Brookline School Board Meeting 12/17/2025

001All right. Let me know when you're good. We're good. >> Okay. I'm going to call to order this joint meeting of the Brookline School Board and the Brookline Finance Committee um here Wednesday, December 17th at the Richard Mahakian Memorial School. Daniel, do you need to officially open your meeting, too? >> Um yes. So, this will be we have form for finance committee, so we'll start meeting with the finance committ. Thank you and welcome. Before we get going completely, I would like to just go around the table and do introductions. Um, so because we have the finance committee joining us tonight, so we'll just start at the end and go all the way around. So Lynn, if you don't mind introducing yourself. >> Lynn Powers, Brooklyn School Board. >> Heather Rearen, Brooklyn School Board. Tracy Perry,

002same. >> Johanna Shrivever Higan, school board. >> Alison Manion, school board chair. >> Lauren Daneiro, assistant superintendent of student services. Doug Flarity, assistant superintendent of curriculum instruction. >> Donari, principal at Richard Mahakei Memorial School. >> Chaz Miller, principal CSDA. >> Darthy Oggera. >> I'm Daniel Kenig, uh, chair of the finance committee and beneficiary of the principal district. >> Excellent. Thank you and welcome again. We appreciate having you guys here tonight. Um, we do not have any agenda adjustments that I'm aware of. >> Sorry, Dorothy, are you on the finance committee? Sorry, just Okay. All right. Sorry, I just wasn't sure if you were here. >> And sorry, >> since since there there's an interruption here, Kate Elkins is a third member. Yeah. >> If she's here, you'll see her here. If not, >> yep. Perfect.

003Great. Um, we have no agenda adjustments. We have no nominations, resignations, or correspondence for this evening. Um, so with that, I'm going to move to the approval of minutes for the Brookline School Board from November 19th, 2025. The following amendments were offered. Page six, line 21, insert B, following two. Page 7, lines 45 to 46, delete we were able to. Page 10, line 21, replace the period with a comma following afternoon. May I get a motion to accept as amended? >> I make a motion to accept minutes. >> I'll second. >> Great. All in favor? Thank you. All right. And with that, we will turn to our principal report. >> Okay. Good evening. Um, for our principal report, our total enrollment right now for Brooklyn is 556 students. Um, as you can imagine, it's a

004lot of fun times in the elementary school. Everybody's excited about the uh the winter holiday season. Um, and all of our staff are doing a wonderful job still implementing their curriculum and everybody's excited for the winter vacation week coming up soon. Um, I want to thank the PTO. Um, on December 6th, the PTO put on a kids holiday bizaar at RMS that was really well attended. Um, and that was holiday shopping for students to come in and uh, pick out gifts for family members, friends. Um and then I appreciate the PTO looking out for some families that do not have the funds available to also provide you know support for them so that their children can come. So it was a really wonderful event well attended. So thank you the PTO water. >> We had

005early release day last week and um both buildings had professional development that staff attended and that was wonderful. um report cards went on last Friday in case families were unaware about that. And when we come back from vacation week, um we'll be just doing another reset of our school expectations, behaviors, and we'll be excited to see the kids after vacation week. And then on the pictures below, we have just some highlights. So every um Brookline Bulletin newsletter that's our um image on the newsletter and when you click on it um it it shows the curriculum that's being done for that week. So as you can see for kindergarten recently they were sorting solid shapes during math time. preschoolers were doing their little turkey pictures, you know, performing some fine fine uh sorry, fine motor skills

006work there and creativity and artwork. Our first graders were reading with their third grade buddies. Second graders were creating their own city states during their CKA uh unit of study on ancient Greece. And third graders, there's a picture of them practicing some new strategies for subtraction. And then with our newsletter, we're highlighting a different staff member every week. So you'll see um like this past week we did Mrs. Starky. She's our school librarian and then we're doing um some support staff members. So we're just trying to uh on our Instagram post recognize different staff that are in our building that do great work. So >> guys, I'll also say I I appreciate that the students do the interviews because that's really like it's such good practice and like >> they they're like developing and then

007the teachers are like so patient. So that's actually something I enjoy watching like hearing the students do. >> Thanks. It's a lot of fun. It's it's it it gives them a chance to feel empowered and and what the way I've arranged it is I've tried to have every teacher that's been interviewed or every staff member, they've had a connection with those students that have done the interview. So, you know, two of the students that did their kindergarten teacher, that was their kindergarten teacher. So, it just >> gives them a chance to see their former teacher or former staff member, but to your point, it gives them a chance to practice those life skills of interviewing and >> um you know, showing their interest about the staff. So, >> you do a really good job. So,

008no one has been quite as excited as Rebecca Hall was. Man, she was so excited to do her. >> She was excited. Yes. >> She keeps us all laughing and smiling here. >> Oh, thanks. Oh, you have your own hands. I just like to share. >> They gave me my own microphone tonight. >> He's moving up in the world. >> Thanks. I know, right? I got my own microphone. Thanks, Rich. Um, yeah. So, uh, mirroring a lot of what Dan was saying, uh, this time of year, um, the the staff and students have done a great job, um, focusing on expectation setting and, um, kids are doing a great job rising to the expectations that we've begun to create this year and this year will be very foundational at CSDA developing expectations and staff beliefs

009and around instruction and behavior and all that kind of good stuff. So, that's going really well. Um, again, I think both are rising to the occasion. Um, I want to a huge thank to the huge thanks to the PTO. Uh, the turkey trots, uh, went really well. Uh, it seems like it was a million years ago, but it wasn't that far ago. Um, it was great. Uh, we had fun. We had the picture on theirs of the inflatables race, uh, that we had, which was great. It's a second annual, I believe. So, uh, it was very fun. The kids really enjoyed it and the kids loved running. Apparently, though, they they ran for like 45 minutes the year before. I didn't know that. and I'd cut it at 20 and I was like there's no

010way they're going to run for 40 and they were all like we want to run for 45. So next year I've noted it will be a little bit longer so than that I I caught >> make up for >> Yeah. Seriously like there's no way sixth graders are not going to want to do that. And sure enough they they all they came at me in droves. So, uh, lesson learned by this new principal. Um, and, uh, made up for it by, uh, snowplowing a or a, yeah, snow plowing, using snow blowing the, uh, the field where they play, uh, kickball and football. So, I talked with them about outdoor recess, and they've done a good job really, uh, understanding what it means to play in the snow safely, uh, and and things like that. But

011they the one thing I've really enjoyed um about them this year is is and I don't know if for those who are old like me uh kickball is huge with with them. They love kickball and uh so I I clear out the space for them to have kind of summer or winter rules kickball and uh and they're having a great time with it. So it's good to see them in those social interactions. Uh uh academically things are going amazing uh at our school as well. Um the teachers are very sharp, very intelligent. Um, sixth grade is new to me because I've only been in K5. So, it's been really fun to see what they do in science and the different things they do that are uh kind of a little bit higher level than than

012what I've been used to. So, it's been really fun. But, uh, things are going great at CSDA. We're looking forward to, like Dan saying, when we get back, we'll reset and and review expectations and keep everybody uh motoring on for, uh, the next several months of the year. >> Can I just ask a question for both of you? How have things been on the buses? like I know we haven't had per se reports which is not a bad thing but I I would like to kind of check in and see maybe where we're at at this point of the year. >> Um uh they're they're going well. I this year again is about setting expectations um and it's not just my expectations as principal but um you know kind of what do we have as

013staff expectations in place and what do kids expect for a ride um you know to school and what does it mean to ride safely and calmly and and things like that at school. So um I will I've been very proactive on the buses. kids will see me ride the buses. Um, uh, I was on a bus today. Uh, we were just I was just proactively changing seats. They were still sitting with their friends, but if I kind of see some things brewing, I'm like, ah, I'll kind of just get on and just kind of mess with seats within the CSDA portion of it. But I think um, that's something and I know Dan does the same thing. It's really about being proactive and not waiting until a big problem happens, but getting when when we

014see those little problems that start to pop up that we know could go to here, it's a matter of just getting on those and listening intently, and that that usually keeps things down to a pretty good. >> Sorry, Dan. Go ahead, man. >> Oh, no. No. To Chad's point, I think we'll we'll do another reset after the vacation week, too. I mean, >> the bus is a is it right now? Now it's an exciting time for >> I know today was crazy happy like it's spirit week so that's even more exciting. >> December's a tough like marker to share how things are but >> um for the most part our bus drivers do a great job >> and um I know right now it's a tough time too because there's a lot of inconsistency. we

015have some drivers out. So when they don't have that consistent driver too that changes >> some of the behavior reports you know there's the different rapport there but I think once there's you know there's been some illness and stuff like that too. So I think that affects some of the behaviors but >> overall the kids are doing a much better job than previous years I would say on the >> right. Um, you have report cards came out. You guys, have you done any kind of to kind of check in or assessments to where the kids are currently at, progress we've made? Are we we're on track for where we want them to be generally this time of year? What is that kind of looking like academically? >> Yeah. So, we we get to review all

016the report cards and I mean, they were the students are doing great. I mean based off of the way the teachers reported off the standards that they have. Um there were some really impressive you know grades and proud of the way the students are performing and um we appreciate all the efforts that the the teachers did because it takes a lot of time to do all the comments and going through all the data and reporting on it. But overall it was really successful and if it wasn't those conversations were had with the parent and the teacher so that they were expecting that grade. But at our level, it's a little different than CS Dave because we do three twos and ones whereas it's letter grade, right? So, >> yeah, letter grade is um so I

017I don't have a great frame of reference because I've only been here for a few months. But, um looking back on last year's and this year's everything seems pretty consistent. Um again, I think you know this year's focus of really setting a lot of foundation with how we do school and how we learn and then springboarding off of that. at the same time though working on academics. Um, you know, it's kind of what that kind of two lanes we're in right now. But it it seems to be I'm I'm in classrooms every day and, you know, watching kids engage, watching kids, you know, talk to each other during lessons and and interact with the teacher. Um, that stuff seems to be making a difference. Great. And reflecting. So, we'll know more when benchmarking comes out

018and all that good stuff. >> For sure. >> Yeah. I think when we look at SAS and like the how we do in the SAS is not going to be really reported on the report cards. Well, but it's all but but it's also different, right? Because you've got the practical application what kids are doing in the classroom and those kids who don't test well might it's not always it's not an apples to apples and which is why I just wanted to ask about kind of this point in the year because >> we're at our the kids are ready to just >> like everybody just breathe for the holidays, right? Um but it's always good that you academics are going well and it's good to hear that and it's good to to know that we're looking

019at that right now. >> Yeah. I mean the section I really look at is the work habits or the habits of a learner section because that really tells you are the students engaged. Are they are they getting the three where they're on level and showing that they are following directions. I look at those parts >> because then that's going to help them get a good grade in the area. So >> excellent. >> So I just one question quickly about like so CSA does letter grades and I know you guys we do. So have you guys noticed the students impacted that? I know sometimes like there's a lot of discussion now about like non-grading and what it means to kind of remove letter grades. Do you notice a difference, Chaz, maybe in the students where it's

020like now I'm getting an A, B, or C and like if that's having an impact on students? >> Um, again, I hate to say this and this is going to be the only year I get to say this, but uh I'm a little still a little bit new with that uh here. >> Um what I can say is that I haven't seen any adverse effects from it. Um >> you know, like this week, you know, there hasn't been any um uh any emotional dysregulation. Um you know, I haven't heard from parents about that or anything like that. So, it's it's been I I think it's been something where the teachers have addressed it in their classrooms a little bit as well. Um, they're probably thinking the same things of those adjustments and the teachers at

021CSDA are really good at kind of identifying that. I believe I overheard a teacher as I was walking in the hallway kind of talking about goal setting in in some form. It was last week. I remember it struck me and I didn't have time to stop in because I was on my way to a meeting, but um the teacher was talking about some sort of goal setting with what they're doing and how it translates to this and that or a grade. And I thought that was really smart. I just remember going through that that's what the kids need to prepare for that. And if the kids know if I work this hard, I get this. If if I here's my rubric, I get this. And they'll feel just much more comfortable with it. So, >>

022no, I'd love to kind of keep in and Dor maybe have a thought on that, too. We're actually going to start um in January with um the curriculum directors in each building. We've looked at report cards and there needs to be some adjustment now especially that we need to move to a more competency based >> um approach with the changes to 306. We're going to put a committee together um after the holidays and we're going to be looking at report cards. >> Yeah. Yeah, I would just I would love to know if that does start to become an issue, especially like if we're because I just know some kiddos can certainly really ontake that and it's it's not that like you're getting a C because you don't understand, but more just like so I I

023would I would be curious to see like data or to keep maybe an eye on that just to kind of see if that's something that we need to address overall as a district to make it more like it's it's exactly like you guys are saying. It's more about how we're learning. It's more about how we're approaching learning versus less about like you can take a test or not take a test. >> There needs to be a lot of collaboration because Depending on who you get, a B can be a very different thing depending on. >> That is very true. >> Yeah. Okay. No, I'm glad to hear that D. So, I'd love to kind of hear once you guys get some more data. If you could bring that back, that would be great. Awesome. >>

024Anything else for principles >> as always? Go ahead. >> I was just going to say great report out. Thank you. >> I want to know what hat Dan wore today. What did you wear today, Dan? For your hat. >> Uh my blue J winter hat. >> He's outside a lot. outside a lot. >> I saw Christmas trees and a and a reindeer. So, I'm just saying. >> Um, as always, thank you both for everything you do. Thank you to all of our teachers and our staff that keep our schools excelling and moving forward. We appreciate each and every one of you. >> Um, all right. At this point, I am going to open the floor for public input at 6:16. There is nobody here, but if somebody does come within the next 30 minutes, we'll

025give them an opportunity to take the floor. We'll find a a pause. We'll find a place to pause for them. Um, so with that, we're going to move on to our discussion items for tonight. So the first is the um FY27 budget. You got this one, Lauren? >> Yes. >> All right. >> Um, so I'll be uh presenting the superintendent's proposed changes for round three. So in your packet, you'll see the chart um of the three columns and we're looking at round three right now. Um the pieces that were removed in in RMMS and CSDA under academics, those are actually going to be covered under title 2 grant funds. We have the allocations for those and they carry into FY27. So those are going to be paid for out of that. Um if you look

026down into personnel, um again, we're being um you know, we're definitely being, you know, careful with the budget this year. Um, as with every year as we look at our needs and this year we have the two contracts which we'll be talking about a little later on. Um, as well as the tax cap. Um, so the personnel that has been removed is the classroom teacher, the lunch recess assistants um, which were cut in round two and then the music education teacher and art education teacher moving to full-time and that impacts RMS and CSDA as far as those removals. This is not the year to do that. that is not um really feasible in what we're looking at with the budget at this time. Um if you go down to new computer equipment, uh there are

027no changes there because there was nothing new that we were looking at. On page seven, we are looking at the replacement cycle. The uh devices that were left in are at um the access points at CSDA um are at end of life. Those are our Wi-Fi access points. You know, those need to stay in. Um, and then the devices in both RMS and CSDA, there's a four-year re replacement cycle, and we're phasing in the interactive flat panels that you see there. >> And are do you know what year of that cycle we're in >> for the four-year replacement cycle >> or like the phasing out? Are we what do you know like have we phased are we starting that this year? >> Yeah. So, so we're doing four out of eight that are needed. So,

028we should be able to do the other four next year, but that'll be next year's conversation and we'll decide what we're able to. >> So, we're just starting it now as well. I I I believe so for that. Well, no, no, we we No, those are This is what's left >> to fully out the building. Got it. The eight is what's left in the six. >> Can I pause this for a quick second? Do you guys have a copy of what we're looking at? >> Thank you. >> Oh, it's on the Yes. And it is in the agenda packet, but we can print copies, too. >> Sorry. >> I'm trying to get loaded here. My computer >> Oh, I'm sorry. >> Yep. We We can We can pause for a second. You can get the

029>> If you don't mind. >> I don't know. I don't know. Let's just We're going to just take a couple minutes out. >> Page seven. Okay. >> No, I know. I've got all of them open. I just want to make sure the right one. >> It's the one that has the three rounds right on the page. >> Got seven pages and I was like, I got three. >> No. >> Oh, I think there's page there's page numbers on the bottom. >> Oh, yes. The page numbers on the bottom. >> Well, we get everything page. Can I just ask a random question about the old equipment like the Chromebooks and the laptops? Do are they at such end of life where we just kind of donate them to stuff like where where do >> I can

030find out the answer to that question. I do not know the answer to that question but I will find that out. >> Recycle. >> We recycle them. Thank you. >> Some of them they sell >> Oh, companies. >> Okay, that's great. Thank you. I know we have like five computers in our basement, so I know that they can like I know that those can pile up as you have to upgrade. >> Thank you. >> All right, we're I'm we're going to pause this conversation for a second until we get print outs that you guys can can follow. >> I apologize about that. >> There's a there's a print view, Dan, if you just press the print. >> I can do that part. Yeah, print. So, I'll do just the whole packet. Did you find out

031about the rock? >> I like it. >> That's the whole thing. >> Okay. Thank you. Now >> I had I had pieces but it was >> Yeah. Oh, >> I think it and then we work it down from there because we as a board like to see the full picture and get the full view of what what is necessary and what we would like. >> We should go back on >> Okay. >> All right. Okay. We're we're back. So, um So on page seven, um I just went through the technology for the four-year replacement cycle for the Chromebooks and laptops. Um and then the access points at CSDA being end of life. Um we have a phase and approach for the interactive flat panels to fully outfit the two buildings. Um for the safety and

032energy issues, there are no changes from round two. Uh the emergency lighting replacements that have been left on, those are the exit lights as you go through the vestibules and such. And so that is a safety piece that we need to address. Um when we look at the maintenance, um you'll see some changes. Um I'm sorry, you won't see uh many changes for our for RMS. We kept in the roof at Milford Street. This was postponed from last year. Um and we feel as though this needs to be addressed for this upcoming budget. um in CSDA um the UNI events and the you know doors and the roof work you know we're looking at uh things that have been postponed for 3 to four years at this point so we need to address them for

033the unit events um they can break and cause flood issues and different damage pieces so we feel that it's important to address those as well um and then on page eight it just goes into the description of the warrant articles which we're going to talk a little bit further about the two contract uh to the two CBAs later on. Um so our total budget and if you go line line by line on the other handout in your packet, we're looking at the total budget um for round three is 13,489,64.74. Um and you're going to hear about the Brooklyn Teachers Association um for year one is 501,347 for the support staff 113,38 and the SAU budget 52,336. So for a total of 14,655.74. Um, if you look through the line by line, you're going to see

034some kind of pluses and minuses there as you go through. I just kind of want to explain also that we are um, cleaning up the account lines and what is represented in each um, account line where um, you know, we have our new business administrator and our superintendent and uh, we're going through to kind of review everything and make sure everything is listed as clearly as possible. So, we're kind of doing a little bit of an overhaul. So you'll see some more probably minuses and pluses than typically as we move things around. >> Are you talking about on the right hand side >> on the on the line by line? Yeah. So we're kind of um we we we've been reviewing all of our account lines and what we put under each account line um

035as we look at our at our actuals and where we're allocating everything. Um are there any questions about the round three items and does you know if the board has any discussion? So, I mean I I dug through the numbers, but I just want to confirm we are because the floor machines we were told are also end of life, right? Those >> the floor machines here. >> Yeah. Okay. Yeah, I thought I did, but like sometimes I'm like, wait, but I thought the floor machine is there. Yep. Perfect. >> Um and I I do um I did want to highlight the I didn't highlight on page six um under the personnel, the database manager that's there is split across all three districts. Just so you know, that's going to be a bigger. >> So, um,

036just to clarify too because I remember that was a question when it first like is each school paying so like when it's so each school, >> right? But like is Brooklyn as a total paying or is is RMMS paying that and like is it coming out of >> I guess that's what I just want the >> Okay. So it's not >> per building. Correct. >> Okay. Correct. >> Okay. Yeah. I think there was a question about that and some correspondence we got. So I just wanted to clarify that. >> No, absolutely. um you know and we have um obviously you know the opportunity to have more rounds as as well just of discussion just so you know. So but this is where we are for round three. >> I know you guys were working on

037looking at other grants too. Do we have anything else in the pipeline that we're working on grant-wise? >> Um well we always get our idea grants for special education. Um but as far as the grants for that DOT deals with the most I believe it's title two correct because we don't have title four anymore. >> Correct. So, title two is it. But title two, it is good that we know though how much we have. >> Okay. So, then that so then that's where we're at with that. >> Yes. >> Okay. >> That that works. >> Yeah. Can you tell me a little bit more about the grants that we got to cover the educator? Like so you said we had applied the in round one we applied for grants for those where >> the title

038two grant is on for professional development and professional >> um strategies for for our educators and staff. And when we apply for those this year, we had to apply in two rounds. Okay. A very tiny round um in July because the federal government wasn't releasing the title funds, but then they did. And so um we're in the process of reapplying for the full grant right now. >> Okay. >> They're they're entitlement grants, which means that you the money is there. You know how much money you can get. >> You just have to write the grant that they'll approve. >> Okay. Um, and once it you do get it, it's good for 27 months. So, we know that as we're writing this year's grant, it will cover the positions that we're looking at for next year.

039>> For next year. Okay. >> Okay. And so, Title 4 can just remind me what I know we're not getting anymore, but like what was it? >> It was for That's like safe schools. >> Okay. So, that So, if we're looking to upgrade that, we would potentially be looking at non like are there other grants available that aren't federal? We don't get the we can't do the title four grant anymore because we don't get title one money. So >> Oh, okay. Now, are there non-federal or non-state grants though that you can apply for or in terms of safety? >> Potentially. I mean, we're always keeping an eye on what's available. >> Yeah. >> Okay. So, >> grants a safety grant. >> We just did um ones to the entire district. Okay. >> Um >> I

040think there was $100,000 allotted to towards for each school. >> Um so we put that November early November. We haven't heard back yet. >> Okay. So, potentially some of those things that were taken off, would you reinstate them if you got a grant? >> Um there were certain there were certain limitations to like that. So, like for instance, there were three categories. There were surveillance, access control, and um maybe alert alerting. >> Okay. >> Um so like you can only get uh fencing or fencing could be one or if you needed new locks or if you need a new camera system. There are certain things you could >> um but looking at the safety >> that's true >> um >> the night locks. Yes, those could come off if we got the grant. >> Okay.

041>> And then um >> None of the lighting. Okay. Were there fencing issues though at least here if at RMS? >> RMS. But we we put in a grant to um improve the fencing around the playground. So we want to do >> Yeah. >> Um like you know the black chain link fence we have along Milford Street. We want to extend that. It goes along Springfield and then along the wood line. >> Oh, yeah. Okay. >> And then maybe some fencing over here by the um entrance to like the the lower level. >> Okay. >> Where the baseball field is. >> Okay. >> And we do keep a look at other grants. We just received an $18,000 grant to extend Discovery Ed >> um for one more year in the schools. >> Okay. Yeah. No,

042I I don't envy that. I just like I like to know like >> what grant we have, right? And I And that's why I asked one more. I know you guys are always actively looking. So, it's just kind of good to hear kind of where we're where we're at with things cuz I I know I think all five of us truly appreciate the diligence with >> trying to find as many grants as possible that we qualify for. >> We try we try to apply right away. I think we we were one of the first >> districts when we did apply. So, hopefully >> Yeah. And I think it's it's helpful in the budget conversation for us all to just remember too that like we're not just relying on, you know, we're one source of funding.

043We're we're trying to really expand out as much as we can which is good too. >> So So looking at the new items, there any other questions about this round three of what we have in what was taken out from anybody? >> No, I just I want to say from round one to round three, it was an incredible >> it was an incredible reduction. Um by my calculations, it was a 99% reduction um from about 27 million to about 347,000. Um and you know some of those things that we cut um you know they're real needs um and we can't let them go right but we understand that within the current constraints um of the of the budget cap and other things. Um it it is a very very maintenance budget and it's not an

044expense budget. So, I I think it's just really important for all of us to in the community to know um you know that what we're what we're working towards and that these things won't go away, you know, >> uh but we will have to forgo them this year. >> What other questions do we have? Do we have anything from the finance committee? Do you have any questions? Anything? I know I don't know if you had a chance to look at this in advance or not. Um >> nothing for me. >> Okay. >> And you can always reach out to us as well. you have >> what page are you up to right now? >> Um, so I just finished the three column pages. >> Oh, okay. >> And so, and then what I did I

045I don't I don't go through the line by line. We don't do that at this meeting. Um, but I did note on the last page what the totals are right now for the budget and the warrant articles. >> Oh, could I have some questions about the line? >> Um, yeah, you could ask them and I'll definitely answer anything that I can and if anything we can't answer tonight, I'll bring to the business administrator or to the superintendent. And and just to clarify, the business administrator will be here in January, correct? Yes. So, >> correct. On page 11, um you're adding a next teacher to the resource room. >> Page 11. Um can you tell me the line >> 102001802? >> Yep. So, this is so what we've had and this is what I was saying

046about our moving pieces. So, we've had an account line that has some um research from teachers, special education teachers. Let's say it was in line A for FY26. We're moving them to all be in one line. So, you may see some movement. We're not adding any teachers in that regard. So, it's just a movement of where we're putting different items under under what titles >> and program PK pro prek program and LEA coordination. It's up 62%. >> Yep. So again, it's a it's a plus and minus of a moving over for where the account is. So we um last year for this year, FY26, we have a preschool coordinator that was um approved to be in the budget and it's just where that person is falling under the line. >> Yep. >> Yeah. Because that

047was pretty substantial. >> Yes. No, it's that that's money movement underlines. So and if you have any um you know, as you do read this more, if you have any questions, you can reach out to us, too. Definitely. Yes. Absolutely. >> Yeah. They've they've been doing a lot of work. >> We're doing a lot of clean up, >> reorganizing the lines because >> so it might look like it's an addition, but it's a subtraction from somewhere else >> somewhere else in the budget. >> So, it's it's really just kind it's a it's a exercise in cleaning up to make it easier to read. Make sure everything's categorized properly so that we have a better kind of full >> picture when you look at a singular page. >> And what is vision hearing? That's on page

04814. >> Yes. So for let me make sure I'm on the right. These things are so small as well which does not help and I have progressives it is not they don't even work. So I apologize. So yes. So um the lines that you're looking at there are uh services for special education needs. So there are some students who require different services in these regards whether it is um vision or hearing and such. So that's where that >> all right students use service this year. Uh that's probably >> yeah I can't go into too many specifics on the number of students that receive each service just for you know confidentiality and different pieces but it it varies based on student need. >> Yes. >> And Lauren to be clear that's mandated. >> Absolutely. All special

049education services as determined by the IEP teams are mandated services. So when we look at what a student needs, we will hire for that need. So it may not be that they need it every single day, but they may need it over the course of their year in their program. And also those those budget lines are not always necessarily adjustable is what I'm hearing because if it's a mandated service, right? So so that's more of a just this is the budget. >> Correct. We have to go. Okay. >> Okay. >> All right. Anything else or it's a I know it's a lot to just reach out to us as well. I mean we're happy to answer any questions. >> Anything else from anybody else question wise budget wise? Okay. Um at this point nope. I

050can't close public hearing yet. Can I I was going to >> math. I need to math. All right, we're going to move on to the Brookline Teachers Association Collective Bargaining Agreement. So, just kind of overview for it. So, the goal of the 2025 negotiations was to align professional staff contracts across the SAU um 41 while we were strengthening Brookline's ability to recruit and retain highquality um educators. Uh this agreement improved our operational flexibility. We were able to expand professional development time for our teachers, clarify expectations for what we expected out of our teachers beyond the school day and creating additional teacher leadership opportunities. Um I am not reading word ver verbatim off of our sheet just so you know. Um the um we we wanted to return all of our staff to a transparent salary

051grid um that promoted fairness, consistency. We also wanted to provide long-term workforce stability so that we don't see t teacher turnover um because of compensation. So these compensation changes um that are within the contract were designed to remain competitive within the the SA within our SAU as well as the state of New Hampshire while supporting retention um by adding salary steps targeting specific benefits for our staff. Um we did uh have some health insurance changes. So I think as everybody knows health insurance costs have skyrocketed kind of across the board. we were able to find a different insurance driver plan that lowered our cost that the SAU pays which allowed us to make the compensation changes I was speaking to above. So we were able to affect 100% of our staff to help them remain

052com become and remain competitive so we can retain our excellent teachers and also attract new ones because we know we've had multiple conversations around the struggle we've had for that. Um, so by by being able to adjust the healthcare driver plan, we were able to then um affect a 100% of our our teachers across the board. Um, we did some contract language cleanup just to improve clarity, made sure that we um called out the titles with amongst our professional staff in alignment with the state department um for New Hampshire. Um the the cost of this contract reflects a a very deliberate investment into our staff um to ensure that we have the instructional quality that we expect. Um and then also it allows us to be responsible in terms of financial planning in the future.

053Um there have been setbacks in previous years with with some of our teachers salaries that have really set them way behind. So, this was an opportunity for us to write the ship and then that makes it so we're much more stable moving forward without having to kind of play this up and down down game. Um, so that is the overview of our contract. Year one is going to be the biggest lift which will be this year at 501,347. Year two that that decreases to $329,127. Year three comes in at 342,899. So you can see it really levels out in years 2 and three. So the total three-year contract price um or cost is $1,173,372. >> Did I miss any? I don't think I missed anything questions. >> I'm just going to comment too. Um I

054think you did a great great job, Allison. Um this was incredibly like thinking outside the box. I just wanted to acknowledge, you know, our budget, um, oh, year-over-year we've kind of budgeted for like 8% for health insurance. Um, and this year it bumped up to 15.1. Um, I think we actually that's actually good if you compare it to other school districts. Um, however, it ate up it was potentially going to eat up a lot of our increase. Um, and the outside the box thinking in terms of the health insurance was incredible. Yes. Um, and we are really focused on impacting all of our teachers and making sure we're more competitive because we really weren't. Um, I didn't know this and um, from a looking at a state perspective, Brookline um, was one of the lowest

055paid school districts pretty much in the state. Um, and I know that there'll be more information about that, you know, to share in the future, but that was kind of eye opening for myself. So, I just wanted to include that information and it was really a struggle to keep uh the teachers in our school district um and not you know just moving over to Hollis or Bedford or other areas and so this really rightid rights sides that to your point Allison is an investment in our teachers and our community you know to keep keep people here. >> Yeah, we did lengthen their work year as well. I think I think I failed to mention that we we did also lengthen their work year with this contract too. I think additional >> correct >> all those

056will be put you know boarded out but >> y >> so I'm just going to I mean this looks great I'm going to just definitely ask like a clarifying question but it seems to me that part of the reason it is so much bigger in year one is because we really are equalizing out salaries and steps and then from there it's more like it's once they're on kind of that step program it's going to be so we wouldn't necessarily see a jump like this again >> because this is more just a correct >> no I don't I don't anticipate seeing a jump like this again this truly a a a write the ship in terms of ensuring that we were competitive and we were losing teachers within the SAU right going from >> from Brooklyn.

057We don't want to see that happen. We value our staff um and and frankly trying to find staff. >> We worry every year about opening fully staffed and it's been a struggle and then the amount of money we we've discussed this the amount of money that it costs to contract positions is astronomical. So this is this helps that and supports that. >> Well, I appreciate you guys thinking outside the box because yeah, I mean I think it's that's been especially struggle this year with staffing to find teachers and um you know people people work very hard. So I think definitely doing what we can to kind of help them feel valued and want to stay is is very important and it's huge. >> Yeah. >> Did you mean big jumps within these three years or

058at the end of the three years? >> No. So I talk just about like that first year is a pretty big number. Um and then the other year, one of these is a tier year. Um the other years it looks like I it looked more stable. So I just wanted to kind of clarify um for myself and for others who might be watching that like >> I know that can seem scary, but it it's more of like a just get us on the right path and then it's a much more equalized number it looks like following. And I would anticipate then after this contract where it kind of writes the ship when we reup and and re we not I would not anticipate looking at another contract where year one is a huge shift but

059more the financial stability long term because now we've got our teachers really >> you're in maintenance mode. >> Correct. Exactly. Exactly. >> We were always playing catch-up and now we >> Yes. We've been paying playing catch-up with them or trying to play catchup with them for a long time. Um and we haven't been able to do that. It was I I really will credit um Superintendent Burksog for finding that healthcare driver plan that allowed us the ability to do this. >> Is there any obligation to come back to the table before the end of these three years? >> Is there what >> any obligation for the board to any gates or anything that would >> require you to come back to the table on any of these three years >> for during these three years?

060No. No. >> Okay. >> I mean I feel like I feel like people can always request a sidebar, right? The unions can always request a sidebar, but in terms of our our responsibility, you know, I think that >> correct. >> And Lauren, you can correct me on that. >> Yeah. Unless the union were to come, that the teachers union would want to raise something, then yeah, we would we would reenter, but from um >> uh Heather and I were the two board members that sat on negotiating team and I believe we both can confidently say there's nothing in this that we would want to go back and change within these three years. So, any other questions about it? I know it's a I know it's a big number. We recognize that, but it was it

061was deliberate. Um, and we're being mindful of all the other things as you saw with the cuts from the operating budget. So, we're >> Well, I do want to clarify too that with these contracts were our priority. Um, and so, you know, knowing that we had an 8% tax cap, this is a number that comes in under the tax cap while so it allows us to meet the needs while also meeting the financial responsibilities of the district, which I think is great that you guys were able to do that. That's amazing. >> I also I also really appreciated the fact that Not all of our teachers take healthcare. So being able to they they just don't, right? Like I it's I mean in our household, we have one healthare plan. One of us is on

062it and one of us pays for it, the other doesn't, right? So we recognize that. And so being able to kind of do those shifts and and in in with this cost, we're not affecting a small population of our teachers. It's 100% of them, which is which is huge. So it it's >> it's definitely good. Any other questions from anybody else on the board or anybody else here? >> Okay. Okay. >> I'm just checking time for your public. >> Oh, I can close it now. All right. So, I'm going to officially close public hearing public input at 6:47. All right. Um, next up for discussion is the BESSA contract, the Brooklyn Education Support Staff Association contract because we were in a year of two negotiated contracts, not one. >> So, so I I can speak

063to this one. Um, so uh over the course of about 10 meetings, Tracy and I met with um the best the Bessa negotiating team. So, our support staff, which encompasses our secretaries, administr administrative assistants because we did update our language. I need to update my language. administrative assistants, parro educators, food service workers, our custodial staff and maintenance. Um really like very backbone part of our school, like making sure that all of those needs are met. So, we had um some really good productive sessions. Um you know, we we did make some pretty big changes. We have a two-year contract that we're presenting um that would start July 1st, 2026 and run through 2028. So, this felt like a good option for us given that we did have two contracts this year. We really wanted to

064do best as we could by both of them. Um the union actually was the one who proposed that two years. So they were comfortable with that. But it also gives us the opportunity to align um because when they come up for renegotiation, I believe um there's some other districts or other unions in the district, the co-op that will also be negotiating. So we can really try and streamline every And Lauren, you might >> well and it won't and we will not have two contracts in the same year. >> Yes. Yeah, we will be able to split them up, which will be helpful for >> for all of our sanities and keeping a business administrator. >> Um, so we the biggest contract change is um health insurance. So we made a couple of changes to health

065insurance for both our year- round employees and also our school year employees. So we are going to be offering this contract offers health insurance introduces it to our schoolyear employees. That's a really big step and one we think will be very beneficial for our district. It's that has been a big barrier to staffing. um PAR educators in particular and we are currently very large number over in contracted fees because we have a lot of contracted PAR educators this year um that are mandated by law. So we cannot avoid that. So um we think this introduction of health insurance will help us attract and and maintain without having to contract out. Um we did introduce caps, right? So we have it and Lauren, you might be able to explain a little more about like yeah just

066what the caps are and like what >> Sure. So the method that we decided to um use as our approach is to have health insurance caps that we would um we would provide a flat cost to the health insurance. So for year one we would pay $84 a month towards any plan uh that the uh school staff chose single two person or family and then for year two um upping that cap to $1,158. So regardless of the amount that the health insurance increases were at a cap rather than percentages um the full year around Yeah. Okay. >> And does that also hold if they have one person on the plan or a dependence? >> Yep. Exactly. So for both years, it's for it's for all plans. Okay. So um and then for our full-time employees

067right now in their uh in the contract is 100% provided health insurance um for school year for full year round employees. um we you know made a concerted effort you know to start this contract and we will continue um you know is to kind of look at that percentage and start to back down that percentage. So you'll see that for year one the 100% is staying but for year two we're weaning down off of the percentages. >> Yeah. Our goal is to really streamline everybody there is to make sure that we're as streamlined as we can be across our district but also the co-op, right? Um and make sure that everybody has access to health insurance. Um so for for power educators you know as we've been trying to hire power educators this has come

068up as a reason why some power educators are not able to be employed with us because they do need health insurance. So this is a step in that direction that was our you know one of our focuses as we looked at the negotiation process you know but to do it in a responsible way where we're able to kind of look at that controlling the cost. >> I was just going to say >> oh I'm sorry you're fine because I was just waiting. Um I think that's such a huge important point. Can you just remind us exactly how many we were contracting? >> Yes, absolutely. 10, I think. >> So, right right now we are at nine contracted power educators. That are three times the cost of what um our direct employee would be. So, right

069now we're spending um upwards of $550,000 in contracted power educator costs. Um and this would be again a step in the right direction to be able to recruit and retain as many of our own employees as we can. >> Yes. >> Who are you contracting with? So there's different >> competitive do we get separate bids? >> Yep. So there are different agencies and I do shop around and we and my coordinators as well. Um and we do negotiate costs as much as possible. >> And I I will say I think at our last meeting >> um Hollis had this issue with last year with PAR educators. They introduced health benefits and they only had a contract one this school year versus the 16 from the previous year. So in the in our own district, we've

070seen where that has had a huge impact and given the out the um exorbitant cost that we're spending right now on on on par educators that are contracted because we can't >> be competitive to offer a full to get them to sit in a full-time position. This is really important >> and we had and we and we've had um benefits eligible positions for the co-op for a long time and we have never had to contract a power educator at the co-op. And I think to your question, um, Dorothy, I think it's it's important to kind of keep in mind, too, that like we can >> this might sound very cynical, but I feel it's important like we can we can look around and compare prices as best we can, but they also know that they're

071a needed commodity and >> it'll never be as low as >> it. It's so it's it kind of puts us in a little bit of a I used to work in the hospitals and like we had to contract nurses all the time and they knew that they could kind like they're needed commodity. You have to have a nurse, you have to have a pair educator. So that that kind of changes the game in their favor a little bit. So by offering health insurance and really making an effort for us to widen our pool and attract and keep our amazing PAR educators and other support staff that we have um we're actually taking a big step I think in the right direction towards giving us a little bit more control back to say well we are

072also offering health insurance like that gives us a little bit more bargaining power I think correct at the table >> and and if you look throughout the contract too and you know there's a few pages here we won't go word word for word but um you know you'll see the total for year one is 113,38 And for year two it's 136,894. Um we're also um increasing power educator training you know and some pieces throughout to offer training to them for professional development opportunities. Uh specifically, um we've clarified, you know, overtime language, our position lists, and uh changing the language from par profofessional to power educator throughout and from SEC secretary to administrative assistant throughout because really the goals of this negotiation was was recruiting retention, you know, and making sure that, you know, they have

073a robust >> Yeah. >> contractual bargaining, >> which um and you know, when we look at the total for these two years, um I mean that's that's half of what we're paying this year alone, right? So for 2 years we we're hoping with this contract it will be >> less than half less than half actually less than half. >> I don't match. >> Yeah. But you don't know what I'm saying. It's wonderful. >> Straight up. I don't m >> Exactly. And >> um >> Yeah. And it's it's really having that consistency for our students >> is huge. Yeah. Huge. And that's that's our goal is we wanted to expand our pool and and like invite but also retain because um they work as a team like when you're in the schools. >> They're incredible. >>

074They're they're amazing. I mean, honestly, as a parent who interacts with special like parent educators and supports staff every day because of the needs of what my child needs, like I cannot speak highly enough about our support staff. They're amazing. Um, so we really wanted to recognize that and keep them. And we're also we we felt that it was financially in the district's best option to look into benefits because again, we're looking at this number for two years. That's half of what we're paying, less than half of what we're paying in one year alone. And I and I actually forgot I put this on page 26, but on page 26, I also I also listed what we paid in FY25 for contracted power educators. So you have a two a two-year cost for our contracted

075power educators. And looking at the two-year cost of our contract, >> you can see how those numbers, you know, compare. So we had 338,000 in FY25 and 574 currently for FY26. >> And yeah, when you look down our >> we are continuing to hire, just so you do know. And if we do hire midy year, we do release the contract to par educators. >> So we we're always there. We're always with Dan. Dan can tell you I think they interview you know Jen Dolof is interviewing me's interviewing like Dan used to joke that um he liked to interview people to see if they were a good fit for Hollis or for the co-op because they would come here. BUT I BUT I think that I do think that that was important information for us to

076take into this negotiation with them and kind of recognize that yeah we we wanted to kind of step up and present a different option. I also just want to really emphasize that consistency for students piece that we have that Lauren was mentioning that like the stability. Um, and consistency is actually very huge, especially for something like support staff. Um, you know, I'll joke that secretaries are kind of like the nurses of the school, but like they know everything or the administrative assistants. They know what's going on in every corner. They can direct you to where you need to go. The parent educators know their kids inside and out. Um, you know, they can tell just like, "Oh, they twitched wrong today. Something's not right. Let's figure it out." Right? they can problem solve which I

077think keeps the students safe at school allows them to learn and also helps them address issues that might come up or that a student might be struggling with before it really blows up. So kind of like we were talking about ear earlier with the buses it really helps them access their learning and and minimize that some of those behavioral issues. Um it you know our food service staff like all of our kids know their names and I I just think it's maintaining and building a district that like has that closely knit support staff I just think is so important. So, we're really hoping that this contract will will help and assist with that and kind of keep the already amazing staff that we have as well as bring and expand new people in. Um, and

078then just to mention as well, um, just real quickly, like, yeah, it allows us to kind of align a little bit better with district priorities in terms of staffing, culture, student support. We're making sure that we're, you know, keeping on top of training, so enhancing that where we need to, expanding that where we need to. Um, you know, and Tracy certainly can feel free to jump in as well. Um, but we we also added I think that this you know we we wanted to also we got some feedback so like maintenance staff allowance. We added weather appropriate clothing and shoe allowance so that they can do their jobs more efficiently and make sure that I learned a lot about floor stripper during this negotiation but apparently that also ruins your shoes. Um, which was great

079information cuz I did not know that. So, so hearing that and kind of being able to help like come to a a good compromise on that was great. Um it gives us an opportunity to just you know our our we're going to recommend this obviously because again addressing our critical staffing needs um remains fisc you know we're we're really we were very thoughtful I would say Tracy and I were very thoughtful about balancing the needs of the district and like making sure that we were aware of what our tax cap was and and really doing right by both the taxpayer and the the support staff and then um yeah keeps our schools running smoothly which I think we all appreciate on a daily basis. Yes. Agreed. >> No, I I I think it was a

080really great process. I was really um I think I learned a lot. It was really great to work with everyone um you know, on the other side of the on the table with our um with our Bessa um representatives. I think it was really great. Um you know, to Johanna's point that yes, we really looked at these at this contract. I won't speak for the teachers, but we, you know, we really looked at this contract and tried to um have a win-win for everyone knowing how important our um our PAR educators are and our our all all of the you know, administrative staff is um you know, but it is really difficult to have um a year with two contracts especially. >> We all wanted everybody wanted off that. The the union team wanted off

081of that. we wanted off everyone wanted off too in the same year. >> And so, you know, just to speak to, you know, our Brooklyn tax cap and the statewide tax cap that was um enacted this year, you know, it really forces a district uh like ours to um make cuts or to make decisions that um are really driven by um by money instead of students. I don't think we've ever um fallen short on our students um or or our staff, but um it was difficult. It was it was difficult to see how that tail was wagging this dog. >> Can are there any >> can I bring just are there any questions from those that weren't part of the negotiation? Are there any questions about the what's in it? Um it's interesting just learn

082you know I next year I'd love or the next >> you know next time not not next year but it you know I as you know I wanted to sit in just to listen but couldn't because of quorum and whatnot but >> um it's just interesting to see the process and and hear the outcomes and >> um >> you know I think you guys did a great job. Um I will also just let me say really quickly down to what you were saying also about the BTA. There would should be no need for us to come back to the table. We did specifically speak um and the union brought this up themselves as well that it's a two-year contract. We'll see how things go for this year. We know that in two years we're going

083to be renegotiating. So I I feel Lauren and you would agree that that we would not anticipate needing to come back nor would it did not appear that the union would feel the need to reopen prior to two years. >> Correct. >> You guys have any questions? Okay. >> Thank you. Awesome. Anything else from the the group? >> Are we doing the any warrant um discussions >> like um like uh like the SAU assessment or the maintenance trust or the special ed trust doing not tonight. Um >> but we are as of right now we're not proposing to be raising or to be moving anything to that. >> Yeah. I so I have a question about um the unassigned fund balance and I don't know if we can talk about that currently or does that

084have to be talked about in >> we did the budget discussion but we could we can backtrack we can backtrack if you like AS LONG AS WE WE wrap up the wrap let's wrap up this and then we can backtrack I think that was all question all that we wanted to share so if no one has any questions but again please feel free to reach out to Lauren or myself or Tracy L and we can get if we don't know the answer Lance does So, we will track him down. >> Awesome. All right, let's if if there's no objection, let's we let's reopen the FY27 budget conversation because I do want to make sure we address all questions. >> Oh, I I didn't realize we we had moved on. So, that's my apology agenda. >>

085And I will do my best to answer an unassigned fund balance question. that may not it's really more um uh you know looking at the unassigned fund balance it looks like it's going to be about 63,000 um for this for for this budget. Um, and so I'm wondering because it's 62,000, um, if there is a way that we can discuss, um, using that money in a different way, um, allowable by law um, rather than giving it um, as a tax relief. >> Um, there are other options. And so I'm wondering if as a school board and as an administrative unit we can discuss that. >> We we can let's bring those in January. Okay. Because this way we can get you know what the parameters are because I do not have all of those off

086the top of my head which ones have specific methods there may be. >> Yeah. So um if we'd like to do that then I think it has to be a warrant. Um, the other two options are to have um to have that money be in like a I think they called it a rainy day >> the the contingency fund. Yes. >> Um or to move that money to one of our trusts. So the maintenance trust or the special education trust. >> Um that's probably the options that you know I would like to look at. Those are correct. Yes. >> You know, going off of some calculations, it looks like, you know, the tax reduction, um, if we if we did give it back to the taxpayers is 5.4 cents per thousand. So, if you have

087a home that's $500,000, you would get $27 back. Um, if we, you know, if we gave that $63,000 back to the taxpayers, you know, I know that, uh, we are all feeling the tax burden and the tax crunch. Um, I I just wonder what, you know, what good we could do, um, by keeping that money in one of our in one of our trusts. >> Okay, we'll put that on the agenda for January. >> Thanks. >> No problem. What is there anything else? >> No. Um I I guess my only other question that just came up since Lauren you're saying you're not quite sure that but like given what we are kind of already facing that we've already discussed in terms of overages especially in special education. Do we have like if that does not

088I know often times by the spring like it will kind of balance itself out depending on how things look. If it's not balancing itself out and we're still that far over will that need to be something that the unassigned fund could needs to go towards? Does that make sense? >> Um potentially yes. Potentially yes. So, it could even be that like what we're talking about here may >> depending on what our budget winds up looking like at the end of the year. You know, that will be a question of what's left over. >> Um >> Okay. And our and our special ed trust right right now um we we didn't contribute to it last year. We're at 20 I believe 90,000 >> um with that. So, that would likely not be a trust that we're

089going to build on again this year. >> Yeah. But there's but the other options are definitely >> I would just want to make sure that like given that we we are currently looking at some pretty severe overages do if we need I I would rather be upfront about it and make sure that we do build on it if we need to if we anticipate that we're going to have to cover those because >> um that's a that's a very significant I mean you were talking like large numbers >> last um >> we'll talk about in January but that's my concern. So perfect. >> All right. any other finance. Just >> one question. Is that money accessible throughout the year that's in those trusts >> the like the 63,000? >> Yeah, if it's in if it's

090in those trust accounts. >> Well, so like a special ed trust if we felt that we had to use that. The board would have to be we'd have to have a public hearing and discuss using the trust, but it could you don't you don't have to wait until the end of the year, but we typically would because a lot of things happen and you know can change during the year. So you want to make sure that it's needed to do it as like it's kind of there as a last resort, >> right? Cuz I think historically there have been times where you've come to us in the phone and like hey here's the number and then in it is hard to predict the future in the student services world especially. So >> um yes definitely

091>> but yeah we typically wait till the end of the when we're reconciling at the end of the year is like where do we need it? So >> like April, May, we'll start to kind of have the conversations with the board explaining, okay, well, this is what things are looking like now and this is what we're anticipating and then those decisions are made. >> But to answer your question, it does sound like if we needed to pull on it sooner than the >> It is available the whole Yes. >> Yeah. We still have to have a hearing for it. >> Correct. >> Okay. >> Any other questions before I move on to the next discussion point? Okay. Um committee updates. We just have frog. We want to hear from the spec this evening, the superintendent

092performance evaluation committee. >> So that's that is me. So Allison um has asked me to be her designate for this committee. Um as I mentioned in the governing board meeting last week. Um so right now we are currently I have emailed out the the link to the Google form evaluation. So if you have not got if you could just double check and make sure you got it. You don't have to fill it out, but please let me know. Otherwise, I would like to get it to you sooner rather than later. Um, as you have seen in my many bolded emails, it is due December 31st. I do have all of your phone numbers. I will text you individually and harass you the closer we get. It is it's just very important that we get your

093feedback because it helps us to kind of figure out. Um, Carol says I have to follow up, so that's why I will text you. Um, but, you know, once you are able to do the link, I I did mine and it took me about an hour, so I know the long form can sometimes take a little bit longer. Um, so I think to Penny just I would budget minimum an hour and that's um the other thing that I have discovered um doing mine as a test is that when you when it rolls up to my time response all of your comments show up in this like tiny print. It's like like Zoolander when he's like we're trying to teach ants how to read. Like that's how it appears. And so if you actually could click

094on the box that says email me a copy of my responses, it will email you your responses in like a paragraph form. If you just forward me that email, I can actually read your comments and your goals, which would be helpful because if I can't read them, I can't put them on the form. So, um, >> I didn't do that. You can go in through the Google sheet, though, and read them that way. >> All right. Is not following instructions. So, I didn't follow instructions. Um, but no, I mean, it's just honestly, you don't have to do that. I'll figure it out. But it it does help me to be able to read it. And I do want to make sure um that we get all of our information. So yeah, if you could set

095aside an hour sooner rather than later, you know, maybe try to knock it out before the holidays. Um cuz we all have kids and I'm sure we all know when our kids come home for winter break, that is that is a lot of chaos. So um that is my update for that. Once I have everyone's replies, I'll get them over. I'll kind of combine them and then we will have a non-public next month for us to for me to present them to you. Um do you know if I send them out? Maybe that's a Carol question if people will get a copy of it before. No, nonpublic. Okay. So just plan to maybe give a little bit of time to that cuz we're going to have to go through it for the first time for

096everyone there. So that'll be our our process for that and then after we come out of it on public we'll vote on ratifying it and then I will send it on to Carol who will roll it up to the spec um committee and we will do that same process in February for the governing board. Um I have set up meetings already with administrators to so I will see all of you in January um to get their feedback kind of on the same thing. That does not get rolled into our evaluation though just as a heads up. So that will kind of just be the overall one on February. We would like two people to attend those meetings if possible. So um given that I'm designating for Allison, I've kind of asked her if she can

097attend as many she can. If she can't then she will >> I'll reach out. >> She's assuming responsibility for finding a replacement. So that is but that is the plan. Um any questions? >> If I go in and I add comments, will it automatically save or is there a way to save or do you have to? >> So I believe you hit one sitting. >> No. So I believe you you hit save, but you can edit anything until you submit it. >> So I think it saves it. >> Even after you submit it, you can go back and edit your answers. >> Okay. Now you can >> Thank you. >> because I just went through and res resent it to myself. So I can forward it to Johanna and follow instructions. I will also show

098you how to go in through the Google form. >> Okay. Yes. Um, >> we're all learning tonight. Okay. Um, but yeah, that's kind of where I'm at committeewise. Um, but please feel free to reach out to me if you have any questions or to Carol. I will roll up to her if I need to. Um, but that's kind of where we're at. >> Are there any questions? >> Okay, great. Yes. Thank you. >> Yep. And thank you to Johanna for taking um taking the lead on this for me. My schedule is just not possible at the moment to be the point person. So, thank you for doing that. >> Absolutely. >> Okay. Uh, on to deliberations >> real quick. I think Yes. >> Is there anything else that the finance committing for? >> I don't

099think so. >> Oh, no. The the rest is policy. Are you sure you want to miss that? >> It's very in January, right? >> Yep. So, we're not going to adjourn. We're going to take a short break, relocate our meeting out there just for a couple minutes. >> Sure. Okay. Finish up there. >> Well, thank you very much. We'll see you in January. Much appreciated. Happy holidays. >> Yes. Happy holidays. If you have questions or anything, just reach out. >> Yes. >> Okay. Thank you. All right. Um, let's go into deliberations here. So, um, I would need a motion, uh, to see what action the board will take regarding the Brookline Teacher Association's collective bargaining agreement. >> I will so move. >> Motion second. >> Second. Can I second? >> Do we need We need

100to actually read this one though, don't we, or no? I I I would read this. I >> This one needs to be read if somebody can can read it. I'll read it. Um I make a motion that the board ratify the tentative agreement this one between the Brooklyn School Board and the Brooklyn Teachers Association Newing NEA/NH. >> Will there a second? >> Second. >> Excellent. All in favor? Excellent. >> All right. Um I'll do this next one. Uh, I will make a motion that the board ratify the tenative agreement between the Brooklyn School Board and the Brookline Education Support Staff Association, NEA-NH. >> Excellent. All in favor? >> Thank you. >> You guys good? >> All right. And then um >> policies. So, we have to actually go into policy before we do the motion,

101right? Is this out of order on the agenda? >> No, I think we make the motion and then we discuss the ball. >> Someday I will get this right. Um, I will make a motion to approve the recommendations of the Brookline Policy Committee per the memorandum provided within the agenda. I need a second. >> All in favor? Sorry. >> That's all five. Okay. All right. So, I will turn this over to policy. Who who's taking? >> Yeah. So, docs got hurt. So, all right. So, our policy memo um does it cover those ones that are listed out individually, do those separate? >> Cuz All right. So, our policy memo is we've got a couple for um a second read and adopt. Um one we have one that's a second read and adopt. Um two that

102are second read with very minor changes and then um we're presenting um five of them for a first read. I know the first read ones we talked about in our policy meeting that we feel they're pretty big ones. So we really want everyone to have a chance to like read through them, offer us some feedback. Um but I will adopt start to break down the and Lauren if you could also talk to the medication. Okay. >> So we'll start with um BGAA which is here for a second read with no additional changes from our last meeting. So we're looking for to accept the second read wave third and adopt. This is under the policy development adoption and review. And you already do everything that's stated in the memo. >> Yeah. I can't I think it

103did that come down as just like a review from the state. I think that was Yeah. So that's why we brought that one back. >> There any questions? You have any questions about this one? >> Okay. Um so the next ones we have administering medicine, correct? And then um emergency care. So I'll have D and Lauren maybe speak to these a little bit because there were some specific changes that were requested I believe by the nursing staff in regards to some of these that I just want to make sure that we are very clear about. So >> yes and and for both of these JLCD and JLCE we're um they are pretty um intense policies. We're going to go for three reads. So, we're just um updating you tonight and if anybody has changes, then

104we'll bring it back for a third read in January. >> Sure. You want me to go a little um and this is a second read you said, correct? Correct. >> Yeah. >> So, we just added some language. So, for JLCD um there are under these new New Hampshire code um regulations and the New Hampshire Nurse Practice Act, you know, we wanted to pull a little bit more from the language from those acts to have in here. So you'll see an underlined addition upon delegation. The nurse will document the delegation and the delegation process and leave written instructions etc. Um we felt that was important enough to have in our policy. You know when we look at the RSAs we have to you know follow the RSAs but we could decide how strict we want to

105be and how much to put in um to be if we wanted to be even more thorough. So we felt that that was relevant enough to put in the policy itself. Um and I think that was the only change for this policy. Um, >> oh, and we I'm sorry. Thank you. And we took again, this is so small. Um, the building uh in the paragraph right above the Roman numeral um 1, two, and three, you'll see at the last sentence, the building if no such person is available, the building principal or the principal's designate. It's it's not the principal's design, it's the nurse's designate uh permitted to assist students in taking medication and taking required medications. Um, so that we felt was important. Um, and then I I did request that we add something just

106about making sure that we're documenting who's delegating, that they've been trained. Um, that not that that wasn't happening before, but more just like making sure that it's clear so that >> if we need to follow like the chain of evidence basically, we have clear documentation on who the nurse designated, why they in what training they provided. >> Correct. >> Which is part of the RSA. So that is followed completely. But we wanted to make it, you know, trans transparent. >> Um, yes. And I do want to say I appreciate the nurses offering feedback to Lauren and making sure that they really weigh in on this policy because our nurses are the ones who have to administer it. So I appreciate them taking the time and offering that. And then the next one which is doublecoded

107as JLCE and EBBC um is the emergency care and first aid. So this goes a little bit you know um more in depth into what emergency medications and um response is. So the part that was that was added from the last reading is the underlined portion um two twothirds down the page. Um and this talks about so there are sometimes where you know there may be some medical needs where an emergency um an emergency treatment or emergency follow-up is fairly intensive. So, we wanted to put language in here to really understand that we're not going to that, you know, in all cases, the decision to administer emergency medication must support the nurse's ability to maintain a safe and manageable school environment. Um, the school nurse must be reasonably assured that the administration of such medication

108will not compromise the overall health and safety needs of the student pop population. Additionally, the school nurse must feel professionally competent and comfortable administering the specific emergency medication, including having adequate knowledge of the medication, its indications, potential risks, and required follow-up care. Um, if the nurse determines that administering a particular emergency medication would exceed their scope of competence, jeopardize student or staff safety, or impede their ability to effectively supervise the health needs within the school setting. The nurse shall collaborate with the family healthcare provider and administration to identify an appropriate alternative plan. Okay. So that we just want to make sure that was clear and again you know dependent on student need >> and so that could be anything from like let's say um students might need certain medications or that that if the nurse

109it feels unable to kind of support like we then the administration might have an inschool nurse for a student or kind of right or is that a >> different or if there's an emergency we call 911 I mean if there's so again whatever the appropriate protocol is for any sort of medical need you know and we follow up accordingly. So this is just building on the RSA of emergency medication which is in the paragraph above. The school nurse or designated personnel may administer other medications to students in emergency situations provided the personnel has all training required by law. We wanted to build on that and still again maintain the safe environment for all students because if it's in a medication that pulls the nurse but there's other students who need the nurse in the environment,

110we want to make sure that that's balanced. >> Um and I will note that this does not apply to EpiPens. those are covered under a separate. So just want to make sure that like epipens are covered under kind of their own policy. Um that would be considered a different >> medication. Um cuz as we know obvious like with epipens often timing is the most important thing. So that would be >> yeah this talks about oxygen. This talks about epipens um you know and those different pieces. So, >> um, is this is this the policy dot where we also talked about like if you were like on a field trip like with the or was that in the student relationship? That's in a different one. Okay, >> that's a different one. >> Okay. Any questions about

111either of these? >> Could you just could you just talk a little bit and and say more a little bit about um the the nurse's ability to maintain a safe and manageable school environment. >> Yep. So, so again like you know if if there's a student who has a medical condition where again I it's this is hard to it's hard to to clarify. So meaning so there are some there are so if you look at different medical needs di diabetes seizure disorders you know different pieces that may have emergency treatment as part of a child or an adult's plan you know for care if there is such a need where the emergency medication that would need to be administered is such that it um would take again a certain level of training, a certain amount

112of time, a certain amount of monitoring, a certain amount of what what have you. A and then let's say another student who has significant or different medical needs, the nurse wouldn't be available because they have to monitor something. They may not be available to the entire school population. >> So, is that suggesting that the nurse would not administer a life-saving? It it's not about life saving versus well I mean it's about again again it's it's a yes it it is it could be life- saving again every student needed to a certain extent but um this is what 9 911 is used for this is what e and this is why it says at the end if if it's not able to be done in the school setting um the administration along with the family healthcare

113providers and the nurse will identify an appropriate alternative plan consistent with state laws and district policy. So if it was not a medication that the nurse was either able to or what have you administer and it's not in the scope of school nursing, that's when an alternative plan such as >> I mean honestly is developed as a >> Yeah. Our policy I think is is that there is any situation like that, we're going to be calling it 911. Correct. Like so they're like it's not we're not going to be relying on only the school nurses to try and mitigate like if it gets to that point it's going to be 911 and what is the nurse doing until paramedics get here now we're very fortunate especially at this school it literally just up the street

114CSD is a little bit further away but not not super far away and our my husband has a has a scanner in our living room so I hear every time they get toned they're very quick to respond they're very efficient so I think this is more just like okay what are we doing in the meantime while we wait for 911 but also if we had concerns we would be talking to 911 and saying what do you honest to like how >> and we work collaboratively with all the families and with any of the needs that students may have. Um and again this is a little bit different than this is actually kind of like prescribed and set needs versus an emergency where someone falls off the playground and breaks their arm. >> But this sorry

115just clarify this is the emergency. >> Yeah. This is emergency. This isn't the maintenance. So, you know, like if a student does have a a medical need where they say they get medicine every day or something like that, that is under the first policy, >> right? That's a different policy. This is like >> if there's an emergency, the nurse may have to put the like >> maintenance correct dose of of for a child like >> if they get it at 12:00, they may have to get it at 1 or something like So, I think I think the point of this policy more so is that like let's say there is an emergency and in the student's plan is in order to access emergency meds, the nurse needs to put in an IV. We're not going

116to have the nurse putting in an IV here. Like that's not a secure environment. It's not sterile. We would be calling 911. We would be asking the nurse to basically offer care until 911 gets here. But in terms of like, okay, in order to give this med, it's an emergency med like and we're in a crisis and they need very specific care because IVs have to be monitored. they have to be. So maybe the nurse hasn't put it in an IV in a really long time and that's really probably the last thing you want is a nurse putting in an IV if that's not something that they're trained to do. Let's say another student comes in with like a head injury and the nurse is not able to assist because they're dealing that's what we're

117trying to clarify here. Is that correct? >> It's it's all individualized based on what the students needs are and what exactly that plan of care would be under the scope of all the nursing laws and rules and as well as what the appropriate response is working as a team. But to answer your question, no, I don't think our nurses would ever refuse life-saving care. I just don't think that they would do that. >> No. And that's and that's not what it's about. And that and that's what I'm saying. Like there's a specific >> the way it's written. >> Yeah. No, I think it's more of just like a a process, right? Like what would be the what would be the process? You know, like you said, if there are two students who came in that

118had, you know, real critical medical needs, like how, you know, how does that get um triaged, right? like who goes who goes first, who goes second, like >> Well, right. And the nurse or the nurse balances those. >> Yeah. Yeah. Or or where it says um that it wouldn't compromise the overall health and safety of the student population. Is that like >> we can we can edit any of this language? >> So, I'm just so you know, like this is this was this was um additional language. Do you have an idea? So, if you have any edits, this is why we want to bring this for a third read because this is a complex, you know, area. Um, so if you want we can definitely >> Or do you guys feel like there's things that

119are not clear in the I mean because that or if you guys have an idea of like well this feels like it's kind like let us know cuz like I think what we're trying to figure out is just like the best way to word it. >> Sorry. No, to me it just it was just a little it was a little confusing. So I can I can sit with it and and think about it a little bit more. >> No, definitely. I guess the question would be like >> assured the administration of such medication will not compromise the overall health and safety needs of the student population right so like in what you're saying right that said like for example um you use the example of well if the nurse had to sit and monitor then

120they wouldn't be available to the student population but I would hate for a student not to get an appropriate emergency treatment >> and they wouldn't and so >> I understand we would I'm just saying that's how it's written. >> ABSOLUTELY. AND AND THAT'S WHY THAT'S WHY WE'RE we're here. So, let's change. >> Well, that's what I'm saying. I don't I don't know if I know the right way to write it. I'm saying that's vague. >> Can the nurses give like some feedback as to like um like a particular um situation. >> We we can't right and we can't speak about that here unfortunately. But >> no, but Lauren has met with so in developing these policies even before she brought them to policy committee, Lauren had met with the nurses and the nurses had offered

121input on the language. So, a lot >> this this can definitely be tweaked. Um, and if you're saying it's too big, I can take another stab at it and we can definitely >> and this could go to fourth read. It doesn't have to be, you know, >> and that is something though, Lauren, that you do collaboratively with the nursing staff. >> Of course. >> She said that. I heard that. I guess what I was just trying I don't want any PHI. I just wanted like an like an example. So, obviously there a situ more than one situation maybe came up and I was just trying to understand. But I guess yeah, I I would agree with the group that it does >> it's it reads odd a little bit odd. >> Absolutely. And we could

122definitely tweak it and and if you have suggestions, you can email those suggestions to do and myself as well. But we'll definitely take another >> Please email cuz like I think so in policy committee when I was discussing this with with D and with Lauren, the way that it was cuz I had similar questions. The way that it was explained to me was that these would be looking at students who are who are in our school who have medical needs that these are the possible emergencies that could arise from X needs. these are and this is what the nurse feels they can handle in regards to that. This is what the nurse doesn't feel that they can handle. And so in order to prepare for that, alternative plans may have already been developed. Like it's

123obvious like this is more for like we know that Johnny has lupus, Johnny needs x number of bed, right? Like that's already been kind of like known ahead of time. And so the e that's more I think to cover some of that was my understanding. um versus like, you know, the entire kindergarten class runs headlong into a table at a farm. Like that's going to be a different type of I don't I'm not sure that that's what this policy is intended for. This policy was more, I believe, intended for, and correct me if I'm wrong, like >> we we have student A coming in with no needs. We have student B coming in with no needs. Nurse feels confident handling emergency protocols for student B, but student A has more extensive ones that nurse doesn't

124feel competent handling. Therefore, we've developed alternative plan for student A to make sure that their emergency needs can be met promptly without compromising if other students have to. Is that correct? >> Yes. So, I mean to a to to a certain extent, yes. I mean, and it's a matter and again because and it varies and that's why I think it is broader. Um, but we can definitely make it more specific and have it read less clunky um in order to to kind of account for as many situations as possible. That sounds good. >> Yeah, >> I think it's just I think I agree. It just kind of reads like it's so it's emergency medication, but it sounds like it's it's maintenance. >> It's it's it's for specific needs. >> It probably for 911 issues. So,

125>> it may it's it's specific. >> It probably it may or may not be. It It's so dependent on what it is. >> I think it could I think one way that could look at it that might make sense is more like so and so gets migraines. You know how you have a rescue med for migraines? I think it's it's kind of like that like a specific student might have a need that has a quote unquote rescue met or an emergency >> correct protocol >> protocol for whatever they're >> but that's yeah but we're not talking and I think our school policy just in any case still is going to be to call 911 even in that situation just to make sure that the student is receiving the absolute best care. So >> perhaps it

126could say per each student's protocol >> individualized. Absolutely. That could Yeah. Okay. >> If anything else comes to you >> if it's already formulated, right? Like if that's already unless that's adding some crazy extra step. >> No, I but honest. Yeah. I think any any language you guys feel would be helpful like if anything comes to you in the shower just certainly email dot or like >> hey listen that's where some of us think about >> we could be we could be more specific because the the the last sentence does say the nurse shall collaborate with the family healthcare provider and administration to identify but I can make that clearer for the sentence before it um that these are individualized needs. >> Yeah. Or even just say that the nurse is like Yeah. I maybe

127put that first Lauren to indicate that that's always been done. Okay. >> Because it does say in all cases versus like in specific, right? You know, so that that that does kind of cover more ser, you know, mascul, you know, so that >> or larger, you know, you're saying in this case one or paragraph one above, it says in all cases, but we're talking more specifically, it seems like in this discussion. >> I I hear you what you're talking about. Okay. >> You know, >> yep, we can definitely clean it up. So, we'll bring it back for a third read and depending on how people feel about the changes, we can either go for an adopt then or if you guys >> could do it to a fourth. >> Yeah. And you're just like, yeah,

128I still feel like it's a little then we'll we'll move it to a fourth. But I think that'll be the plan for that. So, please read this one before we're going to So, here's the thing is we're about to get hit with a bunch of stuff we got to read before meetings. So, specifically things like this, let's you know, if you guys could read them so that we do Dot knows what like she wants to do like at the meeting in January when we go through it, you can be like, I really want to re push this to a fourth read. We know that. Does that kind of make sense? >> Yeah, cuz we're going to have like 800 things to read. Okay. Any other comments or questions on that one? >> Hearing none. All

129right. Dot. The next series are five um policies you're seeing for the first time. It's going for a first read. Um when we do first reads, sometimes they're difficult to kind of maneuver through because you see a lot of scratchouts and you see underlines. So once we um once you get a chance to read it, if you read it before tonight and have suggestions, we'll take them. But if not, if you can read them and then email us before the next policy meeting, we can clean them up so that they are easier to read through. Um and so the second read becomes much more manageable to try to figure out changes you might want to make. >> I believe this is a brand new, right? This came in a corner. Yeah, brand new. >> E

130HLB. It's about subpoenas when a staff member is subpoenaed to testify. >> Could you just tell us again when the next policy meeting is so that we can >> uh January? Yes, I do. Let me look it up so that we can No, I get emails about them otherwise. No, it is um usually they're about the week before our board meetings, but um Emmy is also a good person. So, you can definitely email dot, but Emmy is usually the one Emmy White is usually the one that goes through and like puts things in there. So, I would definitely maybe copy her on all of your emails. Um, but >> you have the January >> Thursday, January 15th at 10:00 a.m. >> Don't I have that one yet? >> I told you you had a guess.

131>> When are you going to come? >> At 10:00 a.m. You're on it. >> Why don't I have them? >> That's you. >> I will forward it to you. But yeah. Um, so that is Yeah. Our What day is our >> And this policy is required by law, but we don't currently have it. >> Um, what day is our our meeting in January? Is it because the 15th public? >> I thought it was on the 15th. So, are we having a policy meeting the morning of >> check >> the board meeting? I don't know. >> Oh, >> no. The school board meeting is January 28th is the 15th. >> Is the 15th. So, policy meeting is the 15th. So, we're meeting this. >> No, the public hearing is your school board meeting is the 28th.

132>> Okay, never mind. So, ignore what I just said. >> Wednesday the 28th, January. >> I thought Okay. Anyway, um our policy meeting is on the 15th at 10:00 a.m. Um >> get it. >> Definitely. Yeah, feel free to email. Um usually Allison and I are both there, so unfortunately we would love to invite you, but you cannot because then we would have a quorum and that would be not great. >> I if somebody if somebody would like to go, I can sit out. >> But just let us know. But yes, please try if you want to email, I would say give Emmy a couple of days because Emmy does a lot of like reading and underlining and stuff. So maybe if you could shoot to get them in by that Monday, that would be

133great. like which I believe is the 12th. >> Yes, thank you. Okay. >> And GDB is about employee student relations. >> You'll see that we did um add quite a lot in here. This was a long discussion. >> This was so and I'll speak Yeah, I'll speak to you briefly just the subpoena one. Um the discussion that we had in policy meeting involved very much just around like making sure that employees were like protected in their private lives as much as possible. So, not getting served, making sure they had like like if they were getting served, hopefully not at home or um making sure that they had access to district legal um counsel if they needed it or they had questions. That was kind of our discussion, right? Am I remembering that correctly? Yeah, that

134was kind of the discussion around that one. So I certainly if you guys have any um thoughts on that when I asked like when this might come up it's it's mostly around like you know not necessarily anything that staff has done wrong but more just like >> cases that they might get pulled into for >> Yeah. So just to just to clarify so I it it says um in the first it says in the first paragraph it says collectively subpoenas directed to the district its officials employees or students. These would be workrelated, not like personal. >> Yeah. So the so so like child custody cases or like possible like I had asked Lauren like if this ever was like a like a special ed she said not usually special education but it could be special

135education like if their appealing is fed. Yeah. >> Um so things like that. Um I know Dan has a different process. Yeah. It's it's not it's not often special but it is workrelated. >> It's not per like it's not personal. Somebody couldn't get served here at school >> for a personal issue. No. >> Okay. >> No. But but if it's a it's an issue that there is them in their role as a teacher, I believe they could be served here. >> If if it's about them representing their role as a staff member or teacher, then yes, they get served in school. >> Okay. Yeah. Um, but I think the policy that we're and the procedure that we go under is like obviously if they get a court to that to reach out and let an

136administrator know because an administrator can then connect them with and um you know Lauren had said that there anytime that that happens district officials are available to go with people to help them p like to to support them in kind of any way that they need. So I think that's a good policy to have. Um any other questions on that one? >> So this is just Sorry, I'm just >> No, no, it's it's a new one. read through it. Yeah, >> but this is just about being served or is or just in general. >> It says prohibited interactions, right? >> Oh, that's that's a different policy. So, >> sorry. >> No, that's the next one that I would guess. >> I had moved on and then they still went back to >> Okay. >> Yeah.

137Sorry. >> That's okay. No, no, sorry. >> Oh, I see. I see. >> So, yes. So, dot is on um employee student relations which again was a very is I believe a new one. >> No, it is not a new one. We are updating but we have not looked at this since 2013. Yes. >> So it does you'll see that there's quite a um lot of new language in here to um add in which is all the underlying um language. It talks a lot about um relationships, travel, not making sure that uh you have driving students somewhere that you are the only adult in the room. >> Yeah. So this we did have a robust conversation I will say about this in policy meeting especially concerning um like if something were to happen on the

138field. >> Yes. That is number 14 under section A. um you know sometimes like um for example when the kindergartner goes on a field trip they have a child who runs into a table. It's happened two years in a row now. And so our our process and our procedure is always going to be to call 911. But in a situation like that where 911 is called and the response time was significant due to the like the location. I believe that a the parent of the child was present. They chose to drive a teacher went with them but the parent was there. So, it's we just wanted to clarify that it will if like let's say a parent's not there um and Dan was following along like it would just be two st like let's say

139E EMT can't get there for 30 minutes we need to like maybe do something sooner two staff are going to go nobody should ever be alone with the child um notifying the parent making sure that so it's just kind of codifying that in language and making sure that we're we're very clear so that everybody is >> you want to make sure that um 911 is called before you >> before you transport even an emergency situation because it could be a situation where even though they're 30 minutes out, it's dangerous to move the child. >> Move the child. >> Yeah. So, so like a neck injury, you probably wouldn't want to move anyone, right? Um but given like where um like let's say a child runs into and they hit like right here there's an artery

140there. So, you might not want to wait 30 minutes if they they've hit an artery. You might need to go sooner. So, that kind of thing. >> Can can I just ask what qualifies as uh knowledge and approval? My is is a phone call adequate? Um, so that would that's probably is that a procedure question like >> yeah in that because in an emergency situation as long as you have the parent or if they can send you a text or >> any any type of communication I didn't know if it had to be written or if a voice communication >> it could be voice in an emergency situation. >> I think we can also work this into our permission slips too. >> Yeah, >> it could be you know and and it could be voice

141and then after hang up texting or following up with an email follow up after. I mean, but yes, voices. Again, we're talking about emergency situations. >> No, I that's why I want to make sure that's adequate because like I'd hate for, you know, >> I would say we probably should put this into our permission form because in the event >> we already have that permission, >> we're going to call. But in the event we can't get a hold of them, >> you still execute. >> We have to figure something, >> right? You got it. Yeah. >> I mean, and I do the permission slips already include a like I believe they include an emergency to treat, right? like do they include a permission to treat in an emergency situation or >> that's looking >> and

142this is a policy that would need to go into the faculty handbook and be um reviewed with the staff on an annual basis. >> Yeah. So yes, so we added Yeah, 14 was completely new. Um so we just certainly anything around that please let us know if you guys have like updates because we want to make sure that we're we're communicating with parents but also um you know what if we can't get a hold of a parent that's why we also have the emergency contacts. So making sure that like we're very clear about that. Um but yeah, Dan, if you could actually look at the and chaz if you guys could look at your permissions website. >> Just one qu Oh, sorry. Go ahead. >> No, you go first because you were talking about this,

143but I do want to ask a question before we move on to this. Go on. Um so it might not the situation might not be in this policy. Like it might not fit in this policy, but um you know, I've noticed like there are student bathrooms, right? and like adults shouldn't be going in like >> but you know like if the is that sort of thing you know would that sort of thing be covered in this or am I thinking of a different policy or that not really need to be covered or >> I don't think it would be in this policy but I do believe there is one >> okay >> we can hunt for it and we can see where that no I think cuz to Tracy's point um that that was brought

144up at when when we wrote a school and like I mistakenly sent Tracy to the wrong that was on me. But um but it would be helpful to know like yeah that is a policy but also where are the adult bathrooms so that we can direct adults because especially like we were at CSDA and you know a lot of community events happen at CSDA so we think nothing of using the bathrooms at community events obviously because but that's not during school time. So knowing just like, "Hey, go here for the adults or here." That would that might be a helpful thing to update. Um just yeah, make sure we're not interacting with >> and and you know, at the Boys and Girls Club, they have just a little sign outside that says like this is

145a student bathroom for during program hours and no adults and then it'll say like on the other bathroom like this is an adult bathroom or whatever. >> I think it says that. Do these ones say them out here? These ones do. students and staff. But >> just yeah, we can look at the lately. Yeah, >> just in case, you know, cuz like I had no I I just, you know, I had no idea like that there, you know, we're we're different right now. >> Or even for like volunteers, >> the sign is a good idea. >> The sign is because like I know especially like when I volunteered in the classroom, my daughter's been like, I need to go to the bathroom. And the teachers are like, yeah, you can just take her. But then

146if but I probably shouldn't be just taking her. So like even like update cuz I think it's like very that was you know it's probably somewhat normal that like oh your preschool child needs to like just go down the hallway right but I think yeah us being more clear that like actually like what are the boundaries even if you are an approved volunteer like should you or should a staff be t like or you can take them but you need to wait outside like I don't that that's a good that's a good point. >> No we'll find that policy. >> Okay awesome. Um any other So Heather you had a question. >> Does anyone else tell anything about this specific policy though first? >> Does any Yes. Does Alison any thoughts? No. Lyn, any any

147thoughts on the student relations one? I mean, a lot of them are very common sense that our teachers are already abiding by. Like nobody's dating anybody, which is fantastic. So, yeah, it's great. So, we're doing great on that one. But like I mean, when you look through it, a lot of it is just I think the only other change that I'm seeing is like the gift one. Um, so like I believe that that is when staff members are gifting to students. Correct. Like that. Um well between cuz like we're coming in holidays, you know, parents are going to send in gifts for teachers and and things like that. So I think >> can you just maybe explain Don a little bit on the change on that one? >> That's um and I don't know what

148the >> So it's number two $50 in >> Okay. >> Massim you're supposed to go by whatever the rate is at the I think the state, but it's like whatever the government rate is. I think it's $50 for government. >> Yeah, >> we looked at it a couple years. It's like whatever the state >> government cuz for therapists it's like 25. Okay. >> But it also means if you do like a class gift, you can't say you can do 50 and you can do 50 and you can do 50. It's a $50 limit. >> Oh, that's good to know. Yeah. >> Wait. So like if you did like the gym teacher, the PE teacher, the art teacher, it can only equal $50. Is that what you're saying? >> Oh no. Oh no. Oh, no. >>

149No. I believe it's $50 per teacher. But like for teacher, if you got all the parents together, >> if Johanna If Johanna was to do $50, she could. >> Tracy could do $50. She could >> individual, but if it's a collective gift, if you do a classwide like so all the teachers, then you would do >> So you couldn't give them a $500 gift and say every kid is $50. >> So like I think like some in some years I believe like they've done a class gift for like a kindergarten teacher like here's a rocking chair. like you would need to keep that within a within that $50. You couldn't buy like a $300 rocking chair. >> So each person could give $50 to the teacher >> individually. We give them $1,000. >> However, >>

150I don't think we can just can't collect it all together. >> Correct. >> The total like if they get like $100, right, from everybody then yeah, they'll get way more than $50. But you can't you can't. >> Yeah. Okay. >> All right. Okay. I'll go with it. >> All right. So, um That's yeah, that's that looks like that is really only the biggest like the biggest kind of changes that I'm seeing. Um, but you know, I think again also the the standard at the beginning of understanding that staff are going to interact with develop relationship with students and families like we're just we're not trying to police that. We're just trying to make sure that everyone is safe in regards to that because this is an elementary school that that happens, right? Like you know

151they get everyone gets to know everybody and we just want to make sure everyone is safe. Okay. >> I just had a quick question. So, do we have like a similar policy like um because obviously our you know our mission is to take care of you know our students and keep them safe. Um but I do feel like we do have a an obligation to our teachers too, right? So, do we have a policy that protects them if like, you know, parents are threatening or or if we've got some type of, you know, outside um situation like that the school would how the school would deal with that situation if it arose. >> So, that's actually a great question. I did actually ask Dot that in the student relations because when I was looking at

152the policy of like the the part about the bullying between employee and students and they said, "Well, what if it's the reverse? It's not." And she I think she said it was staff to student is not class is classified as bullying but student to staff is not >> right. It's not considered bullying. >> It's not considered but we have procedures >> other community laws that you could harassment or so >> and each each district has procedures in place. So I don't know that it's a policy because I don't know that we can make a policy but I believe and Dan and Chaz can certainly speak to this. I believe there are procedures in place that it Dan's like please don't ask me. >> I'm I'm just laughing about the gift. One of the things I

153came up with was avoid getting mugs because teachers that's the number one gift the >> so don't get anyone don't get anyone mugs. Um yeah took me >> unless you put 50 bucks in it. >> 56 56 bucks. >> I guess the student I guess what I'm more concerned about is if one of your teachers came to you and said I have a parent that's harassing me. Yeah, we have other procedures for that. We have procedures for that. It wouldn't be a policy >> and they can always go to the police. We can do a no trespass order. There's other other ways that you can handle that. >> Yeah, that was one of my questions too because I do believe like it's important to recognize that while you know the employees are in the position

154of power of the students, like let's be real, humans are humans and sometimes that's going to get reversed and we don't want anyone to feel unsafe at school, adults included. And so, um, no, I definitely did have the same question and yeah, I was informed that that's not a thing legally. Um, but we can make sure that we are taking and and the principles were very clear that they take those things very seriously if staff bring them up or um, you know, if parents are are you know, staff are reporting that they are feeling uncomfortable. I believe that that's taken very seriously so that everybody is >> perfect. Thank you. >> Okay. Change of class JCA. This is um there's quite a lot of change in here. Some of it is just updating language. Some

155of it is substantive change. And so we do want um the superintendent and Lauren to both review this before our next policy meeting um to make sure that it meets all of the needs that we have. Is this have to do I'm sorry. I'm just going to I I will read it. Um but it says change in class or school assignment. Does this have anything to do with like open enrollment coming or >> No, that's going to be a separate This is in the best interest. So, if if there was a reason that a parent or um wanted to change a child from Hollis to Brooklyn or Brooklyn to Hollis, they can um submit a request to the superintendent. Um but the best why and you have to prove why it's in the best interest

156to make that move. >> Okay. >> So, only this is only within the SAU. No, >> no, no, >> no. Okay. Sorry. >> Yeah. No, no. It's a very it's a very lengthy policy. Um, yes, but you have best best interest and manifest hard hardship. There's different criteria for those. It does not only have to be within the SAU as a request. >> Okay. Any other thoughts on this one? >> I mean, I believe this is >> I believe this is one that we we're updating. I mean, but we we adopted it as recently as 2024. It was so I mean I don't believe that there are too many huge updates >> changes >> from this state. Yeah, I believe it came down. It's like being changed due to law and all that. So yeah,

157this one's pretty dense. So definitely this one will come for a second probably third. So if yeah want to take a look at this one um that would be great. And then um AEDs abca the use and location of uh defibrillators. This is a new policy for us. Um, also ch caused by changes in the law. Um, and we are currently meeting. >> Yes, we are we are all good on that. So, I think we just updated some language, but I don't believe we actually need to update anything in >> Okay. Because there's no Yeah, on this one there's no like underlining or >> Yeah, there's no because it's new, so we're not changing anything in a current policy. >> Okay. >> Yeah. All right. And then >> and then lastly, JICK. This is um

158some changes that were made to the bullying law law. Um a lot of it is just um rearranging um language and where it is. But there are some um substitive changes that we also um want to have um Lauren and perhaps our attorney review before it comes back to. >> Yeah. So there's a lot of crossouts in this one. Um, so definitely take a look at this one if you can cuz like there's like a good middle chunk of it that's completely crossed out. Um, but I think I believe it's just been condensed more. >> It's actually been expanded more. So, >> right, it's been expanded. >> So, the language that's crossed out is still there. It's just in a different format. >> Um, but it may also impact some procedural changes. So, that's why

159we want to make sure that the attorneys review it. >> Yeah. And again, this is more of a like we're updating the wording um to be compliant with um this was updated in 2023. So again, not not super long in between updates. Um my question mostly was like policy-wise, we do have policies and procedures in place to that are already doing all of this. This is more about updating our policy so that we're up to date and in compliance. But from what I understand from the SAU lake and um the principles that procedures are in place that are already meeting all of these goals. Is that correct? >> Yes. >> Yeah. So we're not necessarily needing to change any procedures when we're just um updating the language. >> And this goes in the student handbook.

160I believe this copyright >> and everything that's underlined is um new language or updated language from the state. That's not and that's not from policy committee. Okay. >> Yes. One thing that we did want to add that I will point out because I do think this is a positive is uh a good faith conduct clause. So immunity and liability towards very last thing letter K. Um I believe this was new right the good faith. Was that new or was that in there? >> It's okay. So basically just saying like um kind of like the good Samaritan law that like you're going to you know people who are operating in good faith are going to be immune just in terms of that to make sure that people don't feel like they're hamstrung um in being able

161to protect >> and being able to help and being able to help. Yeah. >> All right. Any other any questions off the top of your heads? Definitely take a look at this one because it's a lot. >> Yeah. A lot of these lengthy Sorry, >> but no questions off the top of our heads that are sticking out there. >> Nope. Okay. We I wanted to make sure I gave you time to like read it because you were reading very attentively. So, >> okay, that's it. So, we just actually have to vote on one. >> Yes. >> Looking at at a motion to um accept the second reading for BGAA wave third reading and it jumped. >> Oh, I'll motion that. I'll motion that. So, move. I'll second. >> Excellent. All in favor? >> Great. Thank

162you. Awesome. All right. Um, do >> we have a nonpublic? >> We do not have a nonpublic tonight. So, who wants to do the honors? >> We will have one next time though. >> That's not what I was asking. Who wants the honors? >> I will make a motion to end the >> to adjourn. >> Ajourned. >> Can I second? >> I will second it. >> Excellent. All in favor? >> Fabulous. Happy holidays, everybody. Thank you everybody for the break. Yes.