our capacity is for students who write reside outside our district and who would we we might be forced to take. This potential change triggered the administration to take a harder look at how many classes and sections were significantly significantly below not only our class size maximums, but also our minimum class size numbers. And in Concord, there is still an amendment to the health care bill with open enrollment language that could potentially create changes
020to this law, although the original bill did fail. Finally, combined all of this with the continued pressure from members of the public to address future budget concerns. For the past 10 years, our budget has passed with over 60% majority or with a visual card vote. This year's budget passed with a much lower threshold and two out of the four of the SAU budgets failed this year. Taking all of this into account, we realized that we were at a tipping point that I referred to earlier. We've had to make some hard decisions, which I can say truly concerns all of us. We have always supported a program of studies with many options for our students. We want our students to thrive and grow. In terms of music specifically, we have made exceptions for class size for
021our class size policy for 6 years. And we've also allowed our teachers to teach outside of their certification area for quite a few years. Increases in state requirements, potential open enrollment legislation, the continued expansion of school choice programs, and budgetary pressures have gotten us to this point. I can tell you that everyone on this board and on this administrative team is very unhappy that we are at this point. Now, Superintendent Burkskog is going to go review the details of the numbers and the plans moving forward. Thank you. Um so, some of what I'm going to be sharing is a little bit uh repetitive from what Chairman Dr. Lu Burkskog has stated, but here we go. Uh so, how we go from point A to point B with our class size policy and building a schedule.
022So, first of all, our class size policy, I know this is really small, but it's IIB, it's available online, and currently as it stands, it states that classes shall have a minimum of 15 and a maximum of 25 students unless specified below. Band, choir, chorus have a maximum of 50. There's some others with um smaller maxes, and then the only classes that by policy can have fewer than students are if some of the conditions are met. So, if it's specifically designed to be small, such as a special ed class. If it's um a required course to meet the state minimum standards. If the class is a capstone course in a series, such as Spanish four. Um or if the class is an AP course. We've also made exceptions to this policy if we have a
023brand new course that we're trying to gain traction on. So, the timeline of our course selection. Um in November/December, the board approves the program of studies. And the program of studies is the listing of all the courses that we'll be planning to offer students. In February, students select the desired courses for the next year along with some alternates. In March, administration determines how many sections of each course we're able to offer. In April and May, the schedule is built and students are loaded. In May, the course request tally goes to the board. So, this is our typical month where we take a look at how many sections of AP Government we're going to have and how many sections of um band we'll be offering, etc. Um in June, student schedules are released. October, the final
024section enrollment is reported to the board. Um if we propose that we're going to have five sections of a course, but then one of them is, let's say, period seven, some students choose to have senior options or junior options and drop that class leaving us with a course that might have enrollment far below our policy. But we built it with the students who selected that. So, between May and um September-October, we see our enrollment numbers decrease based on individual student selection. So, when we're looking at our um our course request tally, we have to look to see if the class exceeds the specified maximum size or falls below the recommended minimum outlined in the policy. Um the principal is to consult with me, the superintendent, who will assist in reviewing the situation before deciding to
025take such steps as hiring additional personnel, or adding or eliminating sections, or using other resources. Recently, we saw this shift. We had a computer science teacher, and we had um an engineering teacher. With fewer selections in computer science, we combined that position into one individual who teaches all computer science and engineering. We kept both positions in the budget for an additional year to see if the course requests changed, um but ultimately we reduced that to one individual. So, recent history. Um as Chair De Lu Bab- Babcock stated, I have been advocating um for more time because there was an interruption with COVID due to our music numbers. And then I knew that the class of 2026 was our smallest class size in the past decade. And I figured we have smaller numbers, but if we
026reduce a teacher and then need the following the teacher the following year, that would be really difficult to get that position back. So, let's keep our small numbers in classes because this is just um a dip in the enrollment. So, there was an intentional effort to maintain staffing to best manage um the long-term needs of the district or of the school beyond just that small class of 2026 um dip. And despite expected class enrollment growth, where where um our numbers are very high in our elementary districts, um population has leveled at the high school. Specifically, we have about 35 students enrolled at the Academy of Science and Design. We have 51 students opting to collect the education freedom account rather than attending our public schools. So, that's 86 students we should have in the high
027school right now who are choosing other pathways. Those are 86 students I had planned on being able to take some of these um additional classes, but they are not here. They didn't come. And so, the class size policy violations became unsustainable. This current year, we have about 130 sections running below our policy minimums. Teachers are required to teach courses for which they are certified to teach, or the school is flagged and negatively impacted. So, we have been negatively impacted by our teachers teaching outside of their certified area. We've been creating schedules to fill their schedule and keep our teachers whole full-time teachers. It's been occurring during this enrollment dip. This negatively impacts the school. This also negatively impacts the students who are enrolled in the courses being taught by a teacher who is not certified
028in that content area. So, despite the passage of the proposed budget, fiscal responsibility does matter. So, multiple departments have been impacted. The The best choice is to reduce through a attrition. So, the library media specialist position here at the middle school will not be filled, and that's due to a retirement. There is a vacancy in the English department, and that will not be filled. There is a vacancy in the science department, and that will not be filled. The music recourse requests have reduced offerings to five sections. Five sections is one teacher. And as already mentioned, beginning with the class of 2030, the changes in the ED 306s um, increase required courses and reduce free choice electives. So, some historical approaches that I've made and the administration has made to support music. Um years ago, Hollis
029Upper Elementary um offered band within the day for students. CSDA offered a parent pay option. I felt strongly that that was not equitable access for 4th through 6th students in both communities. So, I grant funded band and strings in fiscal year 20, 21, and 22, while I slowly built that into the Brookline School District budget in FY 22. So, beginning in that year, any student who wanted to participate in band in Brookline had the same um free opportunity that their peers in Hollis had. As mentioned already, we've made multiple changes to the program of studies to try to better meet the needs of the students to make band and music and art um more accessible or more desirable for students. Um there was also addition of a summer band camp to try to rejuvenate the
030program. Here's a historical band enrollment. We used to run two or three sections of band, and we had really healthy numbers between concert band, jazz band, honors jazz band. Um our dip in band enrollment far exceeds the dip in enrollment. So, that means we have to take a close look at what our offerings are, and how to make them more appealing to the student body. We're now down to um one section of jazz band, one section of concert band. We've integrated honors concert band into concert band this year, so that those three students still had that opportunity available to them. Next year, a similar decision was made with jazz band and honors jazz band to combine them. If they were separate, they wouldn't be able to run at all. And and there was a strong
031desire to make sure that we didn't lose band or music altogether. And so we went against the program of studies by changing the way band was. We had offered it as an every other. We switched it to every day to ensure that students would have access to band or jazz band or both next year. Our numbers are healthy at the middle school, but there's a shift when the middle school students enter the high school. So we need to dig into that and better understand um why those choices are being made as the students approach the high school. Less glamorous are the requirements that I as superintendent have to consider. So RSA 193-E requires school districts to provide access to an adequate education. Adequate education is defined by the state legislator. Um ED 503.01 requires that
032employees hold a valid credential appropriate to their assigned position. ED 503.02 states that the superintendent would lose his or her credential for placing an employee in an assignment outside of their credential. We are at that point right now. So as we move forward to next year, we're moving forward with the 1.0 music teacher, meaning one teacher. However, two full-time teachers will remain in the fiscal year 28 budget as we hope to grow the program. So while we are filling one position, the hope is we make it available if the interest increases, we would have the funding to support it. We would potentially add stipended positions to support music as needed. Much of what I've heard through emails, phone calls that I've received are the after school components, not simply the curriculum program that we're looking
033at right now. And the after school components have been supported by more than just the two music teachers, and that will continue to happen. The music teachers kind of determine what they would propose to do the following year. However, we understand that all there's so many offerings and that is burdensome for one individual, which is why we're open to additional individuals. We've reached out to community members and teachers from other schools who've already offered to participate in these after school activities. Um we're going to continue to offer the variety in music courses to students. We're aiming to right size the staff based on course requests and evolving requirements. We're going to continue to institute changes to the program of studies identifying elective course offerings potentially in an every other year format. Um that might be
034especially important in arts where you can't take ceramics every year, but maybe every other year if it's less desirable if I don't have enough students in one particular year. We're going to continue to offer courses and create the schedule based on courses selected by students and that's really important. The students drive what courses run. If we don't have the students we simply can't support running the course. Thank you. Okay. I think we're up to Jake. I think we just need you to Are you ready to present your um Absolutely. Great. Thank you. Does he need to get access to this? We're going to technically move some things around to get Jake's presentation up. Do you have it? Okay. Our agenda is posted online if you want to look at it. You'll be able to um
035click the clacks underneath principal's reports. What you're looking for is the 26-27 enrollment requested numbers, which would be underneath the principal reports. It's really small. Are you ready? Are you ready, Mr. Hess? Thank you. Now, Mr. Hess will present the enrollment numbers. Thank you. So, I'm assuming this is the last meeting I get to play the new guy card. So, I remember I remember sitting in the October meeting when I had to present the numbers for the current this current school year for a schedule that I didn't create cuz I wasn't the principal then. I just remember looking at superintendent and other people and be like, that's how they did it. So, now I get to talk a little bit more about, you know, the the schedule that that we put together we made. So,
036as they've talked a lot already today, you know, when we start the process in in February to get class enrollment requests, we use those numbers as we kind of move forward to build this. As we go through this charts, any class with a strike through is a class you know, a decision that we had to not run that course. There are 25 courses across all content areas that we are not running due to being either slightly below or far below the class enrollment policy. If we want to go through these Yes, department? Yeah, I think you just basically generally since this this since you are the new guy in the past the principal has just kind of gone through some of the thinking about some of the classes that aren't running and maybe any kind
037of highlights that would like why you might have chosen two or something. So that's pretty much >> Yeah, I think you know, we did a really nice job myself Miss Flamino is she's you know, the assistant principal who who builds the master schedule. We've had a lot of conversations about how to be creative. You know, we talked a little bit about the music courses and how we've combined the jazz band and the honors jazz band and those sorts of things. We really look closely at making sure the graduation requirements those classes that we have to run. There's some English classes with a smaller class size that we run because they have to have four and a half credits of English. So we still need some electives especially for our juniors and seniors. So when you
038see some numbers that are a little bit lower in some of those English sections, we have to run those because of the graduation requirements. So really kind of working through those things. We've talked a lot about some alterations to the program of studies moving forward about how and when we offer different classes and electives. You know, a class that didn't run this year. We want to make sure that we can try to get enrollment for the following years. We have a little bit of a saturation right now with some of our electives. We have a lot of offerings that are really getting low numbers spread out. So really looking at what we offer and when we offer it to hopefully bolster those numbers to to get those up as we go through. The only department
039that wasn't overly hit, you know, was math. Those courses are are full year courses. So we were able to fill, you know, all of those. I included, you know, as as across all content. Our AP computer science teacher is kind of linked with the math department. So, you know, I I I did include that under there. Um Walking through in our science departments, you know, we made some decisions for a couple classes not to run. Our We had an honors physics and a physics class. Both numbers were a little low. So instead of not running either one of those, we had conversations with our honors physics students who had requested that. Some elected to move up to AP physics. Some had elected to move down to regular physics. So we're able to not run honors
040physics, but we are running AP and regular physics class. Um We're talking about in our social studies departments, you know, really starting to do a rotation with archaeology and anthropology. We offer those every year, but we're not able to sustain them every year with enrollment requests. So we're really looking at alternating those classes to try to get those numbers up as well. Um AP arts is a class that we're not able to run next year due to low requests. We're taking a look at the prerequisites for that class and seeing if we can open those up to some more digital offerings as well. So more students are able to take that. We're hoping to see a rise in the number in enrollment as for that as well. Um we've talked about the music sections. Again,
041the total number of requests, you know, you can see on there and in deciding to combine the concert and honors concert, the honors jazz and jazz bands Um and then you know we still have our our pretty good enrollments with our with our choirs. And then our numbers across the board in our world language classes are relatively strong. Our Spanish classes more so than our French classes, but we're still able to do it. You'll notice that our Latin three class only has five students enrolled, but we are running that. Next year is the first year offering that. So we felt strongly about running that knowing that we have 22 students in Latin two. So building that three course sequences is really important to us. So making sure that we we do that. Great. Thanks, Jake.
042I'm going to ask the board if you have any questions. Usually this is a when we do this presentation, the board might have time for questions. The only thing I want to point out because I know people are here and they're interested in performing arts is that it's my understanding, if you could explain a little bit what happened with acting and improv. Yeah, so acting and improv were two two separate courses. Let me get to my page. We had had um requests of seven for acting and nine for improv theater. So the original decision was you know not to run those at all and then when we looked at the reduction of the teaching, we thought about combining those two courses and moving it to the English department so that we could still have that
043class. When we talked with the students in those two classes, there was a mixture of nope, I'd prefer not to take it or I was only taking it because I wanted to take with a certain teacher if that's not being offered anymore. So we were able to move those students to some other electives, but the enrollment numbers were just not high enough for us to run that as a combined course or a singleton courses. Right. And the one thing I think that we do need to point out is that the certification required to teach acting and improv is in the English department. Is that correct? >> What? Yes, it's it's technically you can get a we don't have anyone who's a who's certified to teach theater courses. So, we don't have a theater teacher at
044the high school. Um so, you can teach it out of the English department. Um you know, and so that's another area that we're we're talking about um with our program of studies, creating a theater course that could encompass all parts of theater, um acting, stage, uh all those kind of things and creating a course that um we hope to build and and get a lot of um interest in. Thank you, Jake. Are there any other questions? Anything from the board? Okay. All right. So, moving on according to the agenda, we'll move on to public input. We're a little bit late, but we're working on it. Before opening, um I have to take my glasses off. Before opening the floor for public input, there are a few procedures and rules pertaining to public participation as per
045Hollis Brookline Cooperative School Board Policy BEDH. We've set aside 1 hour for public input tonight. This period may be extended by a majority vote of the board. Speakers must provide their name and address. Please direct your comments to the board chair. This is not a back and forth. The board generally does not respond to public input, but rather this is a listening session. We may ask a clarifying question, but we will not be responding in general. However, many times after public input is closed, we may return or reflect on your comments during the regular order of business of our meeting. After looking at our agenda, I think tonight you might be interested in listening to our discussion and deliberation on the class size policy later on in the agenda. We will be allotting 3 minutes
046per speaker as per policy, but we hope that you will try to keep your input brief so that more people can speak to the topic. We actually do set a timer and we have a 30-second warning, right? Okay. Um we will take comments first from individuals who've not spoken. We may or may not allow for repeat speakers depending on timing. Unlike the annual meetings, there's no one here to move the question, so we may have to end without hearing from people multiple times. Consistent with RSA 91-A:3, the board will not entertain comments that refer to an individual's qualities, qualifications, or abilities, especially anything that could be perceived as negative. We need to protect the professional reputation of our staff. You may speak about a position, but not a person. Please maintain a civil manner and
047be respectful. And finally, of course, we will allow students to speak. So, I am opening the the the meeting for public comment at 6:41. Um, please come to the mic if you're interested in speaking. I will be taking notes, but I am listening. Good evening. My name is Brad Smith. I live at 16 Ranger Road in Hollis. Uh, good evening, members of the board, Superintendent Berkskog. Um, I'm a resident, a district parent, and a band director with 20 years of experience. Uh, we often talk about the importance of a well-rounded student. Music is an engine that builds them. It's one of the few disciplines that requires a student to be simultaneously analytical, physical, and deeply creative. When a student picks up an instrument, they aren't just learning notes, they're practicing discipline, problem-solving, and the communal
048work ethic that forms the bedrock of future leadership. In education, personnel is the curriculum. Students don't don't just join band, they join a community where the director serves as a custodian of institutional memory, managing a complex ecosystem of traditions, community partnerships, and technical logistics. And is a mentor who fosters accountability and years of personal growth. Eliminating the independent band director position may save a salary today, but it discards the architect of the program's future and leads to increased costs down the road. The administration frames this cut as a logistical necessity based on enrollment, but a cut is not a plan, it's a retreat. The proposal to merge this role with the choir department ignores the specialized education and skill set required for instrumental instruction. Asking a vocal specialist to manage complex instrumental mechanics is like
049asking a Spanish teacher to teach Mandarin because they're both world languages. This doesn't just reduce quality, it sets the educator up for failure and puts tens of thousands of dollars in district equipment at risk. Furthermore, relying on stipends for after-school roles, especially if they're primarily filled by one person, ignores the reality of human limits. Expecting one teacher to manage the daytime curriculum of two departments while maintaining a double schedule of festivals, clinics, and performances on evenings and weekends is a recipe for burnout, higher staff turnover, and potentially the collapse of the entire music department. Enrollment dips in music programs are often symptoms of pipeline disruptions and scheduling barriers, not a lack of interest. If the board is concerned about numbers, the solution is a strategic plan for recruitment and retention from fourth grade through graduation,
050not the elimination of the staff needed to execute it. If this position is cut, you aren't pausing the program, you're breaking it. Rebuilding later will cost far more in time and resources than maintaining it today. I I you to preserve this position, shift the focus to rebuilding rather than dismantling. Let's protect the creative heart of our schools and the stability our students deserve. Thank you very much. >> [applause] [applause] >> Um good evening. Thank you for for your time here tonight. Um and also thank you for all the information that that you all just presented. I know for me that was actually very helpful. Doesn't mean I agree with the decision. I need your name. I know who you Oh, I'm sorry. My my apologies. >> for the record. Brendan LaFlamme, North Oxford Hollis. That
051was very helpful. Information that you just provided. It doesn't change my opinions at all. And it's going to I'm going to kind of reduce what I had to say. So. I don't pretend to be an expert on performing arts programs. However, I do come from a background where I feel I can speak intelligently and with experience about these types of programs. Happy to provide details on that if you want. Um to cut the band director position and say that band will still be offered I think is a just disservice to our students. I mean, no disrespect to the person that'll be tasked with taking on the additional responsibilities of the band program. But I think it's asking too much of of one person. Currently, if a student is taking jazz band and concert band, they're
052essentially they essentially have eight classes per week. Band is much more than what is happening in the room, though. It It is after hours rehearsals, auditions for various festivals and state programs. More importantly, the program is about developing confidence, learning patience, teamwork, collaboration, critical thinking, creative thinking. It's about networking, exploring creative avenues, finding a sense of self through the arts and setting oneself up for future successes. One critical factor in all of these issues that I just mentioned is the person that's responsible for doing it. Uh this district has been very fortunate to have great instruction dating back to the mid-90s when when I was a music student here un- under the direction of Mr. Furland. Nice to see you again, sir. Um I know we're talking about a position, not a person, but I
053think I'd be remiss if I didn't at least mention this. The The person who is most greatly affected by this decision happens to be a Hollis Brookline graduate who went through the music program. And now he's being told that that program didn't matter, essentially. And he came back here because he saw the the value in this system. And I think it's disgraceful. Um I'm going to skip a bunch more cuz I see See I'm almost up. Um I'll just end on this. My family recently attended the All State Music Festival. It was an outstanding festival. Our students were awesome. The whole event was overshadowed by other staff members from other districts and students from other districts laughing You know I'm out of time. I apologize. Laughing at this situation. It's an embarrassment and it's hurting
054our reputation. Thank you. Thank you. >> [applause] >> I I really >> [applause] >> I really appreciate your positive enthusiasm. I really do. as well. So, come on. Okay, Bonnie Bruno Hollis, Milton Place, but if you know, if there's one more applause, you know, if I do that good, I'll you know Um but I'm going to segue after what um the chief just said because um the reputation is a different perspective that I have. Um meaning that we have a promise of Hollis and I actually have more questions based on the presentation that I heard today than you know, what I was thinking. But we have a promise of Hollis and that's a vibrant robust community. And we have great property values which are an investment because of our public schools. And I don't want
055to wake up one day and have the promise of Hollis broken and be living in a broken Hollis. These three things are incredibly integral to what creates our town. And so somebody who doesn't have kids in the school system, never had kids in the school system, but is happy to pay my fair share, I won't to get into the state part of it, but at least my fair share to support the public schools and the students, happy to do it. But I don't want to have a town where people are like, oh, did you ever think about going to Hollis and moving here? Well, you know, Hollis used to, but because you know, we have residents here who are 65 and older, which is the majority of our town, who probably raised their kids here
056and have their property and are looking for a return on their investment. We have families that are moving here who are making an investment in their students, but also their property. This is somebody like me who bought property here making an investment because of the promise of Hollis and that major foundation for our Hollis promise is because the schools in it's a desirable community. And when you start cutting, and I had more like I said, I ended up having more questions um because of the you know, holding it and not holding it and you know, having somebody teach it that doesn't quite have the curriculum. I have a god son who went through New Hampshire public schools and had band from fifth grade up to he graduated Brown University and led his band at Brown
057University because of New Hampshire public schools and that kind of a program. So, you know, we could be killing our Hollis promise by a thousand cuts over time and slowly, but they will add up and it's hard to come back from that. So, I really do feel like you know, things like the arts and the band and some of the other classes we're dropping that I heard that we may be dropping you know, I'm starting to pay attention cuz of what's happening at the state level of public education and what's happening at the town level of public education. You know, majority of people in our town use public schools. And the Hollis promise to me, you know, we're not going to have a a real estate collapse next Tuesday if this position gets cut, but
058over time and slowly the reputation and the promise of Hollis starts to get tarnished. And that's the perspective I'm bringing rather than being somebody who has a student in the school system. Thank you very much. Thank you. >> [applause] >> Hello, my name is Naomi Skill. I am 13 years old and I live in Brookline. Um I am a student at the high school. I am here because I care about the band program and what it means to me. I have been in band since the fourth grade. Being a band member has taught me teamwork, patience, confidence, and has given me many learning experiences. Band is more than a class. It is a place where students learn discipline, teamwork, and patience. It gives us a safe place to belong and express ourselves. Our band director
059does more than teach music. He encourages us, supports us when we're struggling, and is an active member in several communities. A great band director changes lives, not just teaching music. Removing this this position will hurt students academically, emotionally, and socially. As students, we have a sense of pride in band and representing our school. Please consider keeping the band composition of band director open. Thank you. >> [applause] [applause] >> Sure. Katie Merino, 34, Walnut student involved in the band program here at Hallsburg High School. I understand budgets and enrollment numbers are important, but removing the band director position is undeniably a cut to the band program, regardless of whether band classes technically remain on the schedule. A strong band program depends on dedicated leadership, mentorship, recruitment, performance preparation, and consistency for students over many years. Removing
060a dedicated director fundamentally changes the quality of that experience. I'm also concerned by the suggestion that community members could potentially help fill these gaps. Community support is valuable, but extracurricular leadership and music instruction should not depend on others replacing trained educators. Our students deserve qualified, consistent leadership. And while the district says it is waiting to see whether enrollment increases as middle school students move up, I would argue that weakening the program now risks discouraging future participation even further. Strong programs attract students. Reduced programs do not. The arts are not extras. They are an important part of student engagement, school culture, and educational excellence. I urge the board to reconsider this decision. Thank you so much for your time. Thank you. Thank you. I do Excuse me, just 1 second. I do want to clarify that
061not all of the stipend positions are um held by the two music teachers who are currently in the building. Many of our performing arts um stipend positions have been done by other um teachers in the building and other community members. We've been operating that way for years. So, I do want to clarify that one point. Okay. Um is there someone else? Good evening. I'm Abby Cottrell Carr, um 1852 Stanford Road, Wells, Maine. My parents Hold on 1 second, Abby. I'm not going to say I know that you're a former student, so I have I have no issue with you speaking at some point, but I do want to make sure that any resident would like to speak first. And if we get to an hour, I may not be able to allow you to speak.
062So, um is there another resident who would like to speak? Thank you. My name is Sabrina Ricks. I live at 35 Hood Road in Brookline, New Hampshire. And if I could, I would give my time to the non-resident alum We really don't That's in our policy. We don't allow you to give time. So, >> I'm just saying if I could, because I know that the alumni in the room have a lot to say about the programming that we are discussing. So, anyway, I have two children uh that have gone through HBA. Just >> [clears throat] >> one graduated Saturday from Keene State with a degree in fine arts. Not fine arts. In um um alert I'm sorry. >> It's okay. I understand. Are you saying did they did they do some sort of music or
063arts or something? Theater and and dance. With with with the concentration in acting. She would not have been able to pursue her dream home if she had not received the education and support of the staff at Hollis Brookline High School. These people are absolutely incredibly important and and critical to the development of our children. I'd like to read something to you briefly. Um University of Southern California did a study. They've done many studies. There are hundreds of studies out there. I just want to quote one. Neuroscientists there determined that students who receive music instruction develop auditory processing more readily and more thoroughly than students without. So, we know for a fact, there are hundreds of studies, that music instruction is critical. And I think everyone in the room would agree with that, including the members
064of the board. I want to also read a definition that you mentioned but did not elaborate upon. I have bad eyes, so I have to look down. I apologize. Um Let's see. Turn it this way here. I can see it better. Um in 193E 2A substantive educational content of an adequate education. Definition specifically states item five, arts education including music and the visual arts. This is not an after-school program. This is a critical part of our students' development and a critical part of their education. And for us to undercut it in any way or diminish it in any way is a disservice to our children. Thank you. >> [applause] >> My name is Kaylee Barshard and I live on Ben Barshard Road in Brookline. I didn't prepare anything to speak and I'm actually not here
065to necessarily talk about the band director position or performing arts. Um something that I'm a little bit more concerned about is our English and specifically the middle school librarian position and I guess I just have more questions than something I would like to say. Um I've interacted with a lot of middle schoolers this past year because I happen to intern here to learn how to teach. I'm a future English teacher um enrolling at the University of New Hampshire next year. Um and I guess I just have questions for what's your plan for the library? What's your plan for other positions? Are you still holding space in the budget for those positions? Um are you cutting those positions as well? Um I guess I would just like a little bit more clarification on all of the
066cuts in the budget and that the school board all the decisions that the school board is making. Understand that the performing arts is really the big thing that you guys are focusing on because obviously there's a lot of people here that are concerned about that. Um but I I to make sure that we are also looking at the whole picture and that we're not forgetting any one student. I find that English students in particular quite swept under the rug because this is a very science and math heavy school, which is fantastic. Um but I just want to make sure that students like me who love English and students who love band like all the lovely ones behind me um aren't forgotten about either. So I would really urge you to think about those students. So
067thank you. Thank you. >> [applause] >> IT WOULD BE IT WOULD MOVE ALONG A LITTLE QUICKLY IF WE have an hour if you got in line. I mean, kind of a little bit like town meeting or popped up at least. That would be great. Go ahead. Hi. Um my name is Sarah Bauer. I am a senior at uh I'm sorry, I live in Brookline. Um I'm a senior. >> fine. Um and I am a student at Holliston High School. I have some concerns about I know a bunch of other people have mentioned it. I don't want to really focus on the fact how important band is. I feel like everybody else is really focused on that. Um I understand that I I feel like you guys made a decision based on the enrollment numbers and
068I feel like from your point of view that seems reasonable. I disagree for the sole reason that the band director position cannot be taken over by a choral director. I really don't think it can, especially no no disregard at all to our amazing choral director. But that's his area of study and in instrumental That that's not at all. And to have him take over two roles, right? The choral director and the band director, that's First of all, to my understanding, he's stepping down from department chair and he'll be receiving less pay, correct? Is Is that incorrect? I'm not going to answer that right now, but okay. Interesting. Um but also it it's it's it's extremely unfair, right? To Cal's walk, that's now he's going to be in the choir room one day, band from the
069other day. That takes away from choir kids as well, where numbers are strong as well. I feel like this is a cut not only to the It's not just a It doesn't just hurt the band program. It hurts the choir program, too. You're taking away the choir director from where he's needed to an area where he doesn't have the expertise to do the service that the band kids deserve. And I also understand that band numbers are down, but again, as many people have said, my move I I wouldn't I would urge you to reconsider cutting the position entirely. I understand that enrollment numbers are down, and perhaps the projected number is also not what it would normally be, but also to my understanding, the numbers at the elementary level from the most recent year have
070exceeded what they were pre-COVID times. I feel like that's an indication that in a couple years, there's just going to be a flow far greater than can be taken over by one person. Even at this point, I would really argue that the position cannot be taken over by one person just based on the amount of work that is put into the band director position itself with all the festivals and all of the after-school programs, all the like I'm I was in pep band, pit band. I've gone to All-State Jazz, All-State Chamber, All-State. I'm like heavily involved in music. I really wish that every student that goes into band has that opportunity. I don't think I would have gone into band if I knew that there wasn't going to be a band director for me there.
071I think that would be a disservice to any student that was going on. I yield my time. Thank you for so much for your consideration. >> Thank you. All right, good evening. My name is Todd FitzGerald, and first [applause] of all, I want to say thank you for your service. We know that you are put in a very difficult position with all the changes coming down from the state. There are a few issues that I have with the decision that has been made, is that the looking at the numbers, the junior high band has gone down a little bit, but it's even more pronounced in the high school. So, that a lot of junior high are not going into band in high school. I would I think that is a because of how the course
072requirements are handled in the high school, that revamp of it needs to be done because [clears throat] it's not meeting students where they are. Like, there could be moving um requirements from freshman to sophomore, junior high or last thing of the year is the band and music. It's something that can't be interrupted because if you stop taking band in freshman year, there's a very high likelihood that you will stop not going back sophomore, junior, or senior year. The like another thing would be maybe adding another in sophomore. I don't know about all the requirements about class time and everything else like that, but um and that's the this the also the impact from COVID where I can't imagine a worse introduction to music than being taught over Zoom. And I just want to say thank
073you for your time and consideration. And one other point would be I know that you have to have a lot of privacy um due to the staff members, but if there was a way that people could present their viewpoints before a decision has been made so that like right now, I don't even know if the decision could be changed, but have the input before the decision is made. Thank you very much for your time. >> [applause] >> Good evening. My name is Ben I have [applause] watched you in our school workshop and I don't even have to go into the details. I think it's been said plenty of times how impactful this performing arts has been for us, but um I just call upon you to think about you know a couple of things, you
074know, how disenfranchising this is to current performing arts students, you know, across you know, the district, right? And what kind of message it sends to students in middle school, the elementary schools, right? I have spoken with teachers and you know, board member of the elementary school and I call on you to think about uh the problem with um class sizes down there. I mean, maybe right now it seems like a good decision to uh reduce the size of uh performing arts, you know, particularly by you know, reducing the amount of staff in the choir and band, right? But what's going to happen when that influx of students, you know, inevitably reaches the high school, right? And another thing I was just thinking about for myself. I don't really I haven't been able to find the
075enrollment numbers um for the primary schools, right? In music and whatnot, but it really doesn't matter. There's a significant problem from what I hear with um class sizes down there and I I was also thinking about you know, throughout middle school um and even high school, we have uh requirements for athletics. We need credits to graduate, right? In middle school, you are required to take a music course, right? So, I was thinking about how come uh we don't have that required in the high school? We have an athletic requirement to graduate. Why don't we need a credit in music?" I mean, it really doesn't have to be anything huge, but if you require in the middle school, why don't we have it in high school? I mean, we're not really guiding the music program in
076that regard. So, I just These are just questions I had for myself and for you folks. I'm sure you have good answers to them, and I hope you take into consideration what I what I said. So, thank you. Thank you. Just to clarify, again a clarifying Christine, John creates the requirements for graduation. Um we don't, but there is a half credit requirement for a visual and performing arts. Is that still Cuz we made the changes, we still have a half credit. So, yeah. There's no half credit? And there's not an athletic requirement. There's a physical education requirement, and actually, not to But a few years ago, we allowed our students to um use for their sophomore year, there was a half credit of gym required physical education. Um a few years ago, to open up
077our kids' schedules to give them more opportunity to take electives, we allowed them to petition, apply for You want to speak to it, Gina? Yeah, so there's flex PE, so you could get credit by doing a varsity sport, or if you engage in um an activity outside of school, like track, riding, um dance, um anything you could utilize that for your half credit of um physical education to open up your schedule for other electives. Yes. Thanks. Go ahead. Hi. Julie Demarest, uh 24 Mill Road. Um again, thank you for your time tonight. I echo what everybody else has said and contributed. Um for myself, I was in band from early elementary school to high school, and I remember some of my academic teachers, nothing against them. I just I don't have very strong memories, but
078I will say that of my my band experiences and my band instructors, they're indelible in my mind. I had very strong [snorts] connections with my band directors, with the peers that were in those bands with me. And while I couldn't tell you probably a lot of stories about math or other classes, I could tell you I could stay here all evening and tell you stories about being, you know, in band and and all the foibles and all of the challenges and this deep sense of achievement that you get from hours and hours of practice. Band is one of those classes that kids will return to year after year because it's something they build on and they work hard for and they not only work for their own skills, but they're developing those relationships with their
079peers, with their band directors. And I think that we've talked a lot about tonight or we what we heard a lot tonight was that there isn't a lot of interest in these classes, but I really think that it's less about that and there's a lot of scheduling issues. I know my own child had to make the choice of putting off their foreign language for the first two years so they could accommodate band and also be responsible and have a study period so that they knew that they could get through those first couple years. And now they're taking that on the lax and that's the choice that they made. We talked to another parent whose child had to choose between chemistry and band. And to be honest, my child is, you know, really wanted to do
080the biology CTE program next year. And thank goodness it worked out that it just happened that band is not you know, in the afternoon. So they're able to do that. But that's an impossible choice really and it's not one that I think is fair. And I don't think you can say the same as of ceramics or some of the other electives that people take in in high school where it's like, you know, are they going to go home and tell stories and really practice at their ceramics? You know, I think that it's a different experience and I think music carries into your adult life all the way through. I have skills and I have a depth of understanding of people, of challenges, of how things connect, of of music that I, you know, carried with
081me into my adulthood. So, I guess I would just ask you all to really dig deep and see if there's some other way to accommodate scheduling in a different way for those first 2 years because it's also not something that you can skip band for a year or 2 and then hop back into. And I understand you're saying that band isn't being taken away. I agree with everyone who has talked about the importance of having a skilled and experienced band instructor. It's it's a it's different and it does mean it doesn't mean more. So, Thank you. Thank you. >> [applause] [applause] >> I AM THE MOM TO TWO TALENTED MUSICIANS ages 10 and 16. My 16-year-old is going to be inducted into the Tri-M Music Honor Society tomorrow. I find it ironic that his induction
082into the into this is following the the decision to cut the music staff in half, which will inevitably negatively affect the quality of the program, student experiences, and the specialized instruction that the Performing Arts Department at Halls Brookline High School offers. I'm a speech language pathologist and I've worked for 25 years in the schools. I'm licensed and certified to treat people of all ages, but my specialty is in school-based work. I would not feel comfortable or effective treating an elderly stroke patient in a hospital despite the fact that I received graduate level training in this area. In New Hampshire, music education music educators typically receive an endorsement that covers music education from grades K through 12. Despite this broad endorsement, music encompasses many varied specialties including different instruments, different disciplines, and music types, as well
083as music education that covers different age groups. A teacher may specialize in choir or strings or theater. As with many disciplines, teachers are most effective when they practice in their area of expertise. I would not want my student who is learning to play the trombone to receive their music education from a teacher who specializes in voice. Our performing arts department needs and deserves multiple teachers who have varied specialties in order to provide our students with the high quality music education that they deserve. A choir director teaching band would need to understand fingering charts, embouchure, instrumental techniques that differ from vocal techniques. Would a choir director be able to troubleshoot a last-minute instrumental problem like a stuck valve right before a performance? Something very similar happened to me when I was in high school. I was
084auditioning for All State, and one of my part my part of my clarinet broke. And it was only because my band director was there with me that he was able to fix it. Please reconsider reinstating the band director position at Hollis-Brookline High School. Cutting this position sends the community a message that the district is not supportive of a very highly regarded and successful performing arts program. Our students deserve meaningful access to the arts. Thank you. >> [applause] >> I remember my first I just wanted to echo the idea that the students' selection of courses drives everything is kind of misleading. They are ultimately making their choices, but those choices are constrained by what is offered at the same time. What can they fit into their schedule that's required? And is that competing with what their
085elective choices are? Additionally, in preparing for this meeting, I've talked to several families of ninth graders. I have a ninth grader in the music program. I also have a middle schooler in the music program. And I've been told by a couple of families at least that they wanted to their child wanted to take band, but they were strongly encouraged or guided to not take it because they needed a study hall or they needed to do gym or PE first year. And now I'm hearing that seniors and juniors have junior pillages, senior pillages, they don't have to be on campus. So, I'm kind of questioning [music] the kind of encouragement and guidance that students are getting that they're front-loading their schedules with requirements, pushing out electives that are going to sustain their creativity, their ability to
086be in school, their mental health, their sense of community. Um so, holding that up as it's the student choice, I think that's misleading to some extent. Um Right now, Hall of Brooklyn High School has a functioning, esteemed band program, students enrolled in a pipeline coming up from younger grades that does need to be encouraged, that does need to be built up. But, programs don't disappear all at once. They erode gradually. And this is a big hit to the program. First, you lose dedicated leadership. You've heard the impact that the individuals in the music department have on the students, and that is not replaceable. Taking a beat for a year or two to see what happens the next year, you lose that one of those vital people that the kids connect to and can rely on
087and have a relationship with for 4 years potentially. That is not a replicable relationship. That can't just be substituted for. Mental health is a huge issue in our society and our culture and our town. Listen to the kids when they say they need this. We all need help, and they have personnel in that department ready to help, helping them. There's been articles talking about how many students come to these individuals. Um but I digress. So, first you lose dedicated leadership, then student experience becomes less consistent, enrollment further declines, and eventually the program is no longer viable. By that time, it's too late to easily rebuild and something has been lost. Music programs depend on continuity, on relationships, on skill development over years, and on a sense of identity within the school. When that continuity is
088broken, even temporarily, it has a ripple effect that lasts far beyond a single school year. And as you've heard, it's very dramatically going to impact affect the kids now enrolled and what their experience will be for their remaining time here. We are at a point where the program can be saved, preserved by qualified teachers. All of us have a responsibility to the students. Look at how many are here. Look how many are engaged with the community, who time is up, fighting for what they deserve. Thank you. >> [applause] [applause] >> Um I'd like to speak for all of the band students here watching today and any choir kids as well. But um our director is great and we would like to for the position itself to not be removed. It has helped a lot of
089us mentally, myself included, and has pushed us forward, including like having just really bad days and even in the best of them, he has been there for us. And we believe that well well I believe that the generations below us will be impacted by the removal of the band director. My little sister, she's in fourth grade and happily in band. And if this position gets removed, I feel like her dreams of becoming a great flautist will be just pushed into the ground as well as anybody else who's going through the same path as her. Um this is just a reminder that band is important to us and the music department. We really appreciate it and we've come a long way and it's just really sad to have it pushed. Thank you. >> [applause] [applause] >>
090As a band and a music student, the decision to cut the band director position has disappointed me beyond words. I took every music class available to available to me, concert band, jazz band, honors jazz band, concert choir, jazz choir while it was a thing, music theory and comp. And I would not be the person today I am today without it. I am going to audition to Berkeley. I'm pursuing music. I am playing 20 different instruments. I would not have done that without this band director position. It is completely unfair to the choral director on the other hand because this is such it's such more of a workload that they cannot help the students with. The choral director will not be able to help a trombone student who might get a slide. How are we going
091to fix that on show day? The choral director will not be able to help a student who, let's say, has sticky valves as previously stated. Your students are not getting the proper help that they will need without this band director position. The band director position is Ooh, I'm a little dyslexic, chat. Hold on. Mhm. Um So, getting rid of the band director position is an extremely huge mistake for the HPH community and I'm sure other students can vouch on this. The band position has given so many people a sense of community, a sense of belonging, a place a safe place place to be. And without it, the whole music department will fall apart. Maybe not now, maybe not in a year, but it will fall apart without proper teaching. Music is extremely important for students
092who are growing up, who are high school kids, and it's just I I I can't even put it into words. This has disappointed me and a lot of other students and a lot of other parents and teachers in the HB community, and it's unfair, and I really ask you to just rethink this entire decision because it makes no sense to a lot of us. Thank you. >> THANK YOU. >> [applause] >> HELLO. MY NAME IS VANESSA >> [applause] >> I DID PRINT SOMETHING out when my printer wasn't working, so I'm looking at my phone. Classic printers. Um so, I'm here to discuss the importance of sustaining a strong performing arts program. Um it's really beautiful to see so many students and community members showing up for this. Clearly, a lot of people really care about
093this. Um I, along with many parents and community members here tonight, have been working extensively since the announcement of this decision to really understand all the angles, and it's helpful to, you know, see the slideshow and really understand where you guys are coming from. Um despite all of that, I do believe that this is um a huge step in the wrong direction for our community. Um I'm a Hollis/Brookline class of 2016 graduate, and I went to the renowned Berklee College of Music in Boston, Massachusetts, where I studied music therapy. I am now a full-time self-employed voice teacher and music therapist. Um I could share endless stories of how music has changed my life and the lives of those it touches. Research consistently shows that music education offered in schools improve students ability to regulate emotions,
094cope with challenges. This is going to be a long one. Build confidence, cultivate a sense of community and belonging, develop empathy and active listening, improve constructive coping strategies and resolve conflict. Any parents in the room would love for their kids to be able to work on those skills, right? Um this including myself as a musician. Um according to the American Psychology Association, music provides a safe and supportive environment for healing trauma and building resilience, decreasing depression and anxiety by allowing for emotional release, self-reflection, and positive social interactions, including the relationship with the band director or choir director. We are known here for being an academically driven school. Research also shows music education's profound impact on brain development, neuroplasticity, memory, IQ, abstract reasoning, and mathematical skills, problem solving, planning, attention to detail, fine motor skills, and
095critical thinking, uniting both intellect and emotion. So maybe you've heard the phrase, "When words fail, music speaks." Or "Music is the universal language." This makes me think of the nonverbal student who can miraculously sing or play an instrument fluently. Or a student who struggles with their mental health who finds an outlet and comfort in music. Or an isolated student with a challenging home life who lacks community and deals with bullying and yet finds a sense of belonging, collaboration, and teamwork with a music class. Or even a high-achieving student who learns how to manage stress and high-pressure environments by participating in an ensemble. I heard some people talking about, you know, we could have peer parents from the community volunteering to support the extracurriculars um that the choir the the director and the band director take
096responsibility for outside of school. And it makes me think of um last year at the New Hampshire Senate Finance Committee voted to defund the State Council on the Arts from $1.7 million first $1. $1. That's what's happening in our community and on our in our culture right now. We are devaluing music and arts and this is not a time because of numbers to eliminate positions. This is a time to continue supporting it and to grow it. So, I would love for us to look at the minimums. Thank you. The class size minimums and reconsider that. If we have a group of 10 kids playing guitar and they have a positive experience and they go ace that test after, that's valuable to me, you know? So, thank you. >> [applause] >> Hello, I'm Glenn Burton FROM
097THE 51ST DISTRICT. UM I GRADUATED PALM SPRINGS HIGH School last year. Um I unlike most people, I had only been playing my instrument for a year going into high school and then by the time I graduated, I was the first in my state. And that is because of the incredible band director and the position. Without the position, not only will you not be able to encourage people to do it, but encourage later on when there is a gap, if someone takes a year off, it is so much easier to come back or even learn an instrument for the first time knowing that there's a director who's there to teach you the instrument. I know personally, I worked a lot with students trying to encourage them to play low brasses. We did not have an enormous
098low brass program and by my senior year, I found someone willing to play tuba. However, I did not have the time to teach it to them and our band director did that during half block as he has done with many instruments and people in the past. I believe that the music program shaped me as a person and that I would not be standing here today if it were not for it. Sorry. It's okay. You're doing great. I'm currently a student at Wentworth Institute of Technology Institute in chemical engineering. >> [sighs] >> While I did not decide to pursue music as a career, I believe that it is very important and I've continued on with it in my music career. I've pursued various leadership roles and I'm now the treasurer of the largest club on campus,
099which is the Rensselaer Music Association, because of this role. Even considering that, I have seen other music programs, such as Rensselaer Music Association, who have been funded their their directors in the past. And while they maintain a salary for the director position available, they were not able to bring that back. And because of that, we are seeing a decrease in especially the jazz music on campus, because that is not a part of the curriculum music. With that, I've also seen programs go down in size like this. Us and my friend in Connecticut, they have one band director for the high school and the middle school. However, their their school is less than half the size of ours. They have a robust band program with almost as many people despite the size of the school. I
100believe that this is an issue not with an interest in music, but with an encouragement of people doing it and the support of the of the time. The time commitment, I'm sorry. I genuinely do not think that this is a great decision and I hope you guys can see that. Thank you, Maria. >> [applause] >> Hello, my name is [applause] Natalie and I work for the school board before. Well, I'd like to start by thanking you you all for welcoming us to have this discussion anyways, cuz I think this is how real change happens. Um I'm in a pretty unique position here. Um I'm a currently a sophomore at HBHS and you mentioned earlier that there was an honors concert band with three members. I am one of those three members. I'm also an all
101state participant and a member of the Tri-M National Honors Music Society. And just like a lot of other people here in the audience, I actually came here today straight from the rehearsal for the Tri-M concert tomorrow. If you really want to support the performing arts, pull up at the 7:00 tomorrow. THANK YOU. >> [screaming] >> UM THE POINT IS THAT MUSIC FOR ME, AT LEAST FOR ME AND A lot of people, has been more than just the class time and the time we spend in the actual class. It's about the opportunities that arise for us. It's not music has never been about the present. It's about, you know, what could be, what can be. It's allows, you know, each musician to express their voice. And so in that way, I think music is really about
102the future. And I think of all of the opportunities I have and I never would have had a lot of these opportunities if it wasn't for our band director. So on that note, I'm not necessarily concerned about anybody here cuz we're a strong group. We can we can carry ourselves, you know, I I believe we can. I'm concerned for future generations. I'm scared for the kids who you may be facing in not too long who are struggling because they haven't had such access to to the music education that we've had. I'm concerned, you know, as previously mentioned, mental health issues are on the rise. You You can see in the younger generations, you know, they struggle with a lot of a lot of issues socially and academically. And I truly believe that music, you know,
103it has the power. You know, music, I've seen how deep its roots run. You know, I come from a long line of musicians. I'm a musician myself, and I chose to be a musician not because of pressure, but because I've seen how it works, and I've seen the opportunities it can give you. So, I guess my point is just like you know, you can talk about, you know, what it'll do now and its current solution and how it affects the people who are currently in this room, but I ask of everyone here to please consider the students of the future who need this more than we do. Thank you. Thank you. >> [applause] >> Thank you. Hello everyone. I'm Chloe Martell. I live on Burton [applause] Woods Drive in Keene. Um Hello everyone. and I
104am currently a sophomore in the high school and honors choir. And music has completely changed my life for the better. Um the summer before freshman year was really difficult and I almost didn't take choir because the the class was too big actually and I couldn't get in. So, I had spoken to um the current choir director and I had said, I think this is something I want to do. And so, they had made a spot for me and let me in. Um I'm standing up here today to question the decision to eliminate the position of band director. I think I speak on behalf of everyone behind me when I say this is a really bad idea. The choir director now not only will not only have to direct concert choir, honors choir, concert band, honors
105concert band, and jazz band, but he has to also run the music honors society, guitar night, unified music, not to mention getting us getting us to and preparing us for things like all state, all New England, jazz all state, Monadnock Valley Music Festival, and field trips like our previous New Orleans trip. One choir director simply cannot do all this alone. This decision is going to spread our teachers thin and decline our quality of education, forcing our teachers to become superhuman workaholics, which does not scream number four school in the state to me. People move here for the education opportunities that the school offers and watering them down just doesn't seem right to me. I understand that there's an issue with enrollment, but even offering this position as a as a part-time job would be better
106than than overworking and underpaying one person to take on all the responsibilities. I'd also like to bring up that as the education gets watered down the taxes will not be. They're going to stay the same. So, this year we brought four talented musicians to All-State and that's a pretty big deal. All-State prep takes a lot of help that can only be achieved by someone who knows what they're doing. One person cannot prepare both band students and choir students for something like All-State. The amount of students that participate in band in the elementary schools and the middle schools is larger than obviously the people that are currently in the high school band. So, what happens if all of them decide to take band in the high school? There is simply no way one person will be
107able to manage all of these things, especially on a larger scale. The quality of education in music and even the English department will suffer significantly without a teacher that special specializes in each branch. You wouldn't typically make a basketball coach teach baseball because they both have balls. So, why are we making a teacher that specializes in singing in choir instruct a class that is full of so many different instruments that they might not know how to teach. There are so many incredible musicians in band that will not get the help they need to improve and expand on their talents. If you want to continue to have a thriving band, then I urge you to consider the consequences of this decision. Thank you. >> [applause] >> Hello, my name is Jacob Cole. I am a junior
108at the school I live at home on In this school I have taken music theory, music in American history, and honors choir. In order to fit these classes, such as music theory and honors choir, into my schedule, I had to take a couple classes on V locks. I have done several all states, every musical, I am currently in Tri-M, and I am the president of the acapella club. All of these opportunities were only possible because of the two, not one, but two teachers in the music department. The high school schedule is perpetuating this problem. The fact that I had to go to that extent to be able to take music classes shows the lack of priority the school has made for me. And the fact that we are cutting the band director position is ridiculous.
109>> [applause] >> And it doesn't end with music. The cuts extend to nearly all forms of art offered in the school. I've been doing music all of my life, and I remember watching things like guitar night as a little kid and wanting to be on that stage one day. I am intending on pursuing a career in music and performing arts, and it is disappointing to see that there will be less support in my senior year of high school. Thank you. >> [applause] >> Hello, my name is Gabby Roger. I am in chorus. I'm 16 years old, I'm a junior in the school district. I'm a student of both directors through honors choir, concert band, and Tri-M, as well as theater, and I'll be the TA for concert choir next year. To put into perspective what
110that looks like in comparison to previous years, my TAs when I was a student in concert choir would direct the class when our choral director was absent. Our choral director will be absent more often for not just choir festivals and events, but for the band ones as well. I bring it up because that reflects how more than one ensemble is affected by this decision. I am more than happy to assist that class as it is my choice. However, I would never want to rob someone else of that opportunity to shape young musicians, especially someone else professionally certified to do it. Through the band classes, our director and our students aid events such as playing at graduation, playing in at band for sporting events, and playing the national anthem for such events, including pep rallies in
111the past. We would not have instrumental editions for those important events without our band director. I also have one clarifying question, and that is as of next year, what is the minimum amount of students it takes for a performance class to run? The minimum is 15. 15? Um if you do plan on if you had considered, and I assume you did, combining guitar one and guitar two as one class, that makes 13. I just wanted to put that into perspective for you. Thank you. >> [applause] [applause] >> Um I would just like to say thank you for providing us all of this information. I think that talking about the cost minimums is really helpful for me. I think looking into it, um looking at a typical jazz ensemble, there's typically on maximum around 16 kids
112that are accepted. When honors jazz band was when I auditioned for it, typically 16 students would be in that class. Um just to put it in perspective, that's not too high of a minimum right now. And so these ensembles are very different than your typical English class or typical computer science class. They function differently. They have a lot of different um different branches that just come off of it. And so I think that as almost a unique [music] program, they should also be addressed in that same way when being considered on whether or not they should run. Um I would like to say I've been playing music since I was about five years old. And so saying that there have been a lot of periods in my time where I've not wanted to do music.
113I think that a lot of parents who have tried to push kids into music lessons can agree it's hard to get a little kid to learn an instrument that they don't want to learn. And so, growing up, I think the biggest determinant on whether or not I went into high school music was middle school. My middle school experience was right in the middle of COVID. Um my 7th and 8th grade was almost completely remote, and so I would say as someone who lived through that, that I saw a huge impact. There were so many less kids who had taken band from the prior years into the high school years, and I saw almost just the cultural approach to the music program in general. People did not want to take music because they weren't exposed to
114that in those detrimental years of being a middle schooler, of being a child who doesn't want to learn music because they don't really It's not the same as what everyone else is doing. Um when I went to Mary freshman year, I played soccer. I was later joining tennis. I was in many after school clubs that were not separate that were separate from music. Um I really became part of the music program my sophomore year, and I would say that that without doubt had the most detrimental impact on my entire high school career. Um it has allowed me to meet kids from the class of '22 who I still remain in touch with, to the class of '27 who I'm still very good friends with, and it has just allowed me to be um participating in
115so many ensembles. It's allowed me to be part of the band, All-State, All-National Honor Band, all these ensembles and festivals that we've all talked about, but I would have never ever done that or even known about these things really [singing] if I had not originally joined the concert band and then later been exposed to jazz band. Thank you very much. >> [applause] >> So, we are we are at an hour at 7:40. At one more minute I'm going to ask the board to make a motion to extend so that everyone who's in line, including Abby who will get up in line if she doesn't mind, she'll be the last person to speak. Um I would like that to be Okay, I I need if you're going to get up to speak, I need to be
116able to see how many people are going to speak because we really Okay. >> [applause] >> So, um our policy [applause] is staying at what we'd like to try and do this at two. We now have another probably half an hour, 45 minutes of speaking. We want to hear from everybody, but if you can try to keep to two, that would be great. Just keep it a little shorter. Um So, if the board is in agreement, I need a motion to allow the people in line to speak. Moved by Beth. I need a second by law. Um I need a roll call vote. Cindy, I. Beth, I. Rob, I. Tom, are you there? Okay, Tom's going to abstain. Holly, I. So, that's 7-0-1 I 6-0-1. So, motion carries. Everyone who's in line, but you need
117to be in line, okay? Thank you, Lena. Um gets to speak. Thank you. Again, try for two minutes. Um we're timing you at two minutes we're going to give a 30-second warning. Try. Okay? Thank you. Go ahead. Uh I'll keep mine short. For the flam, Aiden Top Road Hall from Hampshire. Uh if you talked to freshman me and told me that I would be not just a member of the honors level jazz band, but also the honors choir, the a cappella group, vice president of the tri-M music honor society, as well as being a top-scoring instrumentalist in three different categories, I would not believe you because going in high school I had very little interest in music, and it was the band program that not only sparked his interest but kept it going. Uh and
118it was not just the band program, but it was the band program that coincided with the choir program being directed by two different people. And uh it is my concern, as I'm sure many other top-scoring instrumentalists here would agree, that by combining these two positions into one person, that while there are some things that he will not be able to do that instrumental director would be able to do, there are some things that he can. But by expecting one person to be able to attend all these different festivals, he may not be able to be at all the events required, and uh for some of these events, such as classical, jazz, and modern band all state, uh you need somebody as a chaperone who understands how these festivals work and how like to help students
119and motivate them in order to attend these. And uh this is not just something that any chaperone can go to, and our school has consistently, for I believe the past five years, had at least one uh top-scoring instrumentalist, uh that being number one in the state in in a category. Um I also would like to mention that I, because of the band director position, was pushed to play an instrument that not only had I basically never heard of, but I was scared of because it was taller than myself. And because I was constantly pushed to uh go for this, it has changed the path of my life for the good. Thank you. THANK YOU SO MUCH. >> [applause] >> SO I'LL START BY SAYING THAT normally I'm rather busy on these nights, but I received
120a tip that I should listen in to what's discussed at this meeting, right? In real time. So, I did and hearing the discussion that was being considered felt it necessary to drive down here and make a comment. Now, I trust that a lot of people have already spoken to some of the things I'm going to mention. Sorry, I had to miss the commentary while driving here. But, something that I did hear mentioned before going was how much of a struggle it was to try to get the budget passed. Couple of meetings. Speaking as someone who strongly advocates for supporting our students and getting that budget passed. Hearing that these are the kinds of cuts that are happening after fighting so hard to get the committee board's budget approved is very disappointing. And come next cycle,
121if these kinds of cuts have to be made even when we get the budget approved, it's going to be very difficult, I feel, to rally support to get a future budget passed. So, if it's really something that the sentiment of the voters is concerning the board, uh what I would suggest is that you don't [clears throat] do anything this rash now and if you really think we don't need a band director, then propose a budget without it and I'll amend that budget, add the necessary funding to reinstate a band director and we'll have that body vote on it. And I'm pretty confident that the town will support it. Thank you. >> [applause] >> First, I kind of feel things are a little bit ironic and confusing to me. Right? The forecast that gets presented for
122student enrollment when we're at town meetings and and school district meetings and such, they're always increasing numbers when we're talking about student teacher contracts, when we're talking about administrative staff, when we're talking about buildings and facilities. Tonight I heard that they're steady class sizes. And I assume that the two of those don't So the forecast changed. The Nesdek forecast changed. They traditionally have been saying that we would be going up in the next few years. They changed this year. And I know you we're not supposed to get into No, I know. I don't want to get into that. I will just say that I I think historically those forecasts are always pretty interesting as to to where they end up. >> 100%. Um but during the meetings were presented as we've got this steep climb
123of students and we need to we need to spend lots of money because we have to short things up. So tonight is just it was kind of a startling message to hear something different. You also may not understand the two different charts that were presented up here. The one that's up here right now in the PowerPoint is on the 25 26 numbers for concert band and honors choir, the number was 24 total. We got 31 in there for 26 27. That seems like a 30% increase, not a decrease in in numbers. For the jazz band and the honors jazz on 25 26 the number was 10 and 17 for 26 27. That's a 70% increase. So I heard that the numbers are declining, but the numbers that you presented may contradict that. So I also
124feel similar to the the gentleman that we we voted on a budget and now the requirements are changing. So whatever the decisions are made at the home to cut staff, we really would like to see some publication, some information about the taxpayer dollars that we all committed for those positions that are not going to be used for those positions. So the arts the the arts they're not just about So emotional kids come up here. And I am too now. They teach you about teamwork, about processes, about deadlines. They learn a lot more than just playing a music instrument or singing a song. So much more than that. I got two kids that pursued arts. And I mentioned to one of them that I was going to this meeting tonight and that they they graduated from
125this school and they said, "I know so many young adults that graduated from the programs in this in this school district that are working making a living in bands. They're they're playing on Broadway. They're they're crushing it. They wouldn't be there without the program." And I guess the only thing I would say is as you seriously think about this, I would encourage you to take a week where you don't listen to any music. Don't listen to any soundtracks. See how it affects your life. >> [applause] [cheering] >> Hi, Karen Donahue 46th school road house. [applause] Sorry I'm a little distracted. I wrote a bunch of notes for my presentation. I'll try to avoid some redundancy. So first, did you guys ever consider surveying students that go to charter schools or taking their EFA funds? I've
126taken two kids out of district to charter schools, brought one back. I don't recall having a survey. I know you have the kids fill out forms for VLAX classes. Are you compiling that data so that you could look at that from an enrollment standpoint? My second question is did you ever fully consider the option of hiring a part-time band director with the appropriate experience level? Based on the enrollment request, it appears there is sufficient student interest to support these courses. In fact, district policy allows certain classes to be intentionally small. Shouldn't performing arts classes where individualized instruction is essential fall into this category? For example, a guitar class with nine students is not excessive, it's appropriate. So, based on that, I think the math is not adding up for me. Uh so, according to ED503,
127you're all teachers are allowed to have minor assignments that are less than 50% of their course load. If you have a choir director that's the head of the department, that's four classes, meaning he can have one class that's not a music class. Your other full-time employee could have two classes to be under 50%, meaning that we need six full-time We need six credits of music classes. And now, if you take your policy about um some courses being left intentionally small, you let guitar run at nine students, improv run at nine students, now you have two band credits, two chorus credits, a unified arts credit, and guitar and improv bringing that to six. So, I'm hearing that you had no choice, but I I'm not really fully understanding that. Um and when you said we were
128flagged for compliance, I'd like some clarification. Do we get flagged if teachers have minor assignments? Because when I looked up our band director on the DOE's website, it said he was endorsed for personal finance. I GUESS I'M NOT. >> [applause] >> MY NAME IS ARIANNA COHEN. LAST YEAR WAS MY FIRST YEAR IN public school, in which I took choir and fell in love with it. I'm currently a freshman at Brookline High School. I do not have a band teacher as a teacher, I have the choir director. I cannot relate to losing a beloved teacher, but I can't imagine losing such a significant mentor to the students. In the past week alone, I've gone to my choir director because when I'm at school, he is my safe space, a place where I can express what is
129on my mind. My choir teacher is like a family member to me, not just a teacher. Being part of the choir class has given me the chance to try things I never would have thought of before, like the Monadnock Music Monadnock Valley Music Festival. My best friend has the band director as a teacher, and I have heard firsthand how much of an impact he has had on her even though he has only been part of her life for around 9 months. The thought of losing my choir director leaves me feeling lost because of the impact he has had on my life. This leads me to wonder, how long do we have left before our choir directors are replaced by an English or PE teacher? Thank you. Thank you. >> [applause] >> She ran out of
130time, but I'll say I'm going to help her facilitate that by reading her words. Okay. Our son has been truly impacted by the performing arts department in the high school. His inclusion in the student body outside of the confined classroom began in unified music and continued over the past 5 years in the performing arts department. Inclusion benefits not just him, but the neurotypical students who have lot whose lives he touches. Inclusivity of the performing arts department is also a legal issue. Our son, John, and that choir kid in the fedora that you guys might have saw at the last concert, um nor any special needs child can be legally excluded from any school sponsored activities. Reducing staffing to a single educator for music will make it virtually impossible for true and complete access to be
131ethically viable for these children in the performing arts. Having just two educators feels minimal given the enormity of the responsibilities they carry. Cutting the program in half is simply unacceptable. It feels like an afterthought on the part of the administration in spite of weak explanations we heard today. We pay ridiculously high taxes in Hollis and Brookline and our school programming should reflect an exemplary educational opportunity for our students and one of which we, the residents and parents and taxpayers, approve. I can guarantee that our voices heard today will be heard again when we vote for our school board members in the next election. I will also like to add my own words and that I am a student of music. In middle school, high school and college, I was guided by focused, passionate, dedicated instrumental
132educators. People whose lives were that music. It caused me to be able to excel. And the most important thing I learned is that music is the language of the soul. It guided me and it guides everyone here. As you have all heard of songs that Thank you, sir. >> [cheering] >> Hello, my name IS ANNA W >> [applause] >> PERSONAL EXPERIENCE ESPECIALLY WITH THE BAND program at HB. So, I actually did not go to the public school program here in during middle school, but when high school came around, even though I was accepted to Bishop Guertin High School, I was accepted to Academy of Science and Design, I decided to come back to the public school program because of how strong the band program is. And while I understand you guys emphasize that we're not
133losing the band itself, this decision will eventually cause great turmoil to the current choral director taking on the role of two people as well as the students and the quality of the program. I'm also personally affected as a junior. I'm sure there are other juniors here that are also feel very personally affected because next year is our final year in high school and many of us who want to go further into music say in college or in Broadway or other professional positions. But because of this decision we're losing someone that we are very close with that maybe we wanted but you know advice from on how to go further in those professions but we're losing that. Scheduling is also one of my great concerns. This past school year I wanted to take an honors English
134class but because I was committed to my music and I wanted to take honors choir and both concert band, I was forced to take the only other equivalent weighted honors English class which was AP Lang. And that ended up being way too much for my schedule which significantly impacted my mental health. But despite that, I continued with my music commitments because that's where I feel safe and at home with. In fact, even freshman year I gave up my spot on varsity varsity lacrosse because I love music so much and I think that speaks to how much the students here especially HP has such a great immense level of commitment to music. Um and I believe that removing this position is just a short-sided reaction to a larger problem at hand especially with the scheduling process
135as I described it affected me so much um as well as forcing um like students to take certain requirements during their freshman year instead of distributing it throughout their whole high school career. Thank you very much. >> [applause] [screaming] >> Choir director and BAND DIRECTOR COLLINS. CHOIR DIRECTOR CAN YOU RON, I CAN'T HEAR YOU. YOU need to I I'm 83 years old. And my kids went to the school here at Hollis, Brookline. I went to parochial school like many of the people in Nashua, Manchester, Somersworth, New Hampshire. The nuns. Mhm. The shock de la batch Mhm. in French half the day. No music, really, except that I was in the boys choir singing the masses with the men's choir. The sopranos boys. Every day we walked home at lunchtime and we'd see something today. We
136would give the notes and we'd quick learn our carols in French. And it was a different time. We didn't have band at the high school. So, went from kindergarten eighth grade and then to the high school public high school. When I was in like fifth grade or sixth grade they had an position at the high school of band director. Of course, he saw that all the kids were at the parochial school. Went to see the sister superior and we had an assembly at the school and I heard somebody play the saxophone. A man played the saxophone. So, I'd like to play the saxophone. That's how it started. Played a lot in Boston shows. All the way from Ray Charles to so many. shows that I did in Boston and uh It's hard to speak when
137I You had You had an incredible You've had an incredible career and an incredible impact on this program. I don't know much, but I know your name, so yeah. >> [applause] [applause] >> graduated But when I was a 17 years old And And we had a band rehearsal. And we had this cute flute player playing first flute. And that You know the story. Because after 4 years, married at 21 and we had two children, Guy and Greg, and they grew up here in Hollis. Moved to Hollis in 1973. I would drive to Bradford, Massachusetts. That was my first job. And it was a school system. I had orchestras, bands, large chorus. And I was the teacher from the start all the kids starting in fifth grade. Four elementary schools. And went to all the elementary
138schools and started all the students. And If there were 10 kids [clears throat] in the class, I would take all those 10 I had flute, trombone, trumpet, saxophone >> I And we so appreciate I do need to cut you off though. You've been there for longer than 3 minutes, but we really appreciate everything that you've done, and we certainly appreciate music. Thank you. >> [applause] [applause] >> I want to first thank you for your work, and I understand you are in a difficult situation. I apologize for any lack of elegance on my behalf as I have come straight from work and did not have significant time to compose. I was a student at the HB School District, and I graduated from high school in 2020 and was awarded the Excellence in Theater Studies Award. I
139played flute in the band, I sang in the jazz choir, I did the acting class and the dancing movement class. I was in the improv class and actually cheated. I did the after-school theater program as well amongst other involvements. Now, I did not set out to take all these classes, but I was often bored during my encouraged study periods, and the open door policy of the band and choir classes led me and many others to take refuge from the struggles of life in these classrooms, which led to the desire to join them. And I was lucky because my schedule allowed for such changes primarily due to taking AP classes in places of traditional classes that would have severely limited my involvement in the arts. And these communities support various outreach options. Learning flute gave me
140the skills to give back to my community. I played at various events to provide live music throughout Hollis and Brookline and connect with the broader community, which is a fraction of the community involvement that the jazz band does. Now, I understand specific classes such as acting and improv are not everyone's cup of tea. However, from the perspective of someone who has done both band and choir, I can say first hand that they are completely separate skills. This This an offense to the choir teacher, but it is completely different learning from someone who can do it and someone who loves what they do and done it every day for years. I encourage you to think of the students who rely on their instrumental skills for scholarships and others to resume build needed during their education during
141these formative and impactable years. Additionally, as much as I appreciate our English teachers, there's a strong differentiation from understanding literary text and understanding the physical movement and background needed to bring that text to life. I have been involved in great productions at HB and I encourage you to not limit our students due to limited budgets. Thank you. THANK YOU. >> [applause] >> SO MY NAME IS RON BOX FOR AN ASSOCIATE BUT originally from New Hampshire. I have to give a shout out to these incredible students. I'm sorry. Did you say you're not a resident of the district? I'm not but I I speak. [applause and cheering] I'll be one Generally no, but we were going to let an alumni speak. So I'm going to let her speak, but I'm I would really we really don't
142have time for residential non-residential speakers at this point. I appreciate your words. You're welcome. >> who are here. So how about that? Can I just say that I'm on faculty >> a teacher? Yeah, I teach at MIT and I want to speak and I interact with students here. So how about we do this? How about after this meeting you you you provide us with the you send us the email and we can we can share it somehow. I just can't have a non-resident speak at this point. We are we are an out we are beyond. Yes. It's not part of the policy, but we generally do not allow non-resident speakers. Can you have a seat? I'll I'll speak Okay. AT THE END. OKAY. OKAY. OKAY. OKAY. OKAY. I AM LISTEN, we have tried really hard
143to be very respectful. We're listening. We are truly listening. But this is a district meeting. This is a school board. The people who pay taxes in this community are the people who, you know, are the voters in this community. We generally don't let residents speak. I will allow it after everyone else speaks, but I need to let this the residents speak first. And that's unnecessary. That is really unnecessary. >> [applause] >> My name is Cassie Ricks. I live at 35 Hood Road in Brookline. And as my mother said, I am an alumni of HB from the class of 2021. And I was also given the award for excellence in theater studies. I won't pretend to know the nitty-gritty of how the school manages their finances, nor how the school administration is organized in general, nor
144how things have changed since I graduated. However, I will say that in my time as a student of the arts in the last 14 years that I have observed how public and liberal arts schools very often prioritize funding allocation of athletics programs over visual and performing arts, and even over quality of life and infrastructure expenses. A significant memory I have from my time at HB is having to evacuate the building and go home early as well as to miss the next school day because of a plumbing issue. I remember speaking with my peers later in that year about the reported excess in funding that the school board was deciding what to do with. Would the funding go towards replacing or repairing the septic system? The old water fountains? Would the young men finally have urinal
145walls in the bathrooms? Would the performing arts department get a boost in funding that year? I can't speak for everyone, but I was personally baffled when the funding went towards constructing the AstroTurf field behind the school. The The school year This past school year, the expenses and revenue reports stated that just over 1 million in expenses was allocated towards the co-curricular program, which is defined in the report as the athletic program and the other co-curricular activities. The report did not detail how much of this money went to each program, which makes me wonder just how much was allocated to the performing arts department compared to HB's extensive athletics program, and disregarding the enrollment policy, if the budget cuts could have been directed differently. Thank you. Thank you. >> [applause] >> Hi, I'm Abby Cotelli Powell
146from Wells, Maine, and I was in the HB school system K through 12 and graduated in 2017. And I drove in about 2 hours tonight, um, and I work in full-time, uh, in the music field as a music professional, um, because of the music program that I got to experience here at HB. Um, HB has long been a legacy school district leading the way in offering a quality music and performing arts education in New England, and carries a kind of heritage not all are aware of of being a leading district in preparing young people like myself for successful music careers representing the top all-state band and choir scores in the state, winning international competitions, creating in students and their families a lifelong passion for music, and providing the kind of social and emotional support our
147youth need in their developmental years. The alumni base that has come out of the HB music department is unparalleled. And we are still experiencing the benefits from a community that prioritized the arts over multiple generations. My peers from HB have won Grammys, have competed on The Voice, have full-time careers on Broadway, are recording artists, working in music business, media production, perform professionally all around the world, and have continued carrying the torch as music educators. And I have would have to say a lot more HB alum have pursued professional music careers successfully than athletic careers. Um When I When I entered the music department, I had little musical skill. When I exited, I was admitted into the top music college program in the country. Not because of one music teacher, but because of two. I had
148two choir teachers, one band teacher, and that diversity actually helped with my success with college. Last year, when I performed at Carnegie Hall, I had to contact my band director to thank him for pouring into me for so long in high school, above and beyond. And I just noticed that every genre, I'll say, of courses from mathematics to English has a requirement of participation for graduation at HB. And the only remaining area that does not require participation or half a credit is sharing and splitting and making people choose between visual arts and music. And I'd say the solution here is to require one music course for graduation, one visual arts class for graduation. Thank you for your time. >> [applause] >> Good evening. My name is Kathryn Gekko. I'm from 5 Rocky [applause] Pond Road.
149And I want to first of all just start off by saying music is a part of this community. Um it's a communal thing. And it's going to take a community and all of us working together and collaborating to try and make sense of this and work toward something that'll work for everybody. So I have so much I personally would like to say, but I am going to represent the New Hampshire Music Educators Association with a letter that they wrote um specifically to uh Mrs. Berkshire. I write to you today on behalf of the New Hampshire Music Educators Association, which represents over 400 music educators, collegiate members, and the many communities in which we work. I implore you to reconsider the value of music education to your students, school district, and community. It is imperative that
150a comprehensive and sequential music education be offered to all K-12 students. Studies showing the link between engagement music and academic achievement is a small part of a much bigger picture. Music shapes the way our students understand themselves and the world around them. It fosters many 21st century skills such as creative creativity, collaboration, communication, and critical thinking. These skills are in high demand for today's workforce and will significantly improve a person's day-to-day interactions within their community. Music education has a demonstrable positive impact on learning and has been shown to transcend socioeconomic levels. A study published in the Journal of Research in Music Education found that students in high-quality music programs score higher on standardized tests compared to students in schools with deficient music education programs regardless of the socioeconomic level of the school or school district.
151Beyond test scores, well, I'm out of time and I will be respectful to the people behind me, but thank you very much and we've included this letter which you will receive. I was just going to say, thank you. Please forward it to me. Okay, thank you. THANK YOU, EVERYBODY. >> [applause] >> GOOD EVENING, MY NAME IS >> [applause] >> I SAW I'M HERE TO INITIALLY, I'M NOT think I'm going to choose speak anything here, but when I read the slides you should people I have a few concern. First of all is that when you're talking about education, education is not earning for the enrollment number. It's for the quality. So when we're talking about the quality, one of the slides you say that okay, we're losing students because they're certified go to ASD and some
152of other and pick for the home school. However, you guys maybe also notice that some of the students come back from those to our high school. Why? Because they're picking a high quality of education. They're picking where the school can provide you more of the chance to develop of your children. All right. At home or at ASD, I can get a little bit better education. Maybe a little better education I understand or something. But they do not have the sports team. They do not have a good band. Here, as you see here, we have good student and then we have good community. We have the parents support us. So we have very good band here in our HB activities. Second of all, talking about the number, choosing and the right here this chart we're talking
153about okay, uh we're decide the size of the class should be like 10 people or 15 people per band. And I'm asking the students here who are band, how many people do you really need? Do you really need like 15 people? You need to direct your questions to us. >> No. So my answer is no. On my On my opinion, uh class if you're even learning something like English, maybe you need a big size, but they are not. They are only like 4 3 inches or maybe they can combine the band. They can give very good performance showing to the community, showing to our students and they showing to our families here. So, that's the showing the quality. So, quality is very important. One last thing I want to talk about for the teacher, cuz
154you saying that okay, two we divide we still have one. No, one is not enough. Because one he cover his course. If he want to pick up a new thing to cover the band, it's very difficult. It's not like you are following a recipe to doing cooking something at the home. No, it's totally different thing. Your time, your time is up. So, I'm will suggest that you really consider our organization and also consider our voice. Thank you. >> Okay, thank you. THANK YOU. >> [applause] [applause] >> THERE IS A LOT THINGS COVERED AT THE HIGH TAXES, the great school system, how important the music instrument, everything, but it's how important the one right person to click the right position. I'm sure we all have the one person at least in our lives, you know, we
155clicked it and they directed us to the right direction. And today we have right person at the right place and guiding us to the right direction. My kid we tried everything to teach one single instrument so long. And pushing, taking to the classes and everything. Since he started in the this band he started the four different instruments. This is something Just because of the couple of dollars difference, don't lose the right person you have it on your hand. The first time First time, I know how difficult you know working WITH THE NUMBERS. >> [applause] >> DIFFICULT, BUT I'M SURE THERE IS A WAY TO MAKE it things happen. Right things make it happen. I wouldn't lose the right person on my hand. Just do the right skills and right attitude and you're doing the right
156things. I would do everything possible to keep that person. Right now, you have it on your hand. This many kids work for you or for him? Don't lose it just because of one year. And don't forget there is a more kids coming in the future. That's very important, I think, and you should be working on it. Thank you. Thank you. >> [applause] >> WE WERE ALL TALKING TONIGHT ABOUT HOW THE CUT OF THIS position is going to affect kids outside of this band, and I want to talk about that. We see this microphone I'm talking into, we see the microphones you guys have been talking into and the speakers that are set up. At the high school for our choir and our band programs, students set those up. Students won those during the contest. And
157even diminishing the programs is going to diminish these opportunities for students. It is so much harder than you would think it is, coming from somebody who's learned via doing these events through the school. The other thing I would like to point out is the fact that we will not have going to talk classes next year, which I know has also been talked about, but those were the two classes, acting one, acting two, were the two classes that we were able to find my niche through our scheduled curriculum outside of just extracurricular activities. And I think it's vitally important that students have these opportunities and that they're taught by, as you talked about teachers are having the issue of being Again, if we're talking about how somebody who specialized in the vocals won't be as effective
158as a trained band director, having an English teacher who is great at understanding the context of text and is fantastic at teaching AP literature is not going to be able to teach acting and improv as effectively as a person who has directed the actual production before and I just want to put that into into perspective. Especially the second perspective is I had a nightmare talking about that. Hi, um my name IS SAM LEHMAN. I APOLOGIZE FOR I DON'T HAVE NUMBERS or statistics or any crazy percentages, but I do have experience. Before I came to Hollis Brookline, I was in a much lower funded school district and I've seen first hand what happens when you don't prioritize the arts and what happens when put it like under the table. I mean and it's ridiculous to hear
159it, but little steps like this, things like them moving just one position it's like a domino effect. It's just going to keep getting worse and worse and it's only a temporary solution. You know, I'm a senior and I'm leaving this year and I've had such a positive experience here and my little sister, who's 11 years old, is already showing a lot of interest in band, has come to a couple of my concerts in honors band and she's just gushing over instrumentalists and just the amazing things that she has done on stage and the very supportive staff members that have helped me and my friends and I don't know how to tell her that by the time she gets to high school she might not have that same amount of support. Like the position to help
160her out. The band director position I actually also had my band teacher so I have more knowledge in that area. But I'm just saying this to put in the perspective [music] how people and future generations and to do more than just reconsider. Thank you. >> [applause] >> Thank you. Basically And so I don't think it's that much I was looking at looking at cost differently just to see what what is the percentage the base of the 33 million. And also what might be the cost of a band director decision. Unfortunately actually my background is in finance. So in finance when we used to do a lot of things So there's so little significance to the reduction in your budget that is a it's not even So if you do this and next year you go
161up to your both or whatever and you say how good this actually may no difference. What message are you sending? They will say ah more. I don't know what people will say but it's making no difference. So from that point of view number wise it makes no sense. In terms of band and Roman, so I look into that. Is it like one people kids don't have interest in band or guitar or is it something behind? Well, it is actually like a lot of them it's what it's the schedule. Are they able to take it? Have they been encouraged to take it or freshmen and sophomore coming into the school and encouraged to do so many of these credits required for graduation? And I can tell from my personal experience now her schedule Okay, she was
162asked to take so many APs unlike what and the school was like, well we'll just let you decide, you know, you don't have to take it. Think about it. You tell a kid who's 16 to think about Tell them to think about it. When they are recommended very difficult classes, are they going to think about Because you tell them they can do it, they will. Band, choir, those things help them. They go to these teachers and ask for help. They don't go to some random person and pour their heart out because would you? No, you won't. You have to go to with someone you have You're not going to go to anyone to talk about your stuff. So, these people in band, in choir, coming out, they're very special. And stop pushing your kids to
163take all these very hard classes because when the when the requirement goes up in ED 306.23 you need to think about Some of the schools are doing blocks maybe hybrid blocks, I don't know. You have the excellent Okay. Maybe increase your private 20 private spaces. I don't know. Why? You already have enough. Then have another 1.5 because of the state requirement, then you're squeezing yourself. Otherwise, you you are going to have nothing. We gave you 3 minutes. You have 3 minutes. Thank you. >> [applause] [cheering] >> You have just 2 minutes. I got So, I'm thinking outside the box. Thank you for [applause and cheering] allowing me I do work with the New England Conservatory of Music, the Longy School of Music Ensemble. I've been on the faculty at MIT for 25 years. I work
164with admissions at MIT. Among the qualities often found in admitted students, leadership, seen on display tonight, community service, instrumental and vocal music education. 35% of MIT students are involved in music classes. The scheduling issue that we're talking about is huge. I think that's the real issue. Um the scheduling issue that we're talking about There are other towns who have grappled with this and they're they're struggling, but they're they're working on it. And it's it's got to be addressed because if it isn't, you're you're crowding out something that UNH, MIT, Framingham State College, and UMass Amherst are saying they're interested in their well-rounded students. They're interested in students with arts experience. Budget cuts are challenging. You're doing a great job, but they bring any institution's core values to the forefront. Particularly since the pandemic, many school
165districts have put wellness at the top of their core values. Research has proven that the arts, and particularly music, where students studying and performing, particularly in ensembles, embodies both intellectual and creative vigor a point in space for reflection and inner growth. So, I know you say you Everybody knows this, but do we put our money where our mouth is? Because because if we're really concerned about wellness, look at the display time. 30 seconds. Every 2 years I invite MIT alumni back to campus and perform with current students. The vast majority repeatedly tell me that playing in ensembles when they were students at MIT was among the most important educational experiences they had at MIT and that it got them through the rigorous and overall curriculum. Lastly, I'll just say that a town not far from
166here this exact thing happened, this exact situation. That program So, just as a warning, uh everything that people have talked about is true. Thank you so much for your time. >> So, just as a warning, uh everything that people have talked about is true. Thank you so much FOR YOUR TIME. >> [cheering] [applause] >> THANK YOU ALL FOR COMING. I'D LIKE TO END THE PUBLIC COMMENT AND CLOSE THE PUBLIC comment at 8:27. Um normally we wouldn't comment. We would just move on with our meeting. I'm going to give the board an opportunity to speak, but you won't have answers today for many of your questions. Um as a board that's not how we're going to operate. We have other things on our agenda, but we do truly appreciate what you've said. Um I certainly do.
167I just want to see if anybody else from the board I've had a lot of chance to talk, so I'd like to see if there's anyone else from the board who'd like to speak. Mhm. Thank you. Actually, I don't think this >> Is it on? Can I Can they hear you? I'm not sure. Oh, there we go. All right. Um first I just wanted to say uh well, thank you Holly for this. I think this is good just to have some feedback really quick. I want to say thank you to everybody for speaking and the emails, but especially our students. Um I know it's not easy to get up here and speak, but it means even more for me to hear from you because that's why we're here is for you. So, that want to
168make sure I said that. Three really quick thoughts, I promise, I know we're tight on time. One, I just want to stress that um to our like the board and our administration that it's always important to me, no matter how big or small a decision is, that we put information out to the community ahead of time so we can get feedback. Um, I do understand the timeline and our administration was in a really incredibly difficult position because of the time structure, but I know we can do better and we need to get information out there because I think there's a lot of ideas that come back. Our community is a big um, big community with a lot of great ideas, so we need to get that feedback ahead of time before decisions are made. Second,
169year after year after year we stress how important it is that every single student that's in our middle school, that's in our high school has at least one adult they can connect with. Um, we try to facilitate this with things like rock and advisory um, and we we try our best to do that, but I think we all know that those connections that are so meaningful happen best organically and by meeting with staff and teachers. So, it we do the best we can to help encourage it, but those organic connections are really big and in this department we're really like cutting that connection in half. So, it's a really big concern to me. I will always care so much more about the social emotional health than state standardized testing. Everybody knows that about me. I
170like if we don't have good mental health, social emotional, like everything else is going to fall the by the wayside. So, that's really important for me. And the last thing, I think our first speaker might have said it best. Um, one of my biggest concerns is making cuts, diminishing, um, you know, tearing down a program is always going to cost more to rebuild it. I agree with that. And and not just money-wise, effort, time, people, a lot of things. So, I don't want to in any way um, imply that this is an easy decision, but I just as a mom, as a taxpayer, as a board member, I just really hope that our administration can take another look at this. And like I said, I don't envy the position that you're in. It's hard, but
171that's what I want to say. But thank you for everything. Thank you. Anyone else? Um yeah, I have some thoughts. Sure. As you might might have guessed. Sure. So, we've got a lot of input. I didn't hear one person go to that mic and say, "Yeah, let's cut it." Mhm. No, you're right. >> Not one. Mhm. And I can also say that there wasn't one thing said that I disagreed with. Every point every person that came to that mic, you hit every single point that I agree with. I am also a recipient of a music education. I get it. I would like to see and just have this board discuss take a second look at this. Let's maybe see if there's other options we can investigate. I don't think we're going to have an answer
172tonight or maybe in the next couple of meetings, but I would like to maybe spend a little more time on this. Mhm. Great. Thank you. One minute. Tom, do you have anything to say? Is Tom on the phone? Yeah, sure. Do you want to speak? You don't have to. We're going to listen to the phone. Mhm. Yeah. Quickly, yes. I don't know if I can be heard. Hang on a second, Tom. Yes. They can hear you. Okay. Go for it. Okay. Ready to go? Yes, go ahead, Tom. Okay. The only comment that I have is that from what I'm able to hear and what I've heard in the conversation, everyone is in violent agreement that we should not cut anything programmatic. And from my understanding of the proposals that we've uh been given by the
173administration, there are no programmatic cuts proposed in this uh in this upcoming year. What I heard is that there are staffing adjustments being made in multiple departments. And that there are some courses, not just in music, some courses that may be under-enrolled and paused for a semester or a year. So, I just I just want to make sure that we're addressing the real impact of any of the decisions being made. And uh find out if my understanding is clear that programmatically we are not making any cuts, that the course of studies is not changing, uh and that it's it's a enrollment issue. And then hearing what Rob has said, uh I agree with much of what he said. And I think the place we really have to look is if we value the arts program
174so much, why are they decreasing and is there anything within our control to increase interest level? Uh I heard speakers talk about perhaps it could happen at the guidance stage. I don't know, but I think that's a separate issue independent of what is being considered tonight. Thank you. Thank you, Tom. It's not necessary. Never Not necessary. Um I want to say thank you very much to come for coming out and for fighting for our kids. Um I will tell you I would love to see you at more meetings fighting for our kids. Um we haven't heard anybody fighting for our kids in a long time. We've been sitting at meeting after meeting after meeting hearing over and over and over again how we are driving the budget up. Our When I say our budget passed
175with a lower threshold, it passed with nine votes. Nine votes and the budget would have failed. That is very important information. We can't keep doing this. Like we want to have everything for our kids, but we don't hear from you guys on other times. And that's one of the problems. It's so important for us to know this because all of us here agree with you and feel it and believe it. We do, but we haven't been hearing it and we haven't been seeing it and we've been been berated for what we do for you kids and we want to do what what you what you want. I can't make any promises. I will say that we can look at this petition that should be submitted to us so that we can actually have the petition
176in front of us and we can work on some of those things. I'm not promising you're going to get exactly what you want, but I can say that we will look at things. We will look We will gather more conversations and we encourage you to keep coming to our meetings. Anybody else? We're good? All right. That's it. We're going to move on with our meeting. We're going to be talking about class size in about I don't know, maybe an hour. So, that is an important piece to this. Your class Our class size policy is what's driving a lot of this and we are recommending changes to decrease the number of students in a minimum class and decrease the number of students max in a maximum. We are making those suggestions tonight, but if you don't
177come back the other other people will come in and tell us not to do that. So, we need your support. Thank you. All right, moving on. Principal's report. Um, do you want to start with the athletics Are those the petitions? Positions, thank you. Just leave them right here. Thank you. Oh, thank you. Thank you. Do we want to take a like a 5-minute recess? Does that Does everybody need like a 5-minute recess? How about a How about a 5-minute recess? We'll do a recess. Is that Do we need to vote on a recess? Okay, thank you. 5-minute recess, please. >> I need to make a note for Don McMillan that Beth left after the during at 8:40-ish, 8:30 8 um Okay. So, who am I missing now? Shade's here. Okay. Okay, moving on. We will
178start with our athletics report, please. All right, from the uh high school athletic updates, um we are uh almost done with our spring season as we head to the final stretch. It's about 3 weeks left of regular season play with tournaments on the horizon and all of our spring teams have been working hard and continuing to improve. At the time this was written, the baseball team was undefeated and tied for first place. The boys tennis team is in second place with only one loss to the returning state champions Goffstown. The boys lacrosse, girls lacrosse, girls tennis, and boys volleyball team are all in the mix with several big games coming up in the coming weeks. Additionally, the outdoor track team had a very strong showing in the early season meets and looked to make some
179noise in the D2 state meet on Saturday 5:30 at Londonderry High School. And the unified team was to have a meet tomorrow. It has been canceled because of the weather. So, they're looking to reschedule that. I believe there's a home meet on the 21st next week for our unified track team. The middle school Can you get it? Nope, there we go. Sorry. Um middle school teams, just like the high school, have seen no shortage in success this spring. Baseball team is also undefeated sitting in first place of their tri-county standings. Softball team is tied for fourth with a record of two and two as of last week. The boys and girls lacrosse teams are third and fourth place respectively and the outdoor track team will be hosting a meet they did last Thursday. It went
180extremely well with I think four total teams. The middle school tournaments are set to begin Thursday 5:28 and looks like all of our teams are on track to host at least one game. And then in other athletic news, in an effort to promote professional development opportunities for our coaches, the athletic department has formed a partnership with a group called Positive Coaching Alliance, the PCA. They will be providing workshops on a regular basis throughout a given school year. The first workshops occurred at the end of April with the second one being held next week. More information about the PCA can be found on their website. Our end of the year sports awards at HBHS will take place on Monday, June 15th at 6:00 p.m. in the high school auditorium. They're looking forward for forward to a
181night of celebrating all of the senior award winners, state championship and runner-up teams to cap off cap off a great year. Um already thinking about athletics for next year. Um they're making preparations for the fall of 2026 season as well. There's some positions that we'll talk about uh that are uh of open um in a minute. And also in April we celebrated our NHIAA NHADA scholar athletes. We had 14 student athletes who were recognized um at the Capital Center for the Arts. Uh these student athletes uh must have lettered in two sports during each year of high school career and maintain a B+ average or better, participate in community service of some kind. Um so those 14 student athletes were um recognized. It was fantastic. And some openings for next year's uh seasons uh boys
182and girls uh track assistant coaches for outdoor, a JV golf coach, a girl soccer JV coach, and a boys basketball JV coach at the high school. And a girl soccer coach at the middle school. Thank you, Jake and Patrick for that report. Are there any questions from the board on the athletics report? As per usual, I want to extend the congratulations to students who are working really hard in sports and who are um who received that NHIAA NHADA scholar athlete award because that's I think it's a pretty incredible thing. So thank you. Um all right, moving on. How about our principal reports from Mr. West? Sure. Uh we went down to DC uh last month, December 6th through the 9th. We took 186 students down and we brought 168 students back. >> [laughter] >> Congratulations
183on that. I'll use that joke every year. I look at you guys waiting for the laughs, so thank you. >> [laughter] >> Um Uh dedicated chaperones, the trip was a tremendous success. I really can't thank this year's 8th grade. I still get chills, still kind of on cloud nine from the trip. So well behaved, so well mannered, represented both communities HB extremely well down on the trip. Thank you to our bus drivers who add a fun flavor to our our trip, our tour guides, and our other staff involved. Just make this trip such a success. Thank you Mr. Richard and Ms. Dawn for leading the 8th grade DC trip this year. Some of the highlights were the wreath laying ceremony at the at the Tomb of the Unknown Soldier, the tour of the National Cathedral.
184We did change to having a dance with a buffet at the hotel hotel now due to uh the boat cruise just being a little more different than than in past years. The students seem to really like the the dance with the buffet at the hotel. They get to change to go up to their their rooms and dress up a little bit. And it was just a really nice way to end the trip with the dance. So thank you again to our 8th grade and our staff for making this year's trip a great success. >> [clears throat] >> We had a Holocaust survivor guest speaker, Katti Preston, come in on April 24th and spoke to our entire student body. She came in two years ago and spoke to our 7th and 8th grade students um when
185they were here in the middle school. Ms. Preston has been instrumental in the passage of the New Hampshire legislation requiring Holocaust education in public schools. She spoke to our students about her first hand experiences and the importance of remembrance, civilians, and education. Her presentation was extremely powerful and left a lasting impact on both students and staff. And we look forward to hopefully having her back in a couple of years. Just a really wonderful lady who does a nice job of speaking to her experiences in a way that middle schoolers I I can uh connect with and resonate with. Um Shoutout to our seventh grade science teacher Claire Delay for being nominated for uh New Hampshire Teacher of the Year. She had her presentation uh last Thursday. Uh she got to practice with myself and other
186teachers. Um and it was a really great presentation. Unfortunately, she did not make it to the finalist round, uh but her presentation really spoke to her as an educator and what she hopes to develop eventually, and that's uh create this um like database where students across the country can collect and share, connect, and analyze data from their local communities. Um and we're going to try and support her uh despite her not making it to the finalist round. Uh this is a really great idea that uh we're hoping we can support her uh move forward with. Um I did include our course request numbers for next year. Um and our average projections for the uh based off of those requests, which is linked in the board report. Um We'll We'll go to We'll get some questions
187on that after you finish your whole report. Sounds good. Uh our SAS opt-outs um we are taking SAS currently this this week. Uh and originally there weren't so many. There still aren't as many as we've had in the past, but the numbers as of today are up to uh 11 opt-outs for seventh grade and four for eighth grade. Our total student population is 375. So that 5% is 17.85 total opt-outs, so we are under that number. Um and hopefully we'll stay there. Great. Moving forward. Thank you. We do have the dates at the end there. Uh Teacher Appreciation Week this is this week. Thank you to parents who have donated. Uh we had breakfast brought to us by the PGSA on Monday. Lunch today, which uh was was incredible, both both breakfast Monday and lunch
188today, and then the other things that are sprinkled in. We really can't thank you guys enough for showing all of our teachers um our thanks for all that they do for our students and Teacher Appreciation Week isn't just for teachers, it's for counselors, it's for our custodians, it's for everybody in the building um that plays a part in in our students' days. Uh, SAS testing this week, no school on Memorial Day. On the 12th, we have our end-of-the-day kind of celebrations, which is seventh grader seventh grade students do their Outsiders Day, and we provide a a cookout. Again, PTSA helps with that cookout, and our eighth graders head over to Mel's Funway Park as a kind of celebration way to send them off and have some fun with them. Uh, there is eighth grade step-up
189day now planned for the 15th, where our eighth graders will get a chance to go up to the high school, meet some staff, uh, and become familiar with the building. And on that night, we have our eighth grade dance and celebration from 6:00 to 8:00 p.m. and our last day of school, uh, is the 16th. Thank you, Patrick. >> Are there any questions on the principal's report? So, [snorts] I first of all, I wanted to congratulate Claire Delay on being a semifinalist. That's incredible. I'm also going to congratulate you and your team of chaperones for getting all those children to DC and home from. Um, I want to just comment that the reason it's important that we pay attention to opt-outs for the for people in the public who might not understand that is because
190if we go beyond the 5%, those students go into our state testing as a zero. And so, when you have too many kids go into state testing as a zero, that changes your test scores. And so, we've had a lot of conversation about test scores in the last, um, year and a half and a lot of pressure from the public about our test scores. So, I think it's very valuable for people to understand that we're now reporting out opt-outs and why we are. So, thank you. Thank you, Holly. Um, and then, uh, it's in our board packet. We don't need you to show it on the screen, but, um, would you like to just quickly review your course, um, enrollments? Again, being a middle school and a team's approach, I'm sure you're going to address
191that, right? Yes. Um, so much different than how the master schedule is developed at the high school, which I can't begin to speak to or wrap my head around, um not that I want to anytime soon. Uh, um, Uh but ours is the way our scheduling works is most of our classes are prescribed. Students have the opportunity um to elect band, which is band, chorus, or general music, and then they can choose a world language or a reading class, and then they have a choice uh within their math uh uh choices. Uh everything else is is pretty much prescribed um with the exception of some uh individualized program based off of 504s and IEPs. Um next year, right now the projection is we have 175 seventh-grade students and 173 eighth-grade students. Not to get into
192the enrollment conversation, but this is uh my lowest numbers that I'll have at the middle school. It looks like numbers will be coming back up in the next year. Um so all of the prescribed classes, which are social studies, science, English, uh our specials, art, technology, computer, which pretty much every student does take, 175 divided by 10 sections cuz uh our teachers have five classes, but the way that our classes uh but there's two teachers. So they have five sections. When you take 175 divided by 10, that rounds up to 18 per class. So that's our average class size for our core classes for most of them um outside of math. Uh band numbers, band seven we have 35 requests, so we're looking at running uh two sections. Band eight we currently have 24. Um
193and we're looking at running at two sections of uh band eight. Uh chorus seven we have 53 requests, chorus eight we have 30, general music we have 52, and general music eight Sorry, general music seven we have 52, and general music eight we have 54. And really what uh my admin team and I do is we look at all of those requests and just try and uh all being mindful of teacher contracts and the collective bargaining agreement language, uh try to create sections that are within the policy range numbers, um but still honoring the the five teaching classes that are that our teachers are expected to teach. Um moving on to world language, we have French 7, which has 28. French 8 has 42. Spanish 7 has 74, and Spanish 8 has 54. We have
194two Spanish teachers and one French teacher. Um for whatever reason, we we do see more requests for Spanish uh in this community, which uh justifies the reason for having two Spanish teachers and one French. Um those suggested sections are are broken up again to try and keep those class sizes uh low, but within board policy. Um moving on to math, we have math 7, which has 65 requests. Math 7 algebra has 17. Uh math 7 pre-algebra has 56. Math 8 has 52. Math 8 algebra 49, geometry 16, and IMP uh 14. IMP is is really based off of student IEPs, um an individualized math placement class, um and that's why those requests are are fairly low. Um we have reading numbers. We have read 180 uh class, reading 7, reading 8, and specialized reading. Um
195those numbers are are pretty standard uh as is. Read 180 is at three. Read 7 Read 180 is a a really individualized class. Uh Read 7 is 39 students. Read 8 is 22. Specialized reading is 12. Um and again, my specialized administrator and my other administrator, Ms. Bushman, we do try and look at uh the class requests and adjust suggested sections uh to fall within board policy, but those are classes that um kind of fall within the section that we we run uh because they are uh based off of mostly student IEPs um and needs for students. Uh everything else is is pretty much at the, you know, every student has access to uh PE, social studies, English, and science. Uh and then our specials. So, looking at uh those numbers, it's looking like they're
196going to be about 18 students per class next year. They might not all be 18 because the way that the schedule works is uh some classes end up having a little bit lower where others have more just based off of how our schedule develops uh once we develop it. So >> Thank you. Of course. Are there any questions for Patrick? Seems pretty straightforward. It's very straightforward but the numbers are low and it sounds like the projections say that the numbers will go up a little bit but we have seen projections change. So um they are lower numbers than what we're used to seeing at the middle school and the team approach definitely um restricts Restricts it, sure. Great. Thank you, Patrick. All right. Um moving on. Principal's report for Is Tom still there or just
197cuz I thought he might say something. Um He didn't want to hear my report, I guess. >> You're here, okay. You don't have any comments, okay, great. >> that person. >> So it's so weird to not have comments from Tom. So >> [laughter] >> okay, moving on to uh the rest of your principal's report, Jake. Thanks. Uh I'll also start with, you know, some celebrations. We've had a lot of good things since right before April break uh up till today. Um I'll start uh current kind of chronological order. Um the weekend of April 18th we had our uh Area All-State competition. Um this is um you know, a culmination of months of preparation, um you know, a weekend of learning that culminates with a performance at the Capital Center of the for the Arts. Um
198there were six students that made it in bands, choir, and orchestra. So congratulations to all of them for that fantastic showing. Right before spring break, our We the People team traveled to DC for the national competition. Uh consisted of Jackson Adams, uh Edward Albanya, John Constantine, Ben Hajduk, and Ariel Tasto along with uh Mr. DeVol and Ms. Ellis as the chaperones. So, they competed in DC at the national competition and although they did not walk away with any awards this year, um the effort of these five young people put into their work is far beyond commendable. The competition, the experience, the connections uh they made while on this trip will last far beyond their time at HBHS. A special thanks to uh Arjun Inakollu and Sarah Bauer who could not attend the trip, but put
199in a ton of help and effort to get the team ready for their competition. So, congrats to them as well. Over spring break, our robotics team uh traveled to Houston, Texas for the world championship. Uh they brought their robot crash out to the uh event. Uh the team competed well and won the quality award uh and that's described as uh the award celebrates the machine's robustness in concept and fabrication. Building the robot is only part of their success in the judges recognize them as a quality example to others. With robust design and quality standards, this team is put in motion and it stays in motion. This formidable robot withstands the true test of magnitude in the field. We already know the force is with you. Congratulations team 1073. Um we successfully brought 64 students to
200the UK and brought them all back. >> [laughter] >> Uh yes. We also had 15 adults and chaperones. Um you know, we spent 10 days in the UK Uh yes. Uh visiting Ireland, Scotland, and England. Uh we learned about the history of Dublin and the division and troubles in Derry. We saw the beauty of the Giant's Causeway and the remnants of 25 years of civil unrest between the Catholics and Protestants. We also learned how to dance and sing some traditional Irish tunes and steps. You might have caught that on our Instagram page. We saw castles, museums, the beautiful coastlines of Scotland from big cities to small towns. Finally, we wrapped up in London with the Windsor Castle, downtown London. We saw amazing history, changing of the guards in the center of it all in downtown
201London. Now, the kids were wonderful and we had amazing time. So, thank you parents for raising amazing kids that we felt comfortable taking them to these three different countries in 10 days and just had an amazing time with them. So, thank you very much. Um to piggyback special thanks this week for our teacher appreciation week into the parents and the PTSA who have helped supported them this week. It's really been fantastic. It's the little things, you know, the breakfast and the coffee to start the mornings. We're doing a lunch on Friday. So, just really excited to kind of celebrate our staff this week. We talked about our course enrollment numbers, our SAT and New Hampshire SAS opt-out numbers. So, for the SAT, we had 155 students test and 31 opt-outs, which is 16%. And then
202for our New Hampshire SAS, we have up to this point had 113 students test. The window is still open, so we're doing some makeups and stuff. And at this point, we've had 54 opt-outs, which is 29%. So, getting through those as well. I also want to do a recognition for our very own counselor Dan Bomberger, who was recently named the New England Association for College Admissions Counseling Professional of the Year. This is what they say about the recognition. The New England Association for College Admission Counseling Professional of the Year Award identifies several individuals from all six New England states whose contributions to the field of college admission and counseling deserve such recognition. This award honors NEACAC members across the profession, including those affiliated with colleges and universities, high schools, independent counselors, and community-based organizations. Award
203recipients are strong and ethical advocates for students and their institutions and have a proven record of accomplishments throughout their careers. They demonstrate honesty, patience, thoroughness, and sensitivity in their work with students, parents, and colleagues. They are mentors, leaders, and consummate professionals. We're super excited for Mr. Bomberger and he will receive his award at a ceremony next month at Boston College in their annual conference. So, congratulations, Mr. Bomberger, for that. Thank you very much. Thank you. Um a couple more things. >> Oh, are you still going? Sorry. >> Yeah, still going. Keep going. We're going to talk about the uh band trip to Nashville next year. That's on there, as well. All that information was provided last month. That's still there. Um the senior class overnight white water rafting trip, that was updated with the trip
204proposal on there, as well. Um and included uh I have a uh kind of proposal for something we um are looking to do next year. Um not really changing too much, except for um some some timing structures with our advisory and CAV block. So, currently uh our advisory runs 15 minutes three times a week, butted right up against our CAV block that's um about 44 minutes kind of split into two sections. Um what we're looking to do, based upon um some feedback from from staff and from students and kind of looking and seeing how things are working, um you know, proposing moving advisory to Mondays and Fridays uh for 25 minutes total uh those days um with CAV block then running Tuesday, Wednesday, Thursdays. Um I really see these things as these two things working
205hand-in-hand to support each other. Um you know, advisory is our way to still do our connections, check in with kids, do our activities, and our theme months, and that sort of thing, but also as a way to set up what the supports look like in CAV block throughout the rest of the week. Um and then Cav Block going to one 40-minute block um reduces um transitions in the hallways, still allows time for students to make up exams, to meet up with teachers if they have to, or if they need to do 40 minutes in the gym, that option is always there as well. So, really just kind of breaking up those times, but using the two to support each other instead of having them kind of two separate. This change also kind of removes um
206the block of advisory Cav Block and lunch. That's a really long section of time that's uh non-academic sometimes for kids. So, this kind of breaks that up as well, um but still allows us to support students academically and social-emotionally throughout the the week. So, um it gives a few minutes of instructional time back to teachers as well, cuz we're reducing uh by just a couple minutes, but also reducing some transition time. So, some more time back in the classroom as well. So, uh that's included in there. And then I have uh our important dates. We've got prom this weekend. Uh excited for that for our senior class. Our Walk for Change to support um you know, mental health awareness is next week. Memorial Day, no school. Our last day of class for seniors is Friday
207the 29th. Um class day awards will be June 3rd during the day, senior awards that evening. Graduation is Saturday the 6th at 10:00 a.m. Final exams 6/11 through 6/16. More information about all those events will be in my newsletter this week and subsequent newsletters moving forward. Our last day of school for students is 6/16 and staff on the 18th. Thank you, Jake. You're welcome. >> Thank you. Does anybody have any questions for Jake? So, um first of all, I just want to congratulate the All-State um winners um and how they did. And of course, we want to support that. Um congratulations to We the People and to Robotics, and congratulations to Mr. Bamberger. So, All right, can I add two quick things that aren't on my Yeah, sure. Of course. >> Um so one of
208the interesting things about being the principal for my first year here is um it really gave me an opportunity to look at a lot of what's happening, what's working, and what's not from an outsider's point of view. Um you know, so we had our NEASC visit this year, which gave me a great opportunity to learn a lot. Um we've had some great conversations about program of studies, enrollment numbers, and that sort of thing. So I kind of have um two things that I'm looking to explore as we move into next year. Um the first one is um I would like to under the committee of curriculum and best practices start a subcommittee that will focus on the exploration of performing art performing arts at HBHS. Um I would like to include obviously board members, myself
209or the AP who oversees the department, students, and community members in this um subcommittee. Um I want to look at what's working, what's not working, um look at the program of studies and what changes we've made over the years, um and also start talking and asking those questions about why are we seeing that drop of enrollment from middle school to high school um with an overall goal of seeing what systems or structures we can put in place at HBHS to strengthen and support our music and performing arts program. And because everything I've looked at this year is kind of like an onion, once I look at one thing there's layers underneath that, um I also want to start up our scheduling committee again at the high school and look at if um one of the
210issues that we're seeing uh is um dealing with our current schedule. So starting some conversations around that for the next school year as well. That's great. We can put both of those items on the agenda for next month and um we'll take some public input on that. Um So I'll make a note to put those on the agenda so that we can um continue the conversation. Um and that's great. Um as you know, we do have subcommittees that we create and they come into being and then they go away. So, this is a great topic. Performing Arts and scheduling. Can I expand that to visual performing arts? Yes, you can. So, visual and performing arts. Okay, great. So, we'll put that on the agenda next month, take more public input on it and see how
211that goes. Thank you. Thanks a lot for all of that. Are there any comments or questions? Um so, the advisory/CAB block change, is that um something you need our approval? I'm sorry, I just need to know. Do you need Does Or does that just happen? I'm asking Gina. Historically, you've you voted on this. We voted on it. So, um the only thing I would say is we'll put it on the agenda for next month again, but could you also include because some of us no longer have students in the building. I used to be like I used to know the schedule like backwards, forwards, on my but I I'd love to see the current schedule compared to next year's schedule. >> Perfect, we'll do. Thank you. Any other questions? Okay. Great. So, that will be
212on our schedule on our agenda next month as well. And CAB block changes. Okay. All right, thank you. Um moving forward. Sorry. Discussion. We are now up to revenue and expense report. That would be That's me. All right. >> So, as we've been monitoring over the course of the year, we have seen um a balance in our regular education line and that's due to some hiring savings and vacancies and fewer lane changes than budgeted by our teachers. Lane changes would be adding additional um graduate credits. Um in special education, we have an overage of 286,000 and that's due to some savings in tuition and contracted services. As mentioned already, we um have overspent in vocational and that's due to increased student requests for our CTE programs. We have underspent in co-curriculars due to savings in
213coaching and extracurricular stipends. We have overages in student support services and that's due to savings in contracted services within special education. And we have overage in instructional staff support and that's fewer hours and hiring changes in the IT department and fewer professional development reimbursements. We have a lot of overages right now which is a good thing at the end of the budget. We have seen uh We have an overage of 103,000 due to savings in oil costs and maintenance upgrades. In transportation, we have savings in our transportation as well. And based on hiring savings and vacancies, we then have a balance still in our benefits. Because those are directly tied together. So overall, we're looking with an overage of over 1.4 million dollars. Moving on to our revenue, I just want to point out that
214our Medicaid is far our Medicaid revenue is far over what we had budgeted and I'd like to commend our assistant superintendent of student services for redesigning and retraining our folks to ensure that we get our maximum revenue possible. So thank you. Thank you, Lauren. And then overall, if you combine our expense and our revenue, and our food service transfers, we have an unreserved fund balance before funding any items of over 1.4 million dollars. At the meeting in March, the voters approved a 300,000 dollar transfer to the maintenance trust. We're looking to potentially request a retained fund balance of 376,443. And we the voters approved 125,000 to go to the contingency that so that's total reduction of 801,443 leaving our projected fund balance of 662,436 which is above the 500,000 we promised at the March meeting
215to return to the taxpayers. So we're in good shape. Thank you. Are there any questions for the superintendent on the revenue and expense report? Pretty clear? Okay. Go ahead. Do you foresee that that 662,000 is going to pretty much stay at that level right to the close of the year or It typically grows from here. Pardon? It typically grows from here. >> It grows from Okay. Will you be coming forward with any additional spending on that or you feel like that's being returned 500,000 going to be we promised 500,000. 500,000 I don't have an urgent need that I feel needs to be requested to be moved Okay. >> forward with those funds. >> Thank you. Okay, moving on um the business administrator's memo regarding I think it's the meal program. Mhm. Yeah, so um we've
216been doing well with our positive fund balance in terms of school lunch prices in the 24-25 school year we did increase lunch prices um but we are not recommending an increase for lunch. However, breakfast prices have not increased since the 22-23 school year and um time food costs regulatory requirements etc. um have all gone up and so for those reasons we're recommending increasing the breakfast price from a dollar 75 to two dollars. Great. Thank you. So that will be a deliberative item. I believe so. Great. Okay. Um budget committee update. Tom, anything from the budget committee today? Okay, I think we may have lost Tom for a little. No, I'm still here. Trying to get the brief. Um Trying to remember. I watched it. It was great meeting. Uh it just seems so so far
217away. Uh the big thing that was going on then is the same thing that we're talking about tonight. There was a lot of discussion about the uh about the overall changes to the staffing situation, possible impact because the budget committee had been receiving notification and were concerned that this was being highlighted as primarily a budget-driven activity. So, we discussed that and the conversation was not much different than the conversation we had among our own board. Um right now, there was a a length I mean, there was also a lengthy discussion about possible ways that the um annual meeting might be improved and that will be some topics that I think you as a board will look into as we move along, but there was some uh significant suggestions put forth by members of the budget
218committee as to things that could be done to perhaps make it more efficient. That's it. Thank you, Tom. Does anybody have any questions on that? Okay, thank you. And then stipend committee update is just in the Do you want me to go over that? Absolutely. So, as we approach the end of the year, um the committee is meeting on June 3rd and the purpose of the meeting is to collect data regard from club advisors and coaches to look at participation rates, time requirements, etc. And they'll take that data and make a recommendation for our June meeting regarding any adjustments to our current stipend levels. In addition, they will make a recommendation on how we fund clubs earlier in the process of when there's student level interest. Okay. So, we this is a they will be
219back in June kind of thing. So, that'll be on the agenda again in June. Um I assume the advisory committee update we've kind of covered. Is that right? Or is there more to that? That's number six. Jake, do we cover advisory committee completely? It's on the discussion, too, but I have a feeling it was because of your Which one? Um number six on the dis- agenda is advisory committee update, but I think you already kind of did that, right? Okay. So, that'll be on our agenda again next month as well. So, and then finally, we have our uh forgive me, Rob. Just tell me what the committee is. >> [laughter] >> It's the CEAC committee. Could you Could you >> board for capital improvement. Capital improvement. Capital improvement. >> It well, capital uh expenditure. >>
220Expenditures advisory committee. >> Advisory committee, CEAC. Okay. Uh and as you know, this a across the multi-districts in the town. We collect all the big expensive projects that are being planned. We put that together into a um holistic view, so all the boards like us can see what's going on and plan appropriately. So, some of the thing things we discussed in our last meeting was kind of a last year being our first year as a committee, we're kind of looking at what we need to do, um what worked well, what maybe we need to do better on, things like that. One of the things was to better align um our work product with how we we're kind of using the same models as what we do here with our budget passes yeah our budget rounds,
221right? And we keep refining and building. So, uh what we'd like to do is start amassing our CIP plan or a capital improvement view, if you will. Um we want to start that work maybe a first pass at around the July time frame. So, what I would hope that we could get something on our agenda for June is maybe our best guess first cut of what our CIP plan would look like. Um and then by let's say September time frame, maybe we get another second pass at that, maybe more refined if we could um do that. Um and the these dates are all about a week before we meet. So, we would have that information then we could look at it and then we're ready to talk about it. And then uh the third pass
222would be around the December 15th time frame to have maybe a tightened up CIP uh cuz then we have to compile all this information and then get it out to everyone. Um so yeah, those are the things we're looking to do. Um one of the requests, which I wasn't too crazy about, was to see if we can extend beyond 5 years beyond a 5-year CIP plan. And I said, "Well, that may be a little tough to do because after 5 years things get very foggy and and not very accurate." But some of the things I did offer is we might be able to give insight on maybe roof work because that is or paving because those type of things are very specific. They have a specific uh uh time to live and then they need
223to be repaved or you need to put a roof on. So, we might be able to give maybe long-term beyond 5 years, but I did not really um embrace the idea of giving a much more complete CIP beyond 5 years. So, maybe we can talk about it in June and discuss that. That would be the best way to share. Um so, in all the June meetings, I have our director of facilities planning to present um well, small scale to the board, larger to the budget committee, but I what our revised uh capital improvement plan looks like. One thing to consider, and I shared this at the Hollis meeting, is the purpose of the CIP um is different for who's reviewing it. And so, one thing we're required to do by the towns is look at
224any possibilities, especially given the consideration of all the planned developments. And so, the purpose of those um of predicting potentially increased enrollment, um and let's say we were looking to expand the middle school, that doesn't mean I'm going to do it in 3 years, but the town cannot um put in impact fees on any of those new planned developments if we don't put it out there. However, the CEAC feels like if it's in there, that's what we're doing. Um and and so, those are different conversations. So, trying to um meet the goals of all the different stakeholders and and being clear as to what what's really going to happen, like you said, a roof, it has a certain um lifespan versus what our planned potentially and nice to haves and kind of categories all of
225them. So, >> And as as a representative to that committee my counterpart and I in Hollis can do a better job at making sure that we are making sure that's clear to the committee. That just because it's on CIP doesn't mean it's going to get promoted into a plan and now we're going to talk about funding Correct. Thank you. >> So it's more of a road map. It's not you know, written in stone. Great. >> So Great. Thank you. >> we can get in much more detail in June on this. So I will No, it's an important topic and I think that they are looking for it and that's fine, but I appreciate the back and forth here. So that's great. All right. Moving on to deliberative items, the first item is to see what
226the board will what what action the board will take regarding the proposed trip to to student trip to Nashville in 2027. Um we have that in our um in the principal's report if you wanted to look at it. Um before let me put it on the table and then you guys can ask questions. So um this is a proposed trip to Nashville for band students. It would begin on Thursday prior to April break and conclude on the Monday of April break in 2027. I need a motion to approve the band students trip to Nashville, Tennessee to take place beginning Thursday, April 22nd, 2027 and concluding Monday, April 26th, 2027. >> So moved. Moved by Rob. >> Second. Second by Kate. Are there any questions or comments on this? We reviewed this some last month. I
227think there were a couple of questions related to making sure that students who don't have access to funds um are able to apply for those funds or apply for some help and they do that through the principal's office. Is that correct? >> Um okay and um are there any other questions? All right. Yes, Tom. Sure. >> Just the one I I have I have to get back to report, but this is the one where it said that the dates are not accurate in the proposal. In the revised one. I don't know if they revised the dates on the school trip, but they did guarantee that it's a Thursday to Monday or whatever. So, the actual It is definitely the Thursday through the Monday, Thursday before our break, and goes to the Monday um during our
228break, so it's over the weekend. Um but I think we'd have to look at a calendar, to be honest, to check the actual dates. So, we should probably do that because if we approve the motion >> They had originally planned before next year's calendar was set with the dates. So, they just picked a week in April towards the end of it. But then, once we finalized it >> Okay, >> need the dates, so I can amend the motion so that we have the right dates on the motion. Somebody get the calendar. I don't have a moment. Ah, thank you. And then, the other question is has there already been a uh information meeting or any meetings regarding this yet? Have there been information meetings regarding this yet? I think they've talked about this trip. There
229hasn't been an informational meeting yet, though. No. There's been no informational meeting yet. So, we don't have any any kind of uh strong commitment of attendance on it yet. Is that true? I I I I can't Is there a strong commitment on attendance for it yet? I mean, we can't say a commitment on attendance cuz we haven't had the meeting yet. There's a strong interest in attendance, though. >> Strong interest. >> Million percent, yes. Okay. What What would be the minimum number that they would that they would need to have to hold the hold the trip? Maximums. Max is 40. Estimated Maximum is 40. Estimated max is I I can't I can't look at my My eyes are not helping me today. Um in the request, it says the maximum is 40. It does not
230identify a minimum. So, he wants to know what the minimum is, not the maximum. I know. It does not identify >> Well, there's no minimum on the on the sheet. I'm not sure that's the full 40 is the maximum. Is 40 the maximum or is 48 the maximum? It's unclear. We're unclear on that. Tom. I'm just trying to find out how much how much buying they have to have because that directly affects the total cost to the students and the the viability of them participating in some of the uh events that are planned. I agree. I can hear that. Did you hear what he said? Mhm. I'd like them to define how much how what the minimum number of students that are going to that are needed in order to have the trip function as
231intended. So, we I don't think we have answers for that right now. There's a potential that 40 is the minimum based on what the trip um the brochure the brochure from World's Strides. Is it how crucial is it to have this approval tonight? Can you meet, get more information, have a meeting, see what the interest is? I mean, we we can have a meeting to garner interest, yes. I think they were just waiting. Is the board okay with waiting one more month or is there a a deep sense that you guys want to vote on this and approve it so they can move forward with it in a more direct way? Can someone else give me feedback? Are we concerned that if there's not enough interest, then somebody's putting the bill for the rest of
232it or what? I think the costs go up, right? Tom, is that your concern? Well, the the costs go up for those who attend, but there are also some proposed activities that I think we need to have a minimum level of participation to conduct them because there are some performance activities well in there. So, I would if if it's okay with the board, I'd like somebody to pull is it possible to pull the motion and wait a month on this? I think that's probably the best thing to do is to go back and ask those questions, figure out what the interest is, um figure out what happens if you don't meet the minimum, how much the cost would be, and if they can run certain things. I'm just summarizing his, this is not my um
233and if what activities would be limited if you didn't get up to 40 kids or 25 kids or whatever. So, I think there's more questions from one board member. That doesn't mean one board member drives the whole thing. Like if if everyone else is like go ahead, just do it, then we can vote on it. I just >> would it be enough just to let them manage that? And if the if the enrollment goes down, hey, we can't do this one >> Yeah, I mean, that's the other way. >> one of these I'm looking for feedback. >> items. I'm looking for feedback. If you want to vote for it, if you want to vote on it tonight so that they can move forward with it as a voted on trip, we can do that. And
234then Tom might vote no. >> to support it or not to support it is not hanging in the balance of >> Okay. minimums or maximums. I expect the people who are the administrators who are doing this to manage that and to take care of that stuff. Okay, is there is there any >> Here's part of the reason for my my concern is that I got feedback from community members that a recent trip the cost one of the trip were dramatically higher than what was stated at the commitment time. I don't know the reasons. I don't know if it's enrollment, but they felt it was at a time when they they couldn't back out. So, did you hear that? The concern is that on a recent trip, um after students committed, the price went up. And
235so, we don't want that to happen again. But, I kind of agree with Rob. How about if the if we've got this on the table, if there's enough people here are going to support this, we can vote for it, you can move forward with it with the idea that you know, if you promise it's going to cost X and it doesn't cost X because there's not enough kids that you'll have to Bring it back. We're going to trust that the folks in the administration will take care of that. Okay. So, the motion's on the table, Tom. We're going to go ahead and vote. I know you're asking about dates, so I'm just going to tell you that the April vacation is the 26th to the 30th, so it would be the 22nd, which is Thursday
236to the 26th Monday the 26th. >> So, the dates on the on the The dates are correct. Okay. So, I'm going to call the vote if there's no more comments. I need a roll call vote. Thank you, Cindy I. Amy I. Rob I. Kate I. Holly I. Tom? Tom no. Tom's a no. Five one, motion carries. So, that's approved. Might I add another field trip deliberative item because we have not officially voted on the senior trip. Yeah, I know. I think that Is that not on the deliberative items? Oh, okay. All right. So, I just need that information. All right. So, I need a motion. Hold on. Let me do it the same way. I just need to pull up that trip. Sorry. This computer thing is always fun. All right. Board report. I'm sorry,
237guys. I know we're it's late. Okay. Whitewater rafting trip. All right. So, I have that in front of me. I need a motion to approve the senior class trip. This one actually does have to go tonight. >> Yeah. Um, the senior class is to the motion to approve the senior class trip to North Country Rivers in Bingham, Maine on Monday, June 1st to Tuesday, June 2nd. So moved. Moved by Rob. >> Second. Second by Kate. Okay, are there any more questions on this one? I think we commented last month about it and the fact that, you know, it's really nice to see them being able to get away and I think this was the decent the group of kids who did not get to go on a DC trip, right? So. >> Yes, I just
238have one question and that would be why we're capping it at 100 students. >> We're not. I was wondering. I was like, why is We were just saying that we should probably revise it for >> I have a feeling people are reading that as minimum by by by mistake because I think for both of these proposals, I think it those are the minimums. I really do. I don't think those are the Okay. Cuz it is I believe it that's a miscommunication though that students are believing that if they hadn't already signed up, that they wouldn't be able to that there was a cap on the numbers. I don't I don't There's no cap as far as you know. Okay. Great to know. Okay. So, all those in favor of the trip. Cindy. Cindy, I. Amy,
239I. Rob, I. Kate, I. Tom. Tom. Tom, I. Tom, I. Holly, I. Motion carries 6-0. Thank you. Okay. All right. So, I need the next item on the deliberative session is the recommendation of the business manager for the memorandum. So, I need a motion to approve the recommendation of the business manager to increase the price of breakfast from $1.75 to $2 beginning at the start of the 2026-2027 school year. So moved. Moved by Rob. Second. Second by Kate. Are there any comments on this one? Okay. All those in I have a question. Okay. Okay, Tom, you have a question. Um are there funds available to students for this meal like other meals. Are there funds available >> for for this for these students like there are funds available for other meals. I think he's like
240you know >> we have free and reduced lunch. So families just need to complete that application. Um and we are required to uh sort of like wipe out the lunch account at the end of the year and cover those if we have uh funds in the negative. Did you hear that, Tom? >> in the negative. >> No. You did not hear that? Yes. They're covered by free and reduced lunch um and yes, we have funds available. So we simply need families to complete the forms, the applications. Okay. Families just have to complete the forms. All right. All those in favor, Cindy. Cindy, I. Amy, I. Rob, I. Kate, I. Tom, I. Holly, I. Thank you. Okay, moving on to the um the policy I I I B, which is a class size policy. I'm going
241to put it on the floor for first reading and then we'll talk about it. Um I don't know which one of us from policy committee is going to present it. Is that you, Dot? Is that me? I can do it. I can I can go through it and then you guys can add to it if you like. Okay. Um the policy committee met >> One second, Dot. Let's make a motion first. Okay, I need a motion to um accept for first reading policy I I B class size as presented. >> So moved. Second. Moved by Rob, seconded by um Kate. We're going to just discuss it first and then we'll take the vote. So go ahead, Dot. You can review what has hap what we're trying to do with the policy. The policy committee um
242met and discussed the class size policy in relationship to some of the changes that have been happening at the state who um reduced their um recommended class size to more ratios. Uh we also were talking about um making sure that we've protected the value that we hold in Allison Brookline for small class size in relationship to open enrollment and if we don't have a policy that states our desire for lower class size then if a law was passed at the state level we could be held to the higher class size regulations. So in this policy that is coming forward the changes would reduce the minimum of 15 students in a class to 12 at the time of the initial scheduling so that would be in the spring and that would help to reduce the slide
243that happens sometimes at the beginning of the year during add drop periods and we moved the maximum class size to 20 from 25 to 24 recommending that unless they meet the maximums of specific courses listed within the policy and that also dropped the maximum requirements for band and chorus from 50 to 40 the computer classes to the number of computers in the lab the family computer consumer science remains the same at 16 because that's how many teaching stations we have reduces physical education maximums from 35 to 30 and science would be taken off of the list because we have now removed our maximum class size recommendation to 24 which is what the science was to meet the lab sizes that we have in classes and then we reduced some of our specific classes mainly remedial
244classes special education classes classes that are Capstone some specific Spanish, um, and languages that are in the fourth year, and classes with AP course, that stays the same, but we dropped the number from 15 to 12. Um, we changed the, um, paragraph that talks about the preferred maximum class size for math, science, language arts, and social studies, and foreign language. We remained at 20, but we took out the word 20 and put in the number to be consistent with the rest of the policy. And the last paragraph, if the class exceeds the specific maximum size, um, or falls below the recommended minimum outlined in this policy, the principal shall consult with the superintendent who will assist in reviewing the situation before deciding whether to take such steps as hiring additional personnel, adding or eliminating sections,
245or using other resources, and move that up in the, um, to the beginning of the, um, policy so that it is more, um, clear and, um, >> [clears throat] >> in a more prominent place for people. Could I add my thoughts? Sure. Go ahead, add your thoughts. So, I, uh, understand that the conversation at policy around abandoned choir was keeping the maximum a little bit larger at 40 due to constraints within the middle school schedule having, um, the competing factors with with physical education. I would love to say middle school band and middle school choir and chorus maxed at 40, but I would love to see a lower number for high school. In the two decades that I've been in this district in some way, shape, or form, we've never run a high school band
246or, uh, that large. We've always reduced it, so I'd love to see different maxes based on the needs of the buildings. Great. Thank you. So, we can take that back. Do you So I noticed I noticed that in like 2017-2018 when we had 48 students signed up for uh concert band, we ran two sections. So clearly we were under the Well, I don't know what the I don't know what the policy was back in 2014-2015-2016, but we had two sections of band concert band. So um would you like those numbers to be closer to classroom size numbers like 24 or are you thinking more like a 30 because bands like an orchestra does need a certain number of students? So I just want that reviewed that we should >> We do that. Okay. the needs
247of the building. >> So you want to review middle school as separate from high school. Okay. So middle school band numbers on their own. Okay. Are there any other comments on that? How are Of course it is. It's your turn, Tom. Okay. Uh a couple of uh couple of requests or preferences that I have uh in the under the class class size, it's the crossed out, but the last line of the new text or the removed text above the the word maximum, I would like that advance approval to be not only superintendent, but the superintendent and the school board. So you'd like the school board to approve um exceptions. exceptions. >> I would like the the the school board to be involved in the decision to approve exceptions. Do you I don't really love that.
248My concerns and maybe uh Ms. Filimeno can speak to that is that um, building the schedule is um, takes a few hours, uh, three months. And so, having the schedule held up by when a board meeting is doesn't seem to be the best option for moving forward. But, Ms. Flemino can speak to that. I would agree with that. Um, so typically around this time, we pretty much have a good feel of where our student schedules lie. Counselors would be reviewing them before they're um, disseminated to the students. But, if the numbers are only being presented at the May meeting, we wouldn't really be able to move forward and say, "These are definitely the classes we're running." and then start to sort them through. Even though it might sound like, "Okay, well, you have classes, just
249kind of filter the students in it." There is a lot of um, I guess like time and behind-the-scenes works. We do a lot of hand manipulation with it to try to get students to have the maximum um, or to fulfill all of their requests and minimize reductions. So, we might say like, "Singleton AP classes that are overlapping the same period, moving them." which means adjusting some individual schedules with that. So, I think if that was to happen, it would just have to take place prior to May if we want to keep the same schedule with disseminating student schedules. What about uh, the opportunity of just exception disclosure? So, we're not I think that's I think that's already in here as notify. Yeah, the superintendent will notify the school board each year of projection course enrollment
250numbers. That's what these two meetings that we have in May and October are. I just have spent a a a ton of hours in the last um, couple of weeks looking at course enrollment numbers last year, the last five years, all of the different things, looking specifically at band and music, um, choir. And so, we're not experts on this. We're not even close. And that to me starts to become like your management, it's the management of the building, it's the building principals, the superintendents. We're a policy, um, curriculum, budget board. And I feel like we're starting to if we start to get into the operations, then we it's a slippery slope for us. So, I would prefer to not have the school board on there, um, and you know, Tom and I disagree. It's where
251we at. Um, >> I just want to point out that that it's an exception to a school board policy. And since the school board owns the policy, should not the school board have oversight when exceptions are made to the school board policy? So, that's a good point, and I can take that back to the policy committee. You always make a good point, Tom. Um, yeah, I don't think I'm going to change my mind necessarily, but I think we can all peruse on that. So, that's language I I would say I'm on the policy committee, but I would say we need to change the, um, the date of October and make that either October or November or the fall or by the end of the school year because, um, we have not always because I was
252searching through the minutes, we have not always done it in October. We've actually done it sometimes in November. Um, we've never hit December, but I do want to give a little more flexibility to the board to be able to to present those final numbers. And as people are sitting here and people are in the public, I do want people to understand that there's a significant difference between what we see in May and what we see in October. So, for example, you might see 11 requests for a class, music class, art class, any class. You may see 11 requests on our May calendar, what you saw tonight. 11 requests often turns into four to five students taking the class. And so then you end up with a class running four or five students. And that sounds
253great. I love that idea. We all love that idea. But we're not sure how sustainable that is over the course of the long run being a public school. So um that's one thing. But we are trying by taking it down to 12, we're trying to give more flexibility. What? No, no, I'm just speaking. This is No, we're done. Public input's over. You're welcome to send me an email. You can find me on the on on the whole thing. Um we are trying to bring that number down to 12. We're a little concerned to go too low because the state's ratio guidelines is under 30. So um we like that's for high school. Is it it's like a under 30? Is that kind of their guidelines, John? Yes, 30 students or fewer um with the hope
254that you would target around 25, but >> Right. they're allowing up to No, to 30. Okay. In middle school and high school. And And then the Yes, Tom. My concern is that what happens if the superintendent or designee approves it, the board gets notified, and the board says, "No, we don't approve it." at some later date, that to me creates more problems of trying to undo something that has already moved through the system. Okay. Your current policy doesn't allow for that. The current policy states that the that the superintendent >> That's what it doesn't. approve it. He's trying to add that to our current policy. Okay. I want to change it because of problems we have had where we get to a point where there's a board um desire to have something different, but we're
255told it's too late. There's nothing we can do about it. We'll get to it next year. Next year, by the time we get to it, it's the same situation because it's been approved during the scheduling process. So I'll I'll leave this for now. Okay. The other request that I have to be considered is that on the courses that are I'm assuming where it says that classes may have fewer than 12 students is one of the more of the following that what this is meaning is it does not have to get treated as an exception. Is that correct? Correct. So, I would like to um have the capstone and AP courses treated as exceptions and not automatic uh uh uh not automatic allowance. And the reason for that is I would like there to be uh
256a stronger discussion about the possibilities of perhaps running them on alternate years and things like that as we have discussed when they are very low enrollment. Okay. So, you'd like to know no longer than than be sort of like in the automatic category and instead have them be um in the exceptions category. Correct. The capstone class and the AP class. Okay. I think we'll take that back to policy and talk about it a little bit and maybe get um Yolanda and uh Yolanda, you might be invited to policy again. So, um yeah, great. Thank you. Again, um for the viewing public, we will what we do when we do a policy is we read it, we talk about it, we do we approve it for first read, then it comes back to us next month
257for second read. That gives you an opportunity to come back and give us feedback and let us know because we're having this whole conversation and there was a gentleman there who has something to say. Come back next month and tell us, we want the bank classes to be five kids." Like you can come back and tell us that. Doesn't mean we're going to do it, but we can hear that. So, um that's what that's why I wanted most of you to stay for this because this is an important piece to building the schedule. So, um then in June we'll talk about it again, right? We'll have a second reading, and then hopefully by July we'll have it cleaned up through the policy committee, and it'll be ready for adoption. Adoption, yes, on um in July.
258So, we have three more meetings to do two more meetings to do that. We have on occasion gone to four four readings, but we generally don't. So, one more question, Tom. Your time is up. Um where you have the target maximum, so you want to change the target to the maximum, or do you want to change the maximum to the target? Uh I I think there's some there's a potential for there to be confusion in having a maximum and then a preferred maximum. Okay. I'd rather see if you can come up with another word for the preferred status. Okay. And we can consider that. We don't necessarily have to have a a target. We could have the maximum be the maximum. So, um or we can talk about another piece of language. So, we will
259take this all back to policy committee. Thank you for your input, Tom. And um we'll bring it back next week next month. Okay, so that's second read. Nothing's done with that, but we're just doing that. So, all those in favor of second read, oh, sorry. That first read, sorry. First read, sorry. All those in favor of first read, Cindy I. Rob I. Kate I. Holly I. Tom >> I. Tom I. Great. Thank you. That's 6-0. Motion carries. Okay. Okay, the rest of this is really fun. Okay, um so >> [laughter] >> we need to put the I lost my outline. Can I um allow Ms. Flemino to go home? Oh, yes. I'm so sorry. Thank you, Cody. >> I should I wanted her to be part of class. Yes, Ms. Flemino, you're welcome to go
260home. Um actually uh I can Patrick and Jake go home, too, or do we need >> after JICJ? Okay, after JICJ you guys can go. Okay. All right, so now we have policy JICJ unauthorized communications. This is the cell phone policy. Um we are going to take the first read motion by member to accept the first reading, wave subsequent reading, and adopt policy JICJ unauthorized communication. So moved. >> Second. Um so okay, so what are we doing here? >> This is This is the new basically the new cell phone um law that was passed. However, one of the components of it is that you re-adopt every year, um review and re-adopt re-adopt it annually. We are not proposing any changes um to the policy at the current time. So we're just looking for you to
261um hopefully vote to re-adopt, but we can bring it back if you need it. Great. And I think you guys gave us some feedback last month on how cell phone, you know, you gave us all of that. And so we heard last month about the um consequences that have been out, and so it's been working. The policy's working, and the procedures are working, right? Okay. Are there any other questions on the cell phone policy as it stands? >> [laughter] >> My only question is whether that state law has changed at all since this was first adopted. No changes in the state law. Everyone's shaking their heads, Tom. Okay, thank you. Okay, all those in favor? Oh, sorry. Cindy. Cindy, I. Amy, I. Rob, I. Kate, I. Holly, I. Tom. Tom, I. Yeah, we moved you,
262Tom, so now you're after me. Okay. Okay. Um so we had um policy BCA, which is board member code of ethics. Um Rob and Cindy were not present when policy BCA was addressed by the board, so we just need to redo this again. So, I need a motion that the board by roll call state agreement to adhere to policy BCA board member code of code of ethics. So moved. Moved by Kate, second by Rob. I think we all need to vote on it again. So, um Cindy Oh, no, actually I just need Cindy and Rob to vote on it. Cindy, I. Rob, I. Motion carries, 2-0. That's what it says in Don's outline, so I'm going with that. So, the principals are dismissed. Thank you very much for your attendance. All right. Um I have
263my files before school starts. At this point, we are simply going to approve a policy memo, and then we will go into non-public. We will not be coming out with any kind of other information. The non-public is not related to um anything that you need to know about. Okay. Sorry. I think we can't talk about it. Okay. All right. >> and reputation. Yes, it's repu- I I will make the motion correctly. So, all right. So, we have the policy memo. I need a motion to approve the recommendations identified in the policy memo as presented. So moved. Moved by Kate. >> Second. Second by Rob. Okay, I do not have the memo in front of me, so I need to pull that up. Thank you. Thank you so much. So, Dot, would you like to walk
264us through this, if you don't mind? Sure. I don't need to say this part out loud. I'll look up to you. Um presenting for a third read for third read uh with some minor changes, BEDB, um has a change in the first full paragraph the last sentence removing inclusion of items in the board packet we removed most of the language throughout that if there was any reference to board packets um because it didn't go with the the intent of where the policy had changed at the last meeting so those were changes that we made the bottom of the first paragraph and on the second page there are two areas that refer to the board packets that we've removed other than that there are no changes. J L C F is our wellness policy this is
265here for a third reading there's only a minor change under C removing the the the small t and making it a big t and adding access assess and then there's a sentence that was added in developing conjunction with members of the committee and making the small a a large a. That is the only minor change in J L C F. B E D G is coming forward for a third read with no changes recommended so hoping to move to adoption and E H B dash R local record retention there was one minor change at the end we had a question at the last meeting as to what the asterisks referred to and the asterisks indicate fields that may have federal implications that will be considered by the superintendent or designee before action is taken. Great.
266Thank you Dot. Are there any questions on the memo? Okay hearing none I'd like to take a vote starting with Cindy. Cindy, I. Amy, I. Amy, I. Rob, I. Kate, I. Holly, I. Tom, I. Great, so the memo carries. Okay, and then we have one we need to rescind one policy which is B E A A and we're rescinding that because of the passage of B E D G. Okay, so I need a motion to rescind policy B E A A meeting preparation. So moved. Moved by Kate, seconded by Rob. Okay, I'm just going to carry call the vote on this. Um Cindy. Cindy, I. Amy, I. Rob, I. Kate, I. Holly, I. Tom, I. Great, six year motion carries. Okay, I'm going to do the report out from the process observer and then we're
267going to go into non-public. Um so we are about an hour behind schedule right now mainly because we allocated an additional hour for public input. I thought that our chair and vice chair did a really great job of managing public input. We had a respectful discussion for the most part and I appreciate the passion and the eloquence with which our community members spoke. Thank you. Okay, and moving into non-public. I need a motion that the board by roll call go into non-public session pursuant to RSA 91-A:3 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. Moved by Kate, seconded by Rob.
268Cindy, would you like to start with a Cindy, I. Amy, I. Rob, I. Kate, I. Holly, I. Tom, I. Great, so we are going into non-public at 9:56. We will not be back. We will adjourn from non-public.