Hollis School Board 12/3/2025

001Hello everybody. Call to order this meeting of the Hollis School Board on December 3rd, 2025. Um, we are going to kick it right off with agenda adjustments, nominations, resignations, and correspondence. Are there any of those? Thanks. I have correspondence. Okay. Um, all right. So, Hessa, our support staff is reaching out regarding significant increase, which is over 10% in health insurance premiums for all SA41 plans. As you may recall, based on the language in the contract, this triggers a requirement to initiate negotiations under the terms of the collective bargaining agreements for both support staff units in Hollis and Hollis Park. Um, I believe it would be permanent to begin negotiations prior to the budget completion process and this timing would allow us to address any necessary adjustments proactively. So that is from Lorie Hayes. This same

002notification also went to co last um meeting where they're looking to put together a negotiating team and um they will need to do the same. Um just to clarify Gina the only point of negotiation is that one they can does not reopen anything else during >> Y so it should be a shorter conversation >> do we need to take any action on that or just acknowledging the receipt by talking about it? Um, we can you can choose to see if the members of the Hessa negotiating team are willing to move forward with this continued conversation this year. Um, or reach out to members offline and then we can come to the January meeting with um nomination of new members to the negotiation cuz I believe only one member is still currently on the board. So,

003we would need to supplement that anyway. Um, so probably we'll have to have an offline conversation. Does that work for you? >> Yep. Wonderful. Thank you so much. And we'll keep the chat. >> Sounds great. >> Anything else from you for those ones, Gina? >> Okay, perfect. Thank you. And now we're moving into the approval of minutes from our November meeting on November 5th, 2025. The following amendments were offered. Page two, line 15, replace certificated with certified. Page five, lines 8 through 9, insert a comma following development, replace and are with is and replace they impact with it impacts. Page 8, line 40, replace commented on with spoke of. Page 9, line 18, replace her with the superintendent. Page 10, line 25 and the sentence act one. I'll accept a motion to accept as amended

004those minutes. So move a second. Any discussion on those minutes? Seeing none, all those in favor 0. We also had uh I believe do we have non-public minutes from that one as well? Um, I will take a motion to accept as presented the non-public minutes from the Hollow School Board's November 5th, 2025 meeting. >> Some moved. >> Second. Any discussion on those? Seeing none, all those in favor? 500. Thank you. Uh, it is now 6:07 and I'm opening public input a few minutes early. Um, we'll still keep it open for the 30 minutes that we mentioned in the agenda, but are there any members of the public who would like to approach the podium at this time for some commentary? All right, seeing none, again, I'll keep that open if any other members of the

005public do show. All right, we're moving now into our principal reports for HPS and Hughes. Okay. So, um tomorrow we have a public forum for the hall's primary school expansion. Um early release is coming up for both schools December 10th. Report cards are available to families late afternoon on December 12th. And then of course this is the season for concerts. So we have the Hughes winter concert um which will be held at the high school 6:30 p.m. on December 15th. And we have the first and second grade concerts um on December 19th. Nope. >> first is 18th, 17th. Uh, only I'm sorry. First grade is the 18th and the 19th is 17th. All right. Um, moving on, we are um we had our Veterans Day celebration um at HPS and um that was well received

006by our community and um the Veterans Day assembly for at Hughes was our largest turnout ever. So that was great. Um and then looking at um our enrollment is fairly stable. We're up one in um prek intensive and then we're up one in kindergarten and down one first grade. So overall um pretty steady with just an increase of one student from last month. Excellent. Does anybody have any questions for Gina on those principal support? All right, moving into our discussion portion and kicking that off is the Hollis Primary School expansion presentation. Annie, >> um so we have tonight um we have our team you you all know Brad Prescott for Grandal Architects. >> Hi Brad, thanks for joining us. >> We also have Amy Johnson um from Fester O'Neal. >> Nice to meet you. >>

007And it looks like we have our EI team there. Um, we have Matt. >> We need a camera. >> Um, we have Matt and Mike there. Um, they'll be there as well giving presentations. Actually, two minutes. Am I correct? Two Matts and Mike. So, um, so thank you very much for coming. Uh, so we've been we've been working with uh the executive subcommittee has been meeting with uh our professionals here to come up with to hear their final designs and their final cost estimates. And that is what they send to you tonight. I'm going to just let them get to it. So Brad, whenever you are ready to >> Well, thanks very much for having us. I'm excited to be here and I'm excited. We're at this stage. I've been told that, hey, if you

008can go quick, we'd be appreciative. So, we're going to try to do that. We're going to do a little bit of a a microphone shuffle as we go through this. Um, what you're going to see tonight is uh the same or very similar PowerPoint to what we're going to be showing tomorrow. Um, we'll try to be expeditious about it. >> Okay, that was Matt Gford from Val Architects. He's he's giving me a little IT update here. >> Okay, >> we just want to make a little cameo on camera. >> Yeah, there we go. Yeah. So, what we're what we're here to show you today is the uh the updated design uh essentially um and how that we've evolved that option 1A uh from October and go through um the cost estimate review that EI and

009BW have put together to bring a refined cost rather than the high level costs that you saw in October. Um, in terms of a process, um, there's about seven big steps here. Uh, and we're through about five and a half of them, which is great. Uh, we've got a ton done, including the last, uh, the most recent step, which is the, um, sort of getting through the the finalizing the solution and uh, refining the strategy and and the narrative of of how this project should really be designed. So since October, we've been uh we were examining the plan and the site plan to improve the function of both uh and figure out ways that uh strategize how we could reduce the cost of of the design. Uh as we were doing that and really sharpening

010our pencils and making it clear for the construction managers about what this scope, what these boxes represent on the page. um you know what what's in the wall in terms of the sandwich you know it's a stud wall with x amount of insulation the certain type of exterior finishes etc etc what types of flooring around the building and what's the quantities of those things so they could really dig deep into the costs and what have give us a sharper number um then we've clarified the method and the schedule for the delivery of the building which is uh the phasing uh and logistics plan that EI has put together uh how we would do this project as an open school and then of course the estimate and adjusting that estimate so we can get a final

011cost that is um a reasonable budget. So with that in mind I'm going to ask Amy Johnson from O'Neal to come up and talk a little bit about the subs. >> Hi I'm Amy Dodson. I'm a senior civil engineer and project manager for customal. Um we're working on the site because of the exterior of the building. Um so since October we refined the design by really looking at what are the goals of this project and how can we kind of simplify just to the needs versus wants. So it was critical for us to increase the drop off pickup capacity um because there's a lot of cars that are currently backing up onto Silver Lake Road which kind of makes unsafe conditions for people passing through. So, we want to get as many cars onto the

012parcel as pro as possible and that number we kind of zeroed in at 57 queuing spaces and with our current design, we're meeting 59 queuing spaces. So, yeah, exceeding our requirement. Um, we also wanted to separate the drop off and pickup from circulation uh like parking and also the buses because currently there's a lot of interaction between parents kind of cutting across the buses. um making it kind of unsafe conditions. So we wanted to separate those loops of circulation as much as possible which we achieved in this design. Um easing the bus buses and cars from exiting the site. A lot of the cars are continuing up to cues. So we set up the queuing so that there are cues and non-cues drive aisles to really kind of keep everybody in line and then have

013allow them to make those training movements as they need to uh make that process as quick as possible. And then looking at the septic field areas to see how else can we make this more functional for the site. Um there are four leech fields on the site. um two butterfly systems which takes up a lot of valuable real estate on this property of like flat usable land. So we were kind of going through how else can we modify these septic fields whether we're replacing them or we're decreasing them with advanced treatment solutions which is foreshadowing and um then we uh kind of came up with a good solution to that. So cost savings um aside from the design well and cause of the design refinements um we reduced the size of the leeching fields by

014adding advanced treatment for the septics. So we were able to reduce the leeching leeching field size by 60% freeing up that mounded existing system for more parking on the site and I think the teachers will appreciate that it's closer to the front of the building. Um the playgrounds are going to remain in place. If we were to modify the playgrounds, we'd have to do rubber surfacing underneath the play equipment. Um, so by not modifying that equipment, we're also having some cost savings there. Reclaiming the existing pavement rather than doing a full removal. So trying to maintain those existing uh paved areas in that subbase material so that we're not adding more cost onto just kind of where we're expanding pavement. So we were very conscious of that. Uh we removed the vehicular bridge that crossed

015over that uh little stream between the SAU site and the Hollis Primary School uh site which was significant cost savings. And then that also allowed us to reduce our permitting effort um for wetland permitting which also was the longest time span for permitting. So that also reduced our project duration by eliminating that permitting requirement. >> Amy, can I ask you a question now or do you want to wait till the end? Um, I'm open to questions now. That's our question. >> Yep. Um, where did the number of 57 spots come from? >> That was provided to us by the school district. So, I think it was um based on counts of vehicles, the vehicle count um with the um build amount that we're doing for. So, if we increase by classrooms, we're also increasing adults

016who need employees. So, >> can I just add that program that we went through at the beginning um that we keep referring everybody back to that big long spreadsheet is where all the numbers came from because we had our needs and we had our wants um what our current numbers were, what our needs were and our wants were. So all the numbers for classroom all that came from that program. >> When you're saying queuing spaces, does that mean like the car poolool line? >> Yes. >> Okay. So that's not like part that's the car pool. >> Okay. Um, and I know that the town planner had had boss uh had wanted to maybe do some have some conversations uh and had some thoughts about that. Does that happen since the presentation at the library? Was

017that in November and so um the conversations that he wanted to discuss were about um the additional egress which we're going to maintain that as a separate conversation um and um no that conversation with planner specifically has not happened. >> Okay. [laughter] Thank you. >> Y and I do have parking count numbers so once we get to the uh kind of final design slide I can go through those of how we're modifying the parking counts. Yeah, that's I was more specifically thinking about traffic as well, but yes, thank you. >> I also had a question based on what you said. So, >> one thing that you mentioned was that there was a target to reuse existing paper drive structure. So, I had two questions for that. One was does that take into account the current

018state of the drive as to whether or not replacing it now versus replacing it a year later and asking if like I don't know the current state of the drives that we're leaving and the current state of the drives that we're replacing. >> Yeah. So, I'll just um kind of rephrase my answer or what I said initially. So, we're just maintaining the subbase, not the actual pavement itself. So, the whole site will be repaved, but it's milling, which is kind of removing and stripping that top surface so that you can kind of just overlay that. um which as long as the subbase is suitable which we'll determine during construction um then we shouldn't have a problem moving forward for that. >> Okay. And then I guess the second area is [clears throat] with the equipment

019coming through and whatnot will is there potential that will connect the sub the base part or is that only ever the top layer? >> Yeah. Well, it'll increase compaction which will probably help us in the long term. So, um, we'll make sure that that pavement is, you know, beat up in its existing condition to kind of maintain that subface as much as possible. Then they'll do the milling kind of as a last step and then that pavement so that the construction turning movements or anything isn't disturbing the new pavement that's placed. >> Yeah. Um, so this is a existing aerial of the current site. Um, I think you're all kind of familiar with it now. So, I'm going to jump ahead to our rendering of the final um design. So, we are maintaining all of

020the vehicles on site. So, there's two queuing lanes that come in um from the northern entrance or plan right. Um oh, the pointer. All right, that's what that's for. Um so, all the vehicles are going to enter in this entrance and we're removing the existing entrance that was right in the middle of the site. um which simplifies kind of you know where people can go and come out of. So all of the cars and uh will enter here and there will be the Hughes parking line uh parking queuing line that will be on the outer edge so that they can make this turning movement up to Hughes a lot easier. And then any parents um or guardians that are coming in and dropping off and then leaving the site will come on this inter uh

021inter lane and then they can turn down this uh area and then exit the site. They are crossing the buses here. Um but this is kind of a safe really open intersection especially with the building kind of tucked back there. So sight lines should be um pretty easy to see. We're also maintaining a fire access lane. So if there is an emergency during pickup and drop off, uh fire trucks and emergency vehicles will have access fully around the property um which is hatched off here to restrict cars from going there. And that can also be used for sight sight circulation for pedestrians around. Since we don't have an outer sidewalk, we kind of did a tradeoff of the emergency vehicles there. Uh the buses as you can see are going to be queued up along

022the front of the property for drop off at the new entrance and then they will be leaving the site. As I understand all the buses go up to Hughes after their drop off so they can come out of here and make the turning movement and this bus uh is is an only bus lane. So um that will be reserved for buses. Uh we redid the parking in the front of the property, which I don't think has changed from our last iteration, but we did add some nice trees, um visitor spaces, and ADA parking to make sure that we're meeting those parking count requirements. Um the uh propane tanks are just going to be shifted over a little bit to provide space for a dumpster enclosure in the back here, um which will allow dump uh

023dump trucks to come in, do front loading easily, and then exit the site. There's also some maintenance sheds that we dropped in around the site as well. Um, at the request of the school district, the old leechfield, um, it was over here. It's a mounted system that's gated around and it's not really used for play spaces or anything really. So, kind of reclaiming that space by eliminating the leech field. And um we kind of went back and forth on what we would reprogram this space for, but ultimately we decided parking is critical since we are taking a lot of spaces away with the new building addition. Um so we get 47 spaces added to the site um over in this parking lot. Uh in the back of the site, uh we're maintaining the existing playground

024areas and just adding some fences around it. Um and then we are laming and seating over the existing leech fields that will remain in the back um so that that can be expanded for play space uh during recess. So even though we're taking a little bit away of the playground along the road to um provide space for the access road for pickup and drop off, we are kind of adding some valuable space that's not really being used right now over there. Um, and then lastly, I'll just add that we are um I think this was in the previous iteration as well, but we do have a turning lane added onto Drury Lane um that will help with ease of traffic uh exiting site from Hughes and from HBS. >> Any more questions? >> Yeah. Um

025so based on I don't know if Yeah. So based on where 7 and 8 is for the storage shed and the dumpsters, was there any concern about um pest issues with a storage unit and effectively a food dump dumpster unit that's there? Cuz I know in some places especially because the wetland is all you can run into, well there's a food source and then there's a nice house for wild animals. >> Sure. Yeah. I think uh yeah that is something to to keep in mind and can definitely work with the facility staff to make sure that um they're providing some traps or if they think that that is becoming a problem relocating a shed is not you know the biggest of deals it's not going to be on a solid foundation >> um so they

026can relocate it as needed. >> Yeah we were talking about >> Yep. Um my secondary question is so uh for the front of building parking um since this is probably a simple question but are we keeping the parking as an orientated pull in or is it going to straight up and down there is that further top? >> Nope. Yep. That's a great question. Yeah, we changed the orientation so it's not angled parking. The drive aisle is still one way. Um, but we did 90° parking. Um, which added sign well it added a couple more spaces. I said that I was going to talk about parking counts too and I did not. So, um, the existing site had 131 spaces and in this proposed design we have 147. So, we're adding 16 spaces. Um, which I

027think is is a nice little benefit especially with reclaiming that area for the septic and losing the parking where the addition's going. Um, I talked on about the queueing that we're going to have 49 spaces for queuing, which only is from this point back down to where the buses come in. So, that's the only space that we're really accounting for queuing. Um, there will be probably more cars lined up in this area um as well. So, we just wanted to kind of be conservative with that of where cars are really going to be picking and dropping off actively. Um, for event spaces, we're counting 283 spaces, which includes the 81 spaces up here at Hughes. Um, it includes kind of the fire lane uh parking that is along here, which I think is 27 spaces.

028It includes the small parking lot over in this corner. Um, and it also includes 29 spaces of those queuing spaces of the outer drop off pickup area that can be utilized for event parking. That would be parallel spaces. So, I think it's noteworthy for the board to know that um when we had our meeting on the 21st, we were given all these wonderful information, great designs. Um, there was a number given to us that we weren't quite comfortable with. And so we did ask, is there a way to bring this number down? And so, um, this team worked very hard at, uh, really taking a look at where we could tighten our belts. Um, so did Gina and Paula. They took a look at the soft costs and they worked hard to kind of trim

029that down as well. And, um, they were successful in doing so. And they're really grateful that they did that and the town residents should be too. And so you might notice that there is a difference on the site rule before like so at the beginning Brad mentioned that one of the cost savings was no longer hitting a vehicular bridge. Well notice there's nothing to go to anymore. We realized that those parking spaces that we were planning for were extraneous. They were not going to be necessary. They were nice to have them necessary. It's also something that could very easily if eventually in the future be finding a manual parking could be done. that does not seem to be necessary at this time as Amy described to you. We realized we had enough of those spaces

030and that was a big number that was able you know to take off which didn't affect the children at all in their experience. Um so just want to make that point there. So the team did for any house residents listening did go back and say is there another way we can save the taxpayers some money and by my calculations looking what the number we have and we we're able to cut out about 1.4 4 million from that number that we were giving at that time. Um I say we but they did. So um it's uh we some very very thoughtful work with that value perspective in mind. >> Yep. >> Yeah. I was just going to continue on that just gives good information. So um there are a couple pieces in there that I wanted

031to kind of throw into a little bit. So I'm going to just restate what I think I heard and just so the event parking calculation that you have >> yes >> assumes that event parking is available at pe along lane and during in the queueing lane and I don't know if it included any open spacing in the closer parking lot or how much of that parking lot is utilized by staff. Yeah. So that number in is all inclusive. Um so it includes that parking lot. It includes staff that's there. It's it's for everybody. It's it's open game. >> So one of the questions I had to follow up on that because a big driver that came up was the ability to have events in the new I don't want to say auditorium but fundamental uh

032events. >> Yeah. Thank you. Mhm. >> Um, so if it's during the school day, one question I have is, is the queuing lane actually available to park in with kids going between the play area and the school or based on what I heard previously, once the school day starts and drop off finishes, that queuing is not available for parents to go down and go to an event during the day. Um my secondary concern in the same line is if Hughes is having an event and HBS is having an event, the Hughes parking lot may not be available for the event during the day nor may link to some extent. Um and I was curious if we know the percentage of usage on the new parking lot. value. And ultimately to summarize it up, as you

033can tell, my concern is the numbers sound really good with the options that we have, but when we activate a practical scenario of there's a holiday concert, how much are we actually adding to the parking spaces? How much is actually made available? Because if you increase the school capacity, but don't increase the parking. >> Sure. Can I can I jump in on that, too? >> Okay. You want to go? >> You don't mind? >> Thank you. So, one of the things um that this is not you guys by the way, this is just kind of general statement. Uh the principal at HBS, Paula, the principal of the Hughes Candy coordinate on all of that. They never have stuff at the same time for that reason. When Hughes has big things like the sixth grade promotion

034ceremony, the staff, they park away. They are the whole basketball court is done. They have parking up on the field up here at Fuse. You can drive right through the playground and that whole thing gets gets filled. So, while you have a concern about spaces, >> there are so many options for cars to go in that are not designated spaces, then they're absolutely used all the time. So, I would say that if you can't use um the queueing line because it is a daytime event, you could probably use part of the queueing line the way that they do the Turtle Island situation now, right? You park around it and it's closed off behind the school. So, there can be other options. I don't think that that's something that um that can be solved by this

035team because at no point are we going to have every parent from both schools here at the same time. Um so I just wanted to chime that part in because that's something that you guys wouldn't necessarily have insight to um that there is there are other options that happen. Um, if you want to talk about percentage of utilization, they can probably make some guesses on that. But that's more of uh a Paula and Candy question based on the events that are happening. And now I'm going to hand to Gina so you can chime in on any of that other stuff. So I appreciate that because I didn't know that that's what happens in the really good. >> Yeah. The basketball courts are not basketball courts. They are parking lots. >> Yeah. And to give you

036some frame on the reason the question came up was because in the first forward meeting one of the major advantages to the design we went with was oh we are adding a lot of parking and it will help support the event that's all >> yeah and we still are adding a lot of parking. It's in a different location than when we were um discussing parking at the other public forum. Um what's really important to go back to is the program that we developed for this. Um certainly a want was lots of parking, >> you know, and um then it became down to a need and what we really need to to run our program is the the structures and facilities for the students. Certainly enough parking to manage the vast majority of our of our

037events, but you know, looking and we when we had that last conversation two weeks ago about what does it mean if we cut this item? What does it mean to add this on? Um, we can always add a parking lot over on the SAU field as a separate project. If we find that the work here is just not enough or if the enrollment exper [laughter] um but I don't want a parking lot to jeopardize whether or not we have classroom spaces for our students. So, really tough decisions have been made every step of the way. >> Mhm. Yeah. No, and I totally understand that and I do appreciate that type of decision you're going to make. I also am aware that I think it's some discussion at one point or another of okay, yes, we

038could add it, but if we found we needed it and we looked to add it, like are we already having this expansion going in place? Is it something we should have added originally? That was where some of the questions. So, >> fair. That's fair. And I, you know, Gina brings up a great point of having to make the make the cuts and outline that they as a committee were not comfortable with the number, so they wanted to bring it down. And I think that that's incredibly important. I for one think this new design was great. I really like it not having to do the wetlands or take away some of the field from the SAU um area. Um so I I think those are are very valid questions. So, thanks for bringing that up. >>

039Yes. >> And please don't take that. I don't like the plan. I just want >> Oh, you can take it that way. [laughter] >> I want playground. >> I want a bigger playground, too. That'd be very nice. >> And Raf, I think you had a question for Amy as well. >> Uh, yeah. It pertains to what Ann was mentioning about the removal of the additional parking in the SAU field. I just wanted to confirm because there were some concerns that I heard from the budget committee about plot lines of stuff encroaching over on SAP plot. So just to confirm based on visually what it looks like to me that basically that there's no concern anymore because everything's been removed. >> Yeah. It really simplifies the permitting process because it is all consolidated onto one lot.

040>> Yeah. And I mean it we call it the SAU field because the SAU rents that building from the Holla School District. The entire area is Holla School District property. So it's just everybody has [laughter] we've compartmentalized the different areas. So but to be clear, yes, it's still ours. Great. >> Did you do you have anything else in No, that's all I have. Awesome. Thank you. Yes, I do. So this is my opportunity to um applaud your your your district because the superintendent, the principal, the entire educational team who worked so hard to put together that very tedious spreadsheet of the program. This is where it pays off because when we started at the very beginning and we were doing that spreadsheet, we listed every single little itsybitsy space that they needed. But we also

041listed how much parking uh do we need for daily events, how much do we need for, you know, just everyday use and then what's what's happening during an event after school and how [clears throat] much parking do you need for that? And where the wild card was is as we were talking about, hey, can we reduce the parking and the cost of the extra parking over here? How are we going to have an event during the day and how is that going to work? And it was a great dialogue to have with Paula and get her reassurance that yeah, this is going to work for a school day event. We knew we had enough parking for an after school event, but it all comes from the foundation that you guys work so hard at putting

042together a program that really identified the need and that's what we we ended up with. Kudos on the team. >> Well done. Um so real quick um so for building uh we did some design and cost saving refinements um with the building we refined the entrance a little bit. We had the entrance at the at the front of the building and we still do but we shifted it over a little bit to be closer to uh those functions that are going to possibly be used after hours more often. So the gym and the library and so forth. Um and the lobby is adjacent to those things now as opposed to what you saw in October which was on the other side. Um and so we've strengthened that connection. Uh we've also moved the performance platform

043or the the stage uh over to there the the uh music room. So it's it's an easier connection right across the hall for instruments and so forth for performance back and forth. Uh in terms of saving cost on the project, uh we've looked for opportunities to reduce the size of the building. some very simple things. Um, but they did have a a significant enough cost impact. Like right now you have um I believe it's the freezer outside. It's not in the enclosure of the building. Well, you save a lot of money building the enclosure if you can continue to outside. So the freezer and cooler are outside but access from inside the building. You don't ever have to go outside again. But there's a cost savings in square footage there. um trying to leverage daylighting

044from your clear story windows of the of the gym as opposed to putting in expensive skylights uh in addition to clear story windows. >> Can you define what a clear story window is please? >> Sure. It'd be easier to show you, but basically clear story window is a very high like if there were a window up here. >> So they were like a traditional on the side of the building window as high. >> Just really high. >> Okay, got sorry me being fancy new architecture. >> I love it. I love learning. >> Um, we reduced the amount of masonry in the building because masonry can be expensive with the with the labor involved in it. Um, is a very resilient material. So, we still wanted to use it in strategic places which are really important

045to maintain the building over a long term, but we were very selective in the way we were placing it. So, we have still have a wings go around the exterior of the building that's about this high. So, this is kind of a below the window height on the exterior wall. So, and Matt will show you a little bit of what that looks like. And the gym still has a a concrete masonry unit interior so that when it gets hit by those sitting with a lacrosse ball someday and they hit this in the gym, they're not going to dent the sheetrock, right? It's still going to be um concrete. Um and then let's see. And then we refined some of the finishes to try to to simplify where it made sense and keep it reserved. >>

046Brad, can I ask about I do think it makes a lot of sense uh to move the building entrance towards you know sort of like primary spaces. Uh it does uh that does make a lot of sense and also I wonder if that is something that is a big expense increase and so I wonder if you could just talk about that. Is that a big expense issue? >> Actually I think you made it cheaper. That's [laughter] even better. >> So, it was it's kind of interesting. It was it was the decision was driven by use and refining the design, but ultimately, you know, we had the the new entrance over here and had a lot of work going on with existing building on both sides. But by putting the entrance over here and having the

047right next to the new building and keeping all that construction together and phased together, I think it it actually makes it more affordable this way. So that's kind of a nice little advantage. >> And thank you for the segue to talk about the plan. >> Yeah. >> Um so um I'll go through this really quick, but it's it's very similar to what you saw in October. So I'm not going to go through every itsybitsy space. The general organization of the plan is the same. So we still have our kindergarten through third grade classrooms over on this side of the building. We still have the first grade in kindergarten down on the on the ground level, right? Um and then our second grade on the lower level of the twotory portion and third grade on the

048second level with um preschool over here in the preschool wing and intensive needs uh along with the environmental uh science classroom. So all of that has remained the same. We still have administration out at the front here, but with the with the entrance, the main entrance to the building on this side and the library and music and art and the gym here, but the stage has been moved over to this out quote outside wall right near the music room. So, nice connections there. Any questions about the plan? Cuz it's not that different, so I didn't want to go crazy. I I may be misremembering one of the other plans that we didn't go with. So bear with me. But >> I thought we were adding a room where the existing entrance is or we were

049converting that into a space. >> Is that a different plan? >> That was more >> Okay. >> One of the options we did have this being a partial administration space. So we were converting this over here. Um but the decision was that it would be uh more appropriate to try to keep what what happens when you do that is you start pushing general classrooms to the right. >> I specific sorry I specifically meant so where this angle is where it cuts the corner of the current entryway is >> I thought we clos that had gotten closed off to okay and that's just me. That's fine. [laughter] >> There was a concept plan that did that but that was with that was before we went with fan mail. >> Yeah. And they were telling us that

050it would actually be quite expensive because we'd have to jack out all that concrete there and then put in a foundation. There's no foundation there. >> Those aren't, you know, those are exterior walls that are there in the interior. So it actually, it gives a nice egress, you know, for fire, etc. It puts in some natural light and we decided >> and visibility for those buses. >> Yeah. >> And it works really well for your for your staffing entrance to the building because you now you have your staff parking over here. So there's a really good connection for them to go in and out. And then this main entrance being focused on, you know, your visitors, which will have their visitor parking right out front of them. >> Are there any other questions about the

051plan before I turn this over to Matt? He's going to show us some exterior. >> Can you just point out for me again where the administration will be in that orange? >> Sure. That's the uh So the front office of the administration is this orange >> right there. Okay. Thank you. >> This little orange over here is the nurse. >> Okay. What's the orange in the back >> since we're talking about it? >> So, this is the um this is the staffed work room over here. Got it. >> And a break space >> and this is administrative space for the preschool. >> Perfect. Thank you. Um I also want to point out, you probably don't remember this, but they when we again we were talking about cutting cost, it was another tough conversation. Next to

052the two staff bathrooms, if you could just show them, Brad. Um they're close to the gymnasium. There's a purple special education space there. Now, that those were toilets and Brad pointed out that we actually didn't need that many toilets because there are some that are were already there that we renovated recently there. Yep. Right there. And so, he moved the doors for like if somebody were to rent out the event space from right, you know, there all the way at the right hand side adjacent, he pushed them back so that those toilets would be accessible to the people who are using that space. And while that does feel like a little inconvenient, it's a savings and it provides us with another nice size educational space which adds to the longevity of this project. So it

053was another way that there was a lot of creative thinking on behalf of the team. Um and they they allowed us us to make that choice based on their own needs. >> And this and as we were going through these options, you know, we we have to build in a certain amount of flexibility. So, we're counting on these dollars, but only a portion of them because plumbing fixture accounts are a negotiation that occurs on this on the state level. So, although we did capture some savings in this, we didn't give all back to the project um to out of the budget because we wanted to make sure in case a little contingency in case there's an issue. Um, it's probably worth pointing out, I won't steal any of the thunder from EI, but these cost

054savings measures had um and and design requirements had additional financial benefits that were outside of the design itself. Once we had the um the site consolidated and we weren't doing the wetlands work and short of the permit process, it allowed us to really uh leverage a faster construction time and start construction within the same year as the bond. So you saved the inflation cost of waiting a whole year, which makes because you have to wait for the next construction season, right? Um, so that that was a a [clears throat] pretty significant savings and that's thanks to the flexibility of making these adjustments to the design and and pulling things out of the web. >> Um, I think this might actually be a question for Paul because you would have worked on the design part. I

055forgot we were moving the art room. Is the new art room also going to include a chilling option or is it not? Yeah, we did put a we when we doing the saw we put them in there. Okay. >> Um can I also ask the the current staff room is a room that we can't use as a classroom and so what are we doing with that room in this current are we staying a staff room? >> It's it is staying as the staff room. Okay. >> What we are doing is uh a little bit of renovation to segregate the work area inside that so you don't have all of that coffee or ozone or people are trying to eat lunch. So they'll have their own little room inside there for that. >> Are we doing

056anything about make sure they're all together window exit for them or >> there's no >> and that's a little bit of a a dialogue. >> I was just curious if that had been >> Okay. So, um, Matt, if you'd like to come up and talk talk them through this, we Yeah, we included that that demolition plan to show the limitations of the demolition. But here's some of the overalls. Here's the pawn stuff. >> Uh, so again, my name is Matt G. We actually have at least three mats and counting on this project. Uh, so I'm going to go a little bit quicker here. This is going a little bit longer than we had planned, and I know there's more to do after this. So, I'm going to go real quickly through this. These renderings will

057exist, I imagine, on the website. So for anyone, if I'm going too quick, that information still exists. >> Excellent. [clears throat] So, uh, so what we're showing here are a series of drone photos or or aerial photos that will circle counterclockwise around the site. Um, and then I'm going to zoom in and give some more detailed photos up close. Uh, this current photo um is looking towards the main entrance. We're looking over uh Silver Lake >> Silver Lake Lane. Sorry, I keep wanting to say anything. Silver, Silver Lake Lane. Um, and Drury Lane, of course, is on the left. Um, you can see the playfields up to the right. Um, the photo here, I got a couple photos where it clearly identifies what the existing building is versus new building. So, here you can clearly

058see that the majority of the work is happening to the right of this view, to the north of this view. Uh, this is looking south down Silver Lake Road. Um, the closest portion of this building is the music room. Um, you can see here on the right the car pooling lane goes off to the right. I have uh I've turned off my buses in this view, but this is where all the buses would align and of course the guest parking here. Um, we've got our our gym uh moving in the back. Uh, now we're looking at the back. Uh, this is a lot this is the maintenance side. Um, so again, you can see a good view of the car pooling lane. We have our playgrounds right here. Um, this is the entrance out of

059the uh kitchen for example, egress out of the gym. Um, this is the new environmental science room and the intensive needs will be here. Again, I'm going quickly here cuz I know we're we're going behind. And again, uh, kind of going back and forth between a finished rendering and then showing what's existing. I like to kind of quickly flip back and forth. >> That's a really cool view. Thank you for providing that back and forth. That's neat. Thank you. Uh next, uh this is the new parking lot over the existing uh septic system. Um so again, I love it how we were able to think creatively, get that septic system cut more in half so that we can utilize that real estate for for parking. Um and then these are the turning lanes that goes

060up towards the upper primary school or back to the main street. This is the original entrance. Of course, the new entrance is down here. staff parking really. Uh so we're getting a little bit closer so you can see a little bit more of the detail here. Uh we understand that this is in a historic district. We have an existing school. Our addition we didn't want to look completely different. So we're integrating a lot of the historic elements of the neighborhood, integrating a lot of similar architectural features of the school. Um but we spruce it up just a little bit more by adding a little extra paneling. um some simulated divided light windows um but still maintaining some some gray clapboards. Uh Brad earlier was talking about a masonry ways cut. Um I'm not sure how

061obvious it is to hear, but a lot of our sidewalks are literally budding the the building and so as we're spraying the salt down, that salt does not like the clapboard siding. So we give it a nice masonry wear layer. Uh this is the bumpout of the uh library. Um, so nice cool little curved entrance and uh between the main entrance and the the bumpout. That's really kind of the architectural feature of this this building. And again, we're just going to go real quick around the outside of the building. So, this right here is the gym um kind of after hours access. Uh this is the gym emergency exit kitchen. Uh this is the environmental science classroom here. uh one of the entrances in so we have an accessible entrance here. >> Oh, there we

062go. >> That was very you guys are talking about this is the fire right here. >> So I I cut that presentation by about 80%. So if you have any [laughter] question, so you've got the brick facade. Is that part of the splash for the salt you were talking about? >> Yep. And then and then below that is a a granite. Yeah piece as well. So the gran part of it. >> Exactly. Thank you. >> Yeah, that was the masonry for longevity part mentioned. >> Yeah, I was trying to figure out how how it was just the gray or included the >> excellent. All right, so up next I'm going to welcome Matt from EI to discuss numbers. you. [laughter] >> Hi, I'm another Matt on the team and we're going to get first into

063the site phasing plan. So, what we did, um, we're trying to shoot for early prior to release, uh, getting some of that septic work done. This hasn't been 100% um approved that we can do it during the school season, but we're trying to get this done early so that we can move into um these purple areas. And these purple areas are going to be that, you know, that summertime June to August. So again, we want to get try to get that septic done early so that we can get in and get that south parking lot done and then that north um part of the driveway uh next to where we're going to be putting the addition in so that we can get that new drive ready for drop off for the school year. Um, we've

064planned this somewhat strategically the best we could to keep the effects as minimal to the students, but have work going all year long. So, while we're working on some of this exterior, we're going to get into that south wing of some of the rena areas, the also in purple, um, during that summer, so that these areas are done by the time the kids are back in school in September. Um then this green area, this is also going to start in that first summer. Um probably more like July by the time we start getting that roadway done. And this is going to stay consistent for the whole project, the whole 14 months. Um we're going to keep construction going. Um it's a little hard to see here, but we have it fenced off in yellow around

065that. That's going to stay a permanent construction site. um just so we can keep busy and keep the project rolling. And then that following summer, we'll get into the core renovations um right at that main entry. And again, we're waiting till that following summer to keep all this space available for the students and keep the interruption to them on a daily basis at at a minimum, the best we possibly can. Um, so I think looking around this this this seems to make the most sense to work throughout the school and keeping disruptions to to a minimum. Obviously, there's further investigation with logistics. Where are we going to have deliveries? Where are we going to put storage and lay down space? Uh some of that comes into play with local jurisdiction, further discussions with the school

066on a daily basis, but this is a good jumping off point and um giving everybody a little bit of confidence that we're not going to be interrupting the students during the school year. Um so and in phasing it out that way. So I don't know if you have any questions on that, but there's our jumping off point for how we're going to phase and move through this project. is the Sorry, I'm over here. >> No, that's fine. >> My blind eyes can't see around the bench. Um, that green area that's going to be the new primary septic. You said that's already septic right now. So, it's just going to be upgraded. So, that's really just an upgrade project. There's nothing that's being cleared. So this yeah that number one area it is already septic but

067there has to be work that needs to be done to make that substantial enough for the whole addition and get rid of the existing underneath this area. >> Right. I guess what I was asking was if there was any kind of clearing you needed to do to expand the existing area or is that kind of the footprint and then you're going to upgrade the equipment >> that yes that's basically the footprint. It may get a little wider across the roadway. I was maybe a little conservative on that, but for for the most part, that's going to be the affected area. Yes. >> Got it. Thank you. >> Yep. Not a problem. >> Um during the school year, um the goal is to be, am I understanding this right? That during the school year, the goal

068is to be working on areas where students are not. So, in the summer, you're going to be working on the area like the actual >> renovation within the classroom. And then during the, you know, school year, you're during the school year, you're going to be working on the new areas where students would not be. >> That's 100% correct. >> Okay. And then, uh, this is maybe a overly specific question perhaps, but, uh, what's your sense about like how many people would be on the school premises working? >> So again, that that's those further cons, you know, conversations that we need to have. Where where are the where's construction employees going to park? how are they going to get back and forth to the building, where we're going to drop deliveries. So, there is there is

069some more uh fine-tuning to the logistics of it. So, that's why I didn't call this a phasing and logistics plan. It's simply a phasing plan to show you how we're going to work around the school. And just to let you know that we're aware of all these and but it it takes it takes some refining to get to that point >> and totally ballparking, right? Is it 200 people at the school? Is it 40 people, you know, or is it really just it depends on what we're doing at the time? >> It is truly going to depend on what point we're at. when we're getting into excavation ground work concrete the the >> it's going to be ne next to empty right but then once we get the building up we get the frame up

070and now we have all our um MEP going on which is mechanical electrical plumbing and they're all fighting for space inside and trying to get everything roughed into the building that's when you'll start to see numbers go up so it will fluctuate throughout the process so it's hard to give you a dayto day >> that's very good Um, but I would say, you know, minimum on a project like this, you're you're probably talking 15 to 20 and at a maximum, you're probably talking somewhere in that 50 range. >> And people who anyone who's going to be working on site, I assume also kind of like extra would have to pass extra maybe security clearances to be working. >> So, we would complete background checks on all of them. So, um, we worked with EI to

071complete the project at the middle school. Um and so when we were finalizing the boiler project, even though it was on the back side of the school, not within um the main building, every single individual was background checked and um they're very well aware of our requirements with that. >> Great. Thank you. >> Quick question about the phasing. Yes. >> Um Brad mentioned how because we don't have the vehicular bridge anymore, we don't have that permitting. Things are going to start the same year as the Bonville. So is where it says summer spring of 2027. Is that supposed to be 26 now? >> That's a lie. This was done prior to that discussion. >> Perfect. >> So you can back those numbers off one year. >> So we're looking at this could be finished the

072summer of 2027. >> Yes, that that is the possibility. That's what I think we're all shooting for at this point. >> That would be so exciting. >> Yes. Yeah. >> Thank you. So yeah, I my numbers are better though cuz I think one of the ones that I put in there, we were at year 20,000 something. I added an extra zero in there. [laughter] Yeah. So >> we've definitely pulled within a few years. >> So [laughter] >> I think everybody's familiar with this. It's been presented before. These were the really highlevel conceptual and this was truly for comparison purposes. Um we went in with mostly an idea, right? We had three ideas. We didn't really have any drawings. We didn't have any deep dives or narratives that we could really dig into too deep. Um

073so we came up with some different ranges to just kind of give an idea of what we thought between each option. Right? So this was really a comparison um type of numbering and that's why we gave rounds you know blocks 17 to 20 19 to 22 so on and so forth. So I think everybody's familiar with this so I'm not going to spend much time. This is where we're at now. So um it it was discussed earlier I think Ann brought it up. When we first looked at this, we were pushing that $22 million mark, but everybody kind of [clears throat] what can we do? How can we go back? What can we do? You know, so a ton of efforts were done by everybody, you know, everybody with the school design team inside, outside.

074Um we we've also teamed up with D to help with a lot of these um pricing and um and they spent a lot of time going through with what types of materials we can change. And I don't want to beat a dead horse cuz I think we've already kind of gotten into that. So this is where we stand at this point with what we have. Um you know, a couple things that Brad might have brought it up where Oh yeah, you didn't want to steal my thunder. Um, we pulled out, we had some contingencies for pricing contingencies because they were high level. We had some contingencies for escalations uh that we were able to pull out. Um, and again, so there were there were some easy things off the top that we could get rid

075of and then and then there were some real fine tuning and some deeper discussions, but this is where we land. uh with the building being just over 15 million, the site being uh just shy 2.5 and the soft cost uh just under two at 1.8 and that's where we stand. >> Nice. >> So I think that'll cover it for me unless there's any questions. >> Awesome. Thank you very much. >> Thank you. >> So uh where where do we go from here? Um it's it's really rather simple. Um, so the SEU is looking for the school board's approval to proceed uh toward vote for this amount of money that we we're confident we can build this uh this the renovations and this addition and rightsize the school for you for this price. Um there's a

076public forum tomorrow that you're aware of. Uh I know the the district has been talking about another public forum in January after the holidays are over. uh and there's some additional outreach um that they're they're working on. Um and then the bond hearing uh February 10th and then of course uh with your approval uh a bond vote at the annual school district meeting uh in March. Um so that's um that's that's our goal and uh we're looking forward to a successful bond vote with your approval of proceeding and uh and getting this done. >> Thank you very much. Thank you all of you. Hell yeah. And my questions. So [laughter] you guys would be great. >> I know we kind of covered that one, [laughter] but you know, if there's anything else that we didn't

077cover any other questions would awesome to hear. >> Anybody have any final questions for the team? >> For now. >> Thank you for your great questions. Thank you. >> Thank you very much. Right. That was a great presentation. Um, can I actually ask Ann? I know that um, a member of the energy committee has stopped by the library space and I wonder if we connected with the NP company as well. I know we had the town center by the library and a member of the energy committee had stopped by. I don't think >> I believe he was from the conservation at the >> Yeah, I believe so. I have to look back my notes, but I think it was from the confirmation. >> Um I think >> I'd have to look back. >> Um but

078I know that Gina shared her contact information. She's been having >> Thank you. Um I'm going to take this moment to close public 706. Um, we didn't have anybody else arrive. Thank you again everybody. Appreciate your work. Can we talk to the title N changes to actually? >> Yeah, I was just going to make an update. So, that was actually some note that was repeated. I gave you that document the last schoolboard meeting. So, that could actually be taken off the special meeting. >> You're like, there's nothing left >> cuz you guys you guys already approved the policies. Um, and that was just the side by side that I think I think I think it was on in in >> Oh, gotcha. Thank you for doing this because it was really >> Thank you. [laughter]

079This is kind of interesting. We need to go back and make an agenda adjustment or can we just >> I know she just gave us any further questions about it. I'm happy to take [laughter] I think you guys are talked out of the AC policy. >> How does it feel to have the job consistently redefined? [laughter] Perfect timing. We're all done. Well done. >> All right. So, um, yeah, just was included. The policy differences was the synopsis, so we just kind of hopped around for a quick second. Um, so let's go to the FY27 new items round two. Okay. So, um, I'll identify some of the cuts in my justification for making those cuts. I certainly have more cuts to make. Um, but looking at academics, so the items that I've cut from there, professional

080development for teacher and admin, new higher orientation and building coaches, those are historically funded from title two, which is federal grants. And while I'm not sure how long title 2 will last, we work um through like a two-year grant. So, we have them for this year, which is really what we would fund for FY27. So, I cut those knowing that we have the funds for next year. Um, but you'll likely see them for FY28. Um so teacher materials for our literacy um and math programs. We just need a few more manuals. We um which is incredibly important for our interventionists to be have the materials that our students are working with their teachers. So that's remains. Um once again we have the statement increases that represent um increases to the additional work teachers do to

081go above and beyond their responsibilities and we have not looked at um altering those stipens in um probably a few decades. So um we're looking to compensate more appropriately for those additional leadership roles that they're taking. Um, all right. So, under P, oh, and then band instrument repair line, $550 more for some additional repairs that need to be made. All right. Moving into personnel, um, for round two, uh, as I mentioned before, a vision benefit that we've made available to employees this year at their full cost on themselves. We're looking to partially fund it to reduce the overall costs for everyone. It's a strange pay structure and I can explain more if you'd like. Um, I've cut the halftime nurse um because I think we can manage just looking at our numbers, but also I

082I don't have a spot for another nurse to work. So, doesn't seem like that is the the need right now. >> Was there some I'm sorry. Was there supposed to be a change because round one, round two was the same? >> There was no change. >> Okay. >> No, if it carries forward, it is the same. >> Yeah. No, I I totally figured, but it sounded like they're having >> Oh, no. I apologize. No, no. >> Um, so we um still have our our need for our speech and language assistant to go to point um to 1.0. So, part-time to full-time. Um the classroom teacher we currently added in. So, that is still a new item. However, because that individual is currently in um working right now, uh that appeared in the individual spreadsheet. So

083we didn't want to double count that individual if that makes sense. >> Okay. So it's still accounted for. Um we still have the need for the additional speech path at Hughes, an increase in OT from a half-time person to a full-time and then an increase in a half well a part case manager parting specialist to a full-time position. Um is that speech pathologist need um to to fulfill requirements? >> Yes. Can I can I speak to that a little bit? So, um as you guys know, we are required to provide special education services to students in charter schools. Um as we um see needs arise, we typically have to contract out to have some of those services um at the charter schools. This would allow the increase in OT and the increase in speech for

084us to employ people. They provide some services for students back and some services for students at different charter schools if needed. And as we've gone through many times, it's cheaper to employ someone than to contract services. >> So, this actually would be looking at a little bit of a savings from our world of services. But >> um but you're going to see it as a new. >> Thank you. >> And and all three of those positions would pretty much reflect, you know, uh can consolidate the need. >> Okay. Um can you clarify the case manager then Gina said the it was a case manager and a reading specialist and now it's just a case manure. >> No. So right now the position is a 0.5 reading specialist and.3 special education case manager. So what I'm

085um requesting is to have a halftime reading specialist halftime case manager. >> Got it. >> But it's one one one person one employee. So that cost represents um when you go from 08 to 1.0 they become benefits eligible. So that represents um an assumption made that that individual would request benefits. Um all right the shared employee the district database manager remains the same from prior month. This next section replacement computer equipment um we have a four-year replacement cycle. And so these um you see the same requests year overyear. If I were to cut these items, you would just see double next year. So longterm it doesn't make sense to cut these items. Um but certain um ones, if you notice the interactive flat panels originally was seven. I've reduced it to three. You'll likely see

086me reduce that completely. Um we can just delay the replacement of the flat panels. I have um I have cut the rolling cart for the um gym flat panel uh because uh I don't even know where you would put the rolling cart gym in HPS. So if we determine that's a need, we can do it hopefully after we have um a renovated building. Um moving on to to Hughes. So most of those items remain exactly the same. I have um cut the interactive flat panel request from five down to three. So you see that go down to 11,700. >> What is Redcat audio? >> Sure. So um best practice for learning environments is to um utilize we use Redcats. It's a microphone. Okay. >> And so what like the she Yeah. And so [laughter] um

087what we had we've used them for years and years. Um, we replaced all of HPS and sent the older um, equipment up to Hugh so we'd have replacement parts um, as that system was outdated and we could no longer buy parts for at this point. We've gone through all the replacement parts and we, you know, we just need to start replacing the ones at Hughes. >> Um, do you think the interactive cloud panels at Hughes are also going to be reduced to zero through delay? >> Yes. >> Okay. Thank you. >> Yeah. Um, all right. We I um in the safety and energy issues, I've cut the radio phase three. So that's an upgraded radio system. We have radios that work for all of our teachers when they're um you know at recess, inside, etc.

088So I don't feel that that need is urgent for FI27. Um emergency lighting replacement. Those are your exit um lights and stuff. Those I would like to make sure that those are functional. >> They are. Are they functional now? We just need to make sure they meet. Um we some of them are not um fully functioning. They all turn on but to different degrees. So it's just time that we replace them. >> Okay. So moving on to maintenance. Um I'm likely to cut the desks and chairs from grade one for HPS, but that was part of our replacement cycle. We did uh I was grade two last year. Um but I'm likely to to cut it. Um the next it the next few items >> that be >> pushed out. Yeah. >> Yeah. And that's

089an item where um if the bond passes um and as we go through the project if there is um contingency money certainly there's money to outfit the classroom um but we could also simply use the old desks the year after replace them with newer ones. >> So I'm assuming this is a standard in the first side. It's not because >> correct. >> Um so that was one of the items we cut before the classrooms had um were fully equipped with furniture for all the spaces, but then we reflected and said let's utilize our old furniture and then that's an easy thing to add in after if there's contingency. So, um, all right. Then looking at, um, replacing the old carpet and flooring. If the bond passes, those are spaces to be renovated anyway. So, that

090is incorporated in the cost of um the renovation. >> All right. The floor. So, our the floor machines. I started as assistant superintendent 10 years ago, and we were talking floor machines, and here we are. They're at end of life. So, [laughter] we need to replace the floor machines. Um, I've downgraded the model. >> Cleaning. >> Yeah, it's okay. I've downgraded the model, so you still have to push them. Um, the the request was one that you can ride on. >> So, we're really going with what's necessary. Lots of talk about floor machines. All right. So, the items in blue, these are items. >> I actually did want to talk about floor machines. I'm sorry. [clears throat] um the floor machine that we've got projected to get as soon as bond passes and whatnot, is

091it going to be suitable and capable of the expanded school footprint? >> Yeah, >> I know it sounds silly, but then hopefully >> um all right, moving along. The blue items are items that I have pulled from the the budget, but put them into the maintenance cost. So, those items are classroom flooring phase 5 at Hughes. um that was 35,000. So I've just moved that to the main stress. Basketball courts, hoop replacement, and paving. We've seen this for three or four years. I think it's critically important that the students at Hughes have a place to play. Um they're lacking that space. Uh so I'd like to see that move forward. Um the removal of sponge spruce, um that is in the conference room at Hughes and that's been on the budget that was cut last

092year. I'd like to see that moving and that's replaced with Tashibra. Um I'm going to go skip one, go to cabinet replacement phase three. Um so just cab older cabinets that are in the classrooms. It's just they're at end of life and so we're in the replacement cycle phase three. All right, those are items for the maintenance trust going back up to grade five furniture. That would be phase two at 10,000. Um, we need some LED replacement lights and they're a little bit more expensive than um than just a a light has been. And so we need to sort of increase our um regular budget for replacement. >> Question about the grade five furniture. >> What kind of furniture? >> So this >> I'm only asking because we're very specific that it's desks and chairs

093for grade one and this is just more of a a bucketized >> Yeah. So this depends on so each grade has different needs. So this might be um kidney tables and chairs. Um it's not necessarily all desks and chairs. It's really looking at what the needs are in every classroom. >> Perfect. Thank you. >> And is it is it significant enough that we have to do it in phases rather than the the grade one or it's just one cycle without what we're doing in phases? Yeah. Um I mean we could put $100,000, you know, replace all the furniture, but um we also do like the grade five classrooms. We we replace the floor. So then the next year we you know update the furniture rather than just making one huge request. >> But this is

094the grade five furniture. I think you're saying Jonathan is this replacing all of the furniture for grade five at once? No. Okay. >> Yeah. So we're we're trying to you know use the furniture for as long as as possible. Sometimes that maintains cooling furniture so that one room gets a fully functional, you know, coordinating set of tables and chairs, leaving one classroom in need of new ones. So, it's really just depending on >> Yeah. And and that's totally just trying to understand the difference between we're doing grade one as one big bulk and we're doing grade five. >> Yeah. Okay. Um, and then you saw earlier this summer we did a repair of the track and so we'd like to just it um have money in the budget so that we keep up with that.

095>> Can I ask about the maintenance trust fund? >> Yes. >> Um, moving some of these items to the maintenance trust fund. Were there other things that we had planned for the maintenance trust fund or Okay. All right. >> Yeah. >> Um, and given that the focus is on HPS, I really wanted the focus of the maintenance trust to be on Hughes. >> Yep. That makes sense. So essentially by moving on there it guarantees that those things get done. It only guarantees that those things get done if the um warrant article passes [laughter] but yes. Okay. Yeah. So um uh just for in general in deciding between the operating trying to cut here is there what are like the other factors? Um >> sure. >> Yeah. So, depending on um and I just realized I

096didn't mention um I cut the the Gallagher access control system. I I apologize. Let me talk about that quickly. Um it says $60,000. I just feel like this year is not the year to do it. If you try to enter HPS, you see there's a fob has like a squiggly line and then the fob here at Hughes does not have the squiggly line. Half our schools have the upgraded system. It just means if there's um better management from um like a facilities perspective. I don't think it's a need right now. I think we can do it without um and delay it. >> Building's still secure. >> The building is 100% secure. It's it's truly just an upgrade of this this line [laughter] system. So, >> I know you want to be drawing this way. No,

097I mean, it has greater functions in that. Um but right now, our facilities utilizing both systems at the same time. So, delaying that isn't going to um create a safety concern for us. Um all right. when I pick something for the maintenance trust. So, um the co-op is very particular about what goes in the trust and what doesn't. Um yes. Um and and so I asked I've been part of these conversations for a decade, but I really didn't hear the intentional conversation about no no this is for this purpose. Um so I I just asked quite a few people and um historically it was um the business administrator moving items and the superintendent saying sure. Um, so I don't think it's quite as intentional here, but what I wanted to do is I tried to

098focus more on what is something that's part of the building as opposed to furniture. Um, that to me made more sense. >> It is a little risky to move things to the maintenance trust fund. >> Yes. Um and no, I mean the B so let's say the maintenance trust does not pass or we don't have the funds to um fund it because maintenance trust is typically funded by surplus. Um the board can always say after the fact I this was a priority I really want to move forward with the removal of sponge screws and then we can you know utilize money that's in the fund. The only way we can't do that is if someone on the floor zeros out a particular item, then no means no. There's no sponge through removal if that happens.

099But that could happen in the maintenance trust. That could happen in the budget. >> Don't we typically ask for the 125 that we ask for? Yeah. Okay. >> And the other item was or the other thing I thought about is how do I get to 125 or somewhere in that region? And so those items add up to 125,000. So, >> so does everything currently have a balance in the maintenance trust? >> Uh, I don't have a um I don't have a number for you now. We will have a number for you. Part of what's in the maintenance trust right now has been earmarked for the um elevator retrofit. We're sort of putting money aside annually to um toward that project. So, I don't want to pretend like there's extra money, but yes, there we add

100to it every year and then we think these are numbers that are about that dollar amount. Sometimes we go a little bit over, sometimes we go a little bit under, but there's always we never spend more than the money that we have. Um, and we report out on those balances. >> Um, reporting more about the again, okay, so it comes from the surplus. I know for one of the loans it has to get turned over and then how much is it? Because yes, if maintenance for some reason was goes down, you know, coming up with $100,000 is significant even. So I'm trying to figure out where that would come from. So that was >> Yeah. Um and we'll talk about more articles >> [clears throat] >> um at our next meeting and what what the

101wording looks like. We traditionally stay with the same wording of what comes out through new taxation and what comes out through fund balance, but there is the opportunity for the budget committee on the board to have discussions if they want to see a change to those. But anyway, moving along. Um, some board articles that we will look at would be our operating budget, which we'll look at the total in a second, the SAU assessment. So right now, well, next Thursday, we have a the budget public hearing for the SA new budget and the halls portion would be $828,898. Um, we typically have a contingency fund of 95,000 through new taxation. The maintenance trust of 125,000 and I wouldn't recommend special ed trust this particular year just given um how much is Yeah. the overall asks.

102>> That's the second year in a row we're not putting anything in the special education. >> Correct. But we haven't touched it either. Well, we we hit I thought we had to hire a special education person. >> It was a classroom teacher. >> Yeah. And we always try to find that money within the budget prior to going to one of um the trust funds or the contingency. >> Yeah. Um I am remembering that last year the budget committee had said um that they uh appreciated that we had said we're not going to ask for any money for the special education trust given um the given the expenses, right? And that also they really value the special education trust and that they feel like it is an important and is an important tool and a good

103way to manage some of our expenses. And so, um, on one hand, it is an ex, you know, like we're trying to manage our budgets, and on the other hand, I guess I just am wondering about I guess I just am hesitating to have nothing the special education trust the second year in a row or like, you know, like not funding that versus funding the maintenance trust. And everything in the maintenance trust is also important. I guess I I don't I don't want to pay. >> I wouldn't want to sacrifice the maintenance trust. >> Say that again. >> I wouldn't want to sacrifice the maintenance trust. So, we have I don't know off the top of my head, but um I could get I will definitely get the figure for you that um I'll have

104the figure ready for the budget committee meeting on Tuesday of what the balance is of the special ed trust, but the balance is um significant enough to where if we needed it, it would still be quite valuable. And I don't want to go away from the philosophy of it, but looking at a, you know, $19.4 $4 million ask. Um I think I think we can do without the 25,000 contribution to the trust for one more year. >> Okay. >> And I feel like the balance is over 200,000 I believe. >> Yeah, it's >> I think it was 225. So which I would say J is completely accurate. That would be um you know again especially if something's happening midy year you don't necessarily have the full cost of a year's worth of items or something

105that may occur or placement or something. So that >> amount would be sufficient to kind of get us through whatever may or >> Okay. >> I feel like the special education trust was getting dipped into more often when we were short staffed >> if I recall. Is that true? >> We have thinking of something else that >> We've been talking about we've been very close to that. >> Yeah. And then we come to the end of the year and then um funds are released that we're encumbered and then and then we're okay and then we finish. That's what it is. >> Like I said, we try to avoid going to the trusts. Um, it's great to have the contingencies because something always comes up. But >> I guess my my questions. My understanding is that

106if let's say a student came in and [clears throat] they needed to be sent to a different location to get the care that they needed, it's extremely expensive to >> correct transport. Um, is the current amount assuming that when you show that during the numbers, is that enough to cover that kind of a thing? Because I don't have a ballpark what that actually >> I mean placement tuition can the tuition alone it can be anywhere from 100,000 to 250,000 for tuition and then transportation again there are students there there are placements that are an hour away that are half an hour away and that can range from 100,000 to 200 and change. So um putting all that together that's a day placement. I mean so yes it could be upwards of three 300,000 um for

107a year but again there's so many variables to this in you know when during the year does that occur when cuz you're obviously you know it's it's for rated you know accordingly and such and then >> you know that team has decisions to make regarding services placements and stuff too. So there's a lot of factors. So that's I think that's a fair amount to have in there and I'm comfortable keeping it that that amount just so you know. I mean just from our own kind of knowledge of the budget itself and what these pieces cost. >> Yes. Until I talked to someone who's familiar with Oh yeah. >> what that's used for. I wasn't aware of how big it was. >> So I think it's helpful that anyone at home listening also knows like it's

108a significant chunk of change in the case. >> Yes. Yeah. Yeah. We we've had to mention that blocks over the years. >> All right. Okay. And then moving into the actual budget. So, I'm not going to go line by line [laughter] through this quite somewhere, but it is I want to point out a few things. Um, if you see a red, that's a decrease. If you see a green, it's a it's an increase. So, um, LAX has done um a ton of work trying to make this as readable as possible. Another important thing to consider is um with um them we've had quite a few changes if you're unaware um of individuals at the SAU. So, um I'm new to this role and Doc is new to um her role. Um Lance Fino is new

109to his role. Um we have a new director of technology and so with all of that, there's a little bit of um an opportunity to see things in a different way. And so when we're building this budget, you know, we used to budget um just blanket amounts for let's say each parent or each teacher. We went through position by position to budget actuals. Um we've also seen over the years um that let's say pair professionals. We're in five different categories but at the end of the day they're paraprofessionals. We need to separate preschool but other than that so we've lumped them into sometimes you'll see in a line that there's we've zeroed it out but we really just moved it to try to make the budget more understandable to someone from the outside. So this

110year is a year of transition and so there's a there a lot more you know greens and reds than normal and like I said we really wanted to budget for what we actually have and who we actually have employed um to avoid what I would say like loss in positions because if it's just a blob of money it's really hard to identify how many parvisions do we actually have in the budget. So a lot of work um a lot of time has gone into that. Another piece of this is um new items versus what's in the budget. So there was a way things used to be and it didn't seem clear and consistent. And so we're trying to make some changes so that when we look at the budget amount in here, it's a it's

111a solid number. It's not this plus the new items. Um because it also doesn't make sense to have them here and then go back into the accounts and make some changes. Um, so as a result, um, you know, some things might look different than they did in years past. We would have account lines that were just generic account lines for new items in years past. We're trying to put them where they belong to help kind of man track changes over time. Um, and then um, positions funded through IDA, it's a special education fund. Um these are this is another important conversation. Um if I have a 1.0 teacher and that individual is halfime funded by the budget and half time funded by idea do we budget for that individual as.5 knowing that the grant will

112take.5 or do we budget for that individual's 1.0 know and then offset with revenue because at the end of the day we've hired the individual, we've written a contract and we have to pay the individual regardless of where the funds come from. So there are just important like philosophical things that we've looked at that we haven't looked at in probably a decade because you know once you get into a groove you're doing the same thing year after year but that's changed um you know our approach and it's been timeconuming but I think overall it'll help us all move forward. So going to the very end of this >> philosophy. Uh so what is there is it like um still deciding which way to lean or is it like you've made a decision like uh showing

113the revenue showing the full cost of that employee or >> so you are going to see that um this budget is going to look different on Tuesday at [laughter] at the budget committee meeting when we look at um um offsetting the budget with a revenue source. And so we're we're rather than creating separate lines of new items, we're creating a line of revenue. >> Okay. >> So we can clearly identify our total specialist budget, >> you know, separated from some else. >> Yeah. >> Um so that wasn't ready for tonight, but it'll be there for Tuesday. So you'll see round two for the budget committee. Um but or sorry, round three for them. Round two is here tonight. Um which is good because we have a lot of cutting to do. So, um, >> just

114[laughter] to clarifying guidance, is that the number that was given to you by the budget committee, the 184? >> So, we're at 19,57,545. >> Okay. >> Um, and um, we've been asked to be at 18,44,463. So, I just need to find 1 and a.5 million to cut. Um, so, as I keep saying, look under your couch cushions. [laughter] I just I'm curious, Gina, I you know, obviously you're not on the budget committee and Ralph and Rapia, I don't know if you can answer this, but I I look I mean, I know that we don't have the warrant article this year that we did in FY26, but that's still that guidance number is less than our budget number last year. >> It's negative 1% is the guidance. >> Yeah. So, I think the question why does

115he why are they asking normally they don't do that to us? >> Yes. Uh so the the [laughter] context the context for what happened at the [clears throat] last or yeah last budget committee uh meeting on this was um there was there's a lot of uh the budget committee is hearing a lot of concerns from the taxpayers um that the last 3 years in particular the tax rates have gone up a lot more than historically. >> Um and so and um there's full awareness of the big expansion project coming. There's also other town town projects coming. So there's um a lot of knowledge about like these big costs that are coming down uh the pipeline. Um and so uh they decided for both the town and the schools um to lower uh guidance by 2%.

116>> Okay. >> And so the idea was uh knowing >> the town as well. >> Yes. Um there was some discussion about so the complication of uh guidance is that for the schools um a big percentage um is uh for the for the schools relative to the town is that a lot comes from like salaries and benefits. So when you're lowering that the effective tax rate doesn't get lowered as much as it does for the town. Um and so there was some discussion about even going higher more than 2% uh uh for the schools. Uh but that was um walked back I think how challenging that would um be. Um, but I I did ask about since [clears throat] uh last year we just had um a more normal guidance and uh that we met

117like what does relief from guidance look like um for the situation cuz we're agreeing to this number but when we actually like look at the different items like what happens if there's like a lot of crucial things um and so basically the idea um as I got from the committee was that um uh basically then it can um it can uh lead to like more conversation um [clears throat] to say like okay well if you want to come back with a discussion about like why XYZ needs to still be included um that the the 2% wouldn't be met then you can have that discussion um as part of relief grants but the goal is to um have both the town and the schools kind of have a have a focus on all areas of the

118budget to see where savings would be made. Was there >> was there any discussion or consideration over the fact that the student body is increasing and not decreasing 2%. And so we're having to get staff and other sources to cover those expenses. Not to mention the inflation rate, but like I know the budget committee usually takes into account inflation that's happening in the region which is going up and I understand the taxpayer but at the same time I also understand that like we're providing a service that the service is being used more. So I wouldn't expect cutting back on how much you're going to spend to supply that service aligns with the increase in service usage. I just want to understand is that being discussed at all the budget committee or is that just uh

119you know the consideration like well we want to give a tax break if we can >> um >> or keep it. >> Yeah, I think that's that's a good point. Uh I think more at the last meeting was discussed about um inflation how inflation continues uh rather than uh I don't think it was but like how the town is growing. Um I think uh so I can't speak to that because that argument didn't come up. Um I my if I were to like try and guess based on the sentiments of the committee I I would say it's probably uh the the push back there would probably be just well we've had these you know bit because we've had these growing payments that have gone beyond um CPI over the last 3 years that we've had

120had to deal with that and so they're they're just trying to balance things out to the to the taxpayer given that we know you know 19.4 4 million plus the other stuff come from from the town and they're just trying to to balance and shine a light, have a discussion and see um where where things come in. >> Sure. And I I just want to point out that um the FY26 operating budget is 16,950 um and then we're at 19507. The guidance is $18,44,000. the guidance is actually a 2% increase because they they shoot for um a negative 2% for what they call controllable costs. Um and then certain costs such as special education um the increase in health insurance, those are sort of added back in afterwards. We can't control them and and we

121need to move forward with them. So it ends up being um from what I remember about a 2% increase. um as guidance uh our business administrator and I are in discussion with um the budget committee chair just to better understand the formula and how it's derived um because I think there's and and so he identified some lines our business administrator was at a workshop today so I he and I couldn't sit down and go line by line but I think there might be an issue with what was present in the spreadsheet versus what was on the spreadsheet and um so so we're in discuss passion and you know part of this is you know I'm a newbie he's a newbie we're all trying to work on this together um whereas our budget committees are with

122um filled with many veteran intelligent people so they've been doing it year after year so we just need to ask so so I think some of it is just we need to ask more questions to make sure we're supplying accurate information based on what the expectations are y so >> I'm going to pivot here for a second um I'm just thinking about the task you have ahead of you of cutting all 2.4 and change. Um what what is your level of comfort in and we're talking about no saying no to the special education trust but what about the contingency? You know we had thought that for a little while that we didn't have it this year. We did. Um is is that something that could be on the table? I mean like we have extra

123wiggle room in the kindergarten now. Elementary school teachers can technically move between grades. Do we feel like that that's something that could be on the table? That could be on the table. That is not part of the budget though. That is a separate warrant article and it's through new taxation. So if the budget committee felt like we have asked for too much, we certainly can have a conversation about just not asking for a contingency this year, which is what I thought we did last year. Um, but like I said, you know, there we have some more questions to ask and hopefully we'll get some answers to better understand the development of that, you know, or the origin of the 18 million 44,000. It seems clear on on paper. I understand the calculation, but I just

124want to make sure I understand what numbers are being utilized as part of that calculation. >> All right. Thank you. >> Yeah. Um and I and like I said, I um we haven't pulled out revenue sources yet. So I I do think that I have a lot of cutting to do, but I do think um I have about half already clear in my head as to where that's coming from. Great. Do you feel it sounds like do you feel relatively optimistic about getting somewhat close to that >> really get closer? >> Okay. Okay. >> Yeah. >> So, just to make sure. So the new the new item round two >> is the changes in the budget in the operating budget that we're seeing in the spreadsheet. I'm trying to figure out what the difference is

125between well these are just you know contractual or you know as it says somewhere in there pest control general general operating stuff versus what I saw in the new sheet and where that extra money might cost savings might be found. >> So the um a decade ago the new item spreadsheet was developed as a way to be more transparent rather than having everyone fish through every single line and then ask questions. It was like, "No, this is these are the new things we're asking for. We haven't asked for them in years past." Um, and then the question about whether or not they're already incorporated in the budget or just separate. Um, in years past, some of them were incorporated, some of them were not. So trying to engage in that process this year of I

126mean I engaged in the budget conversation but in terms of like which line item it was in and when it was added I didn't participate in that. So I I I just think like I said there's some clarification for procedurally >> how the items get transferred over. Um, so I apologize. I don't have all the answers for this meeting, but um, but just know that there are certainly some things that that we can look at um that don't have, you know, some delays. Um, there are access points that we need to replace here for Wi-Fi. Um, they're functioning, they're approaching end of life. We can delay, you know, and that's a chunk of change as well. So, >> and and just to be clear why I'm asking because it's important. It's like I'm good with

127how we do it. >> Um the the target from the budget committee uh for the operating budget concerned me given what the numbers were and to some extent uh with a large spreadsheet and and knowing that we have a lot of means. Um that's where a lot of this is coming from. just like I'm sort of in like a gez do I need as a citizen to go to the budget committee and be like hey I want more money for the school which I can still do but like that's the level of concern I was getting off of these numbers and so that's why I'm trying to put the parts together as a school board so I was like okay what what are we getting from where >> um can I ask a question about

128the budget committee um so it is certainly true that taxes have increased the past three years right and like we all feel that as people who live here in out. Um there are also some of that has been things that have been affected decisions at the state. Um and I obviously the town budget committee doesn't have any control over what happens at the state. But I guess I just wonder how much of that is being discussed at this, you know, like in the budget meetings. >> Yeah. the um uh I think it's the September meeting where um a member Darling Man kind of goes through um a legislative summary of like all the things that impact things on the school side and on the town side um and how things will be impacted and the

129interesting bureaucratic choices that they make at the state. Um but it's it's a lot of like well this is what we'll have to deal with but it's not a lot of like what what can we do to change it because um because of our because of our role. Um, so it's an an interesting question of like what can be done to do push back at the at the state level and if as a town um collectively we may disagree with some some things that happen. >> Any other cues for Gina about budget? Uh moving on to the annual meeting calendar. >> Okay. So um included in the packet is the annual meeting calendar where we look to see uh when all of these important decisions are going to be made and really specific deadlines that

130are based on RSA. So important dates to put in your calendar. We have um both our public hearing and our bond public hearing scheduled for February 10th with a snow date of February 11th. That would be a 700 p.m. start. And that those are located at town hall. Um the school district annual meeting is going to be scheduled at March on March 17th um with a snow date of March 18th and that has been shifted to the high school gymnasium. Correct. as we got some feedback that the middle school was not large enough last year. So, um so it's been moved and um those are important dates for us. >> And I want to just make note uh I did find out that they will be providing babysitting services for our annual meeting on the

13117th at HB. >> Um the teachers >> because we on non um teacher contract years, we usually use NHS um National Honor Society students. >> Well, I think so. This I think it might be the teachers for our district meeting. >> Great. >> Those are Paul's primary specific >> and he was >> Paul school district teachers. >> Great. >> I got that I got that whispered to me earlier. >> That's also seven of the >> Yes, seven. >> Y >> and we'll publicize that those a lot to folks. Um, I also just want to kind of point out on this meeting schedule, there was a lot of discussion about when to schedule these. Um, because there are certain waiting periods between public hearings and filing dates and all of these things. Um, and so it

132turns out that our school district meeting is and the co-op school district meeting are the same week. We happen first. Co-op happens right after us. So it is a big week for the town of Hollis and that hasn't traditionally happened. They're usually on different weeks but the election is and Hollis town meeting are the week before that. So it's a marathon sprint around here and the Hollis and the co-op typically flip-flop which one goes first. So this year is a Hollis goes first kind of year. Yeah. Awesome. Thanks, J. >> Enrollment committee update. >> Thank you, Daniel. [laughter] >> Uh, let's see. We have a meeting um on December. Am I correct? Let me just check. Yep. December 17, our regular normal committee meeting. Um, and uh we are looking to plan another forum in

133January. So, this forum that we have coming up tomorrow, we are we're going to be kind of setting the protocol, but we're just going to be talking about new information. Um, we understand that there are going to be some people that might be present or might hear about it that have not been following this for the last two years or in the last year. And, um, we want to respect their desire to ask some questions that have already been answered, but not at tomorrow's meeting when we have all of our consultants there. We want that just new information. So that January meeting we will have available so that you know people are just like I am late to the game could you please catch me up you know we will be willing to do that

134and give tours again and answer all those questions again um and we have updated the website if you got positively housed in your mailbox today you would have seen there is an article by yours truly um written back in October um so unfortunately the December 4th um form is not in that article but there is a a link link to our site and there is a new popup to give people information about that. There's a brief summary of everything we've been doing the last two years, an updated FAQ page um and the document that Gina shared last month about how we've been spending on their warrant articles. So, we're hoping that that's going to give the town a lot of information um when they're like, "Wait, what's been going on the last two years?" So,

135that tomorrow we can really focus on this. a new one. So, can you just say one more time what time and where that form is tomorrow? >> So, tomorrow um December 4th at the house primary school from 6:00 to 8:00 p.m. in multi. >> All right, to you Raph for our capital expenditure advisory committee update. >> Okay. Uh so we continued to look at the uh consolidated consolidated um spreadsheet um the updates kind of coming from town co-op and hospitals. Um and we're kind of getting a sense of like big picture but still with uh caveats in terms of like when uh big jumps happen are they h are they realistic big jumps or are they because we have certain placeholders for certain year but we don't know exactly when a particular uh uh mid

136or higher priced item will will happen and I think maybe uh some of this uh viewpoint will help um the the two budget committees be able to um make some decisions based on uh on when they want to uh which fiscal year they want to apply some of the some of the cost. So on the um co-op side there was some discussion on um a portionment and how uh the bonds uh the bonded items uh go at 70% um versus the ones coming from the expendable trusts are at 55%. Those are the uh the portion that Hollis uh taxpayers pay. Um and so that was so clarifying that was uh was crucial to getting the right uh percents into the spreadsheet. um on the town [clears throat] side. Sorry. >> 60 70, but I think

137that's [clears throat] what it's >> Sorry. [laughter] >> So, it's not a straight percentage. It's based on um equalized value and um um ADM. So, it changes every year. So we submit data to the state um and then they come back with yes you're good with these um aortionments. So so it does vary from here. >> Thank you. >> ADM is average daily membership correct. >> Okay. >> Thank you. That was my next question. >> Sorry. >> Anything else? Um yeah, just so on the on the town side there were um there are some items uh coming down the line. Uh uh most or the the nearest term one uh that will be in the I think as a placeholder it's at 2.5 million is the transfer station wall uh reconstruction. Um so there's a

138number of items kind of in that in that ballpark where it's not getting up to the Hollis expansion. Uh well actually that's not true because down the line there is a potential uh police and fire uh facility upgrade and that would be bigger picture uh bigger item more similar to how this primary school expansion. Um so all these things though are in uh the consolidated view and so it's there's a lot of variability there in terms of like when they would be timed and how the cost would be spread out. Um and so from that view, uh we can see that there are some big jumps going into fiscal year 27 and going into 28. Um but there's still work to be done on figuring out like how some of those will be spread cuz

139it's it's not just the big bond items. It's also more like the 100k or 200k items that kind of add up. um the facilities like the the player police facilities conversation, please correct me if I'm wrong, they're not even in like kind of the state that we were in last year where like we were ready to like have consultants come in. Isn't there an issue with finding land even like a space to do that? So, if that's correct, we're still several years off. >> Yes. So for uh for that one, it's I think as a placeholder maybe 20 uh fiscal year 28 or 29 um is when it's currently in in there. Um and I think there's a number of things that would have have to be um worked out in terms of like the

140budget committee meetings from from this year. We haven't had I don't think um any presentations or discussion on it. There was some uh there was a presentation in the previous year. Um it's yeah so it's not something that's urgently happening but it's something that's big and so that's why it's on the radar. >> Thank you. >> Is the is the field expansion in the fiscal 27 school when you're talking that come up at all? >> Yes. Um there was some complication about how they were going to spend last year's warrant article. uh money because there were some complications. So that we there wasn't um discussion about last year's spending. Um and so I don't uh recall um any big updates for what would what would be presented for the upcoming uh March meeting, but I'm

141assuming that I'll be hearing about it shortly. I know that the pitch of the town >> that really helpful. >> Yeah. Anything else, Ralph or any more questions for Ralph on this? Thanks for the update, buddy. >> All right, moving into deliberations. We're going to see what action the board will take regarding the proposed policy memo. The memo is the summation of the individual votes we'll be taking on each of the policies being presented. Um, first up is policy EVCH. Um, it got its first reading at our meeting in November. Um, so I will accept a motion to accept the second reading, wave the third, and adopt policy EBH, hazardous chemical safety provisions and hygiene plan. So moved. >> A second. >> Second. >> Uh so no changes to this policy. Um relatively straightforward. We

142felt like we just wanted to get it off the docket. You know, there going to be big updates later in the spring. So trying to, you know, get policies cleared out as much as we can. >> I know came up in at least one of the policy discussion. I don't remember if we came up with this one in the last meeting. But this also includes the board's objective and board stuff. >> We did discuss that. Um dot do you want to uh we had talked about that in regard to a few different it had come up about a few policies. Um and uh I think that we there was a sense that we could not entirely take out that language. uh uh because of I think in this one it's okay because it's the purpose.

143It's more of a philosophy statement whereas in the next one we're going to look at we did expand that discussion. It does say board in the um in the law. Um but I think that there's some flexibility as to how you can say it and that's why we added in in district or superintendent and designate. But in this one, when you're talking about the purpose, it's more of um what your philosophy is around why you have the policy. So, I think it's okay in this one. >> Yeah. I think um and that's good to know. My main thing is like even if you just dropped the board's objective, you just said to help ensure a healthy, clean, safe cuz we're approving it. So, it's obviously the board is agreeing with the objective on it. And

144this project probably shouldn't be a huge sticking point, but I know it's going to come up in some of the other ones. And it just was the first thing that stuck out to me like, you know, plan preparation, superintendent in consultation with whatever, but like you don't actually need the board directs because we are going to have to work with the policy and say do this. So, but I I hear you. Legal says you have to do with either the board's discretion on that if you wanted to take out the board's objective. Does anyone else I missed my question? Anyone else a little bit or bothered or just >> entirely? I do agree, Jonathan, that it is sort of like we don't >> It's interesting because like it feels like all of a sudden we

145have a batch of policies with that language in it. Um, and it it's not necessarily in a lot of our other policies. Um and so in some ways, uh it does kind of stand out, um because it because it's not necessarily in all of our policies and in some of our we did talk about it right at our last policy meeting and we sort of keep it in some, you know, um and we tried to shift the language a little bit. Um and some of it could just be a different lawyer at the national the school association. So it's a bit of a different >> take because that is the language that's coming from the school board association and the protocols. >> Yeah. So I mean I think I I don't believe it fundamentally changes

146anything if you just take out boards and it says the objective is to help ensure >> because that is the objective of the policy. I mean, I think for readability, then maybe you just say to help ensure >> whatever you want. >> Yeah. Because because if you have purpose followed by a goal, you're describing purpose, right? >> Yeah. It to give the background when I read it, it reads like speaking in the third person for yourself. Jonathan is happy. Well, [clears throat] >> why do I have [laughter] to say that? Like I just say I am happy or I'm saying, you know, like it just it's weird. if it's if it's going to make it better for people who have an issue with it and it's not going to fundamentally change the language and the

147meaning of the thing. I don't >> can we take out that language installed? So how do you you want to >> so that be the objective is to help >> just take out everything before the word to and capitalize the TM2 >> so purpose to help ensure a healthy clean and safe >> and then if you went down to be >> you would also have to take out um >> instead of the board directs it would be the superintendent or designates designate followed by the >> prepares a hazardous Yeah. >> Okay. >> Are those too many changes for us to accept the third or >> not? Just making sure >> that was going to be a comic. >> Yeah. Um, so I guess we just have to Yeah, we can leave it as such or

148as amended if you want to change your I don't think we need to amend the major unless um is there any other discussion on this one? Okay, thank you doc for being all those in favor of accepting the second reading the third. >> Perfect 00. Thank you. Our next one is policy J L I A. This is uh its second reading. The proposed changes include amending the title so that student is plural. The first sentence so that it begins the board and district are committed. The second and fourth paragraphs by replacing principal with administrators. And the third paragraph by inserting approved designated volunteer following school staff. Uh I will take a motion to amend policy JLIA supervision of students in its entirety by replacing it with the copy provided with the agenda. Accept the second

149reading, wave the third and adopt as amended. >> Second >> discussion. Um, so this policy, right, we had to keep the board. Uh, because of some of the legal concerns, we had to keep the board, but we added the board and districts. Felt like that maybe sort of softened, broadened that language a little bit. Um we added language around um in the third paragraph um all school staff and approved designated volunteers have a duty to help ensure the safety of students even when such staff are not specifically scheduled for supervisory duty. And that's just making sure that right like if a teacher is out of the room but a as you know an approved volunteer is there that like of course that is appropriate and we're not concerned about that you know. Um so that's

150what that language is making sure we understand that we were not concerned about that and uh continuing to the thing that we are making consistent across our policies is um changing when we can building principal to building administrators because that just gives us more flexibility. So that was another small change. >> Yeah, I see that. >> Yeah, do you see that? >> Got it. Otherwise comments like I understand the necessity of the role in this case and I think having negates a lot of fear I have >> any other discussion I just want to add that I don't know um I think I'm okay to maintain building principle the last line because it's the superintendent and the building principal establishing rules and regulations the administrators would carry them out, but it would be a building

151principal who would establish the rules for the for the building. >> We actually had that discussion. >> Oh, yeah. You're right. We did. >> We talked about that. >> Okay. Okay. >> All right. >> Yeah. All right. >> All right. All those in favor of accepting a motion. Our next one is JLCK. I will take a motion to accept the second reading of policy JLCK, special physical health needs of students. So moved >> second >> discussion. Uh so we again needed to keep the language the board um had added some additional descriptive language. Um we had some discussion in the policy committee about uh the title and um some discussions about does the title really capture exactly what this policy is about. Um, and so something uh we had changed, if you can see there,

152we had changed the title um to kind of better capture what this policy was actually addressing. >> Um, so is that supposed to take the place of the line below it that says listen to the special again? >> Yeah. Yes, that line would be taken out. >> Okay, I'm trying to figure out what Yes. Yeah, this is pretty straightforward. I mean, this is a second reading, obviously. Um, is there a reason why you guys didn't want to leave as a certain >> No, we can't do that. It was just that because of the title change, we didn't want it to be um put up with the no changes. So, it was more of a a significant change. >> Yeah, we could still adopt it. >> I'm happy to adopt it. That's up to you. So,

153we will need to change the we need to amend a motion. Um it's actually in the second page that there is a date for the adoption on there. It just doesn't have a significant change in the Got it. >> So basically it would be two accept the second reading wave the third. >> Can I amend my motion to yes uh wave the third reading and do a second and adopt? >> Yes. >> Is there a second on that? >> Second. Any further discussion? >> Yeah. So, um the direct component is just totally offite. >> The which component >> at the very end of the paragraph says the board will direct superintendent to encourage the following measures. And I don't know that I've read a policy just thus far that binds the board to action because

154legally will direct. We have to direct under policy you you to go do something. >> Y >> but unless you direct me otherwise I need to put all policies into place. that was langu we added on our own trying to work around that board piece. >> Yeah, cuz the original one was the board endorses board measures. >> I totally get that >> and it is it is definitely a weird variance between the the the directive to the board of will direct versus the board endorsing versus overall the superintendent need to go do these things. Um, and I understand the legal guidance was you couldn't remove the board Why can't we just change it to district? >> We did in the first sentence. We're taking out the board and we're putting the district is committed, >>

155right? But I mean for the second, why can't it say the district endorses the following measures >> because the law is actually putting the onus on the board to make sure that the district is enforcing it. So I think they want more than that. >> So we are being forced to do it and if the law enforcement force us to do it. >> Correct. So would you rather it just stay like it was before versus the board endorses if that was the language they gave us? >> I think it's okay that it's like I think it's a I don't think it's a problem like this. If you have other policies like we have one um that you'll see in the spring where we have to put stuff in like the staff handbook and it says

156this will be placed in the staff handbook on an annual basis or if we have some policies that says will be reviewed annually. So, it's not not out of the realm to to say the board will do something. >> I will also say what I like about this wording is that some of these things like I think in some ways this language gives us a little bit of flexibility that the board is directing the super the superintendent to encourage physical health and emotional health. You know what I mean? Like it's not saying those some of this is saying we should have we should be encouraging these things and that gives us some flexibility versus saying I don't want to say oh Gina is now responsible for making sure that everybody has to have good physical

157health like that's a little bit of an expectation that how are we measuring that what exactly are we saying there you know and so you like I I like the word encourage there you know and ultimately it gives the board some teeth that because if you direct the superintendent to do it and then whoever whoever that superintendent is doesn't do it, then that gives you evaluative compass. I'm like, no. So there's a couple layers here for me, but I I prefer the concept on a civics level of the board endorsing endorsing or encouraging and not will direct because I don't feel that it is something that someone outside the board should be telling us to do. That's my civics part. At the same time, I agree with Carol with the like, well, man, if we're

158just going to go with direct, you could totally go with the board encourages or endorses the following measures. >> Well, the point that Dot is making is that at the will direct, the superintendent like adding in that language is allowing us to uh it's actionable in terms of evaluating the superintendent, >> right? And that that's that's really what that is giving us the ability to do that if you were in a position where you had a superintendent who wasn't following through on this, you could say like you're not doing this as a superintendent and that's what that is doing. >> What if he just took out the word will and just put the board directs the superintendent of it. >> That would be wrong with me. Just as a side note, I do believe um

159that some language around wellness is part of the um policy for my evaluation. >> I don't feel like >> well, but we sort of need it though. Do you know what I mean? Like we like you personally might not feel that you need it, but also if we don't have it as a as part of our policy, then like how can we say that we like we need to say that that's part of our policy that we are evaluating her on that otherwise how do we evaluate her on that? >> I do care about [laughter] >> we're just talking about in the room right here. [laughter] I think the the board directs the superintendent or their design to encourage the following measures >> is going to be our best bet to satisfy both things. I

160think >> so take out the word will change to direct. >> Look, I was thinking about my physical and mental [laughter] and it's uh >> I made a mistake long night [laughter] tomorrow. All right. So, are you guys okay with that being the kind of final the board directs the superintendent or their designate to encourage the following measures? >> Sure. >> Yes. >> Are you comfortable motion maker with us still doing the third wave the third and adopt? >> Okay. >> So, to recap, this is a motion to accept the second reading. Wave the third and adopt policy JLCK. All those in favor 0. All right. And our next one is JLCD. Trying to get there. Um I will take a motion to accept the first reading of policy JLCD administering medication to students as

161presented. So move >> second >> discussion. Uh so you can see some um notable changes to this policy. Uh so just kind of really um making this more clear uh adding a lot more specificity uh to what this process looks like >> there. There so the last time this was um adopted was 2616. There's been significant RSA changes since then. So, we wanted to update the policy uh in accordance with that. Um and then you will also be seeing soon um an offshoot of this policy that's referenced in this policy JLCE, also known as EBBC. You'll be seeing those next, which is um really expands on the emergency um administration of medication. So these are these two that we want to update and I'm happy to take questions about it. There's a lot of content

162that will be in the next one. >> And it's just a first read. So >> it's just a first read. >> I like with the first reading just accepting it. So then it gets cleaned up and then we can look at it more. >> I do have some feedback for the policy committee from the nurses for the next meeting. >> Yep. Great. >> Right. Any further discussion on this one? >> Yeah, in the first paragraph we will take a look at at the wording as it leads and the corresponding administrative procedures recording files related policies. I think I think that's supposed to have some other type of reference but I just reading it. It's not doesn't seem like >> could be found found in the word in. Yes. So all that will be cleaned up.

163>> Okay. Anything else? Right. All those in favor of exception to first reading 0. And our final policy for this evening is policy BGAA. I'll take a motion to accept the first reading of policy BGAA, policy development, adoption, and review. So move >> second >> discussion. So this is a brand new policy. Uh it is not required. I will say uh I originally felt sort of hesitant to accept this policy and it's a policy about making policy and my [laughter] my it's very meta and my feeling is that my initial feeling is that we have a lot of policies and I kind of don't want more policies if we don't need them but I have come around on it and I think that what it is doing is saying uh it what it is doing

164is saying it is saying this is how we make policies we have a policy committee. This is the process of making policies. And so if in 10 years there was some wild west uh of a school board who wanted to have some, you know, to say like, oh, we're going to do something crazy to make a policy, no, they have to follow these procedures. This is how you have to go about doing it. And so I think it's just sort of um like we are already doing everything in this policy. And so in some ways it feels uh a little unnecessary but I think it's just sort of kind of like creating guard rails and for the future and I think that's reasonable. Um two things. Number one uh the first reading date is incorrect.

165It should be good. Um and then the second thing is this is just language straight from the NHSBA. >> Correct. >> Yes. >> It's just all brand new. >> Yeah. >> Okay. Um, I look forward to looking at this. >> It's like, how am I supposed to be here? >> Yes. >> Any other discussion on this one? Seeing none, are those in favor of accepted first reading? >> Um, can I ask something of the policy committee? Don't be mad at me. Um it it is it has been asked um a few times now how we came up with the policy of kindergarten and first grade having 18 students and second and third having 20 and then switching to 23 when we get now we can all say but at some point those policies were decided

166or made and um I think it was before anyone here was around um is is there any way we could ask the policy committee to look into that and maybe try and find out what was the basis of those decisions um so that we can be prepared with those answers. Um >> is that coming up in a long meeting? >> It has been coming up um you know we we've tried to find answers and and I'm trying to find research to justify it. Um we we tell this has been discussed before um I think it was even might have been men during co cuz in co you had to have distance around students but there's a miniature law not in pandemic times of physical space you have to have available for a child in a

167classroom >> the classrooms in Hughes are much larger so you can fit more students in that so I believe that there's some of some of the basis of that is that way. Um so while what but I [clears throat] am I remember like >> no that's that's accurate but the um we've certainly looked at the policy in the last 10 years but we have we didn't change the recommended class size for per policy those were in place prior to my arrival in 2015 2016 before my arrival they did a full overhaul of all the Hollis policies so we could do some digging into um minutes to the um if it that um if the numbers were amended at that point and then what the discussion was go to the attic. [laughter] >> Yeah. Yeah. I

168was I was kind of hoping that for you to not have to do it because you kind of have a lot of stuff that you do. It doesn't have to be me but we didn't [laughter] during the day. >> Let's go there tonight. >> Yeah. cuz I you know as as we've we've said I mean I I'm aware of these things um and I found very conflicting information as far as square foot per child um you know sizes etc. So, I just wondered if there was another rationale that was given that that that we could go with, but um I don't want to like have anybody spend, you know, like 15 hours on this, you know, that's a little insane, but it it would be nice to be able to reference this was the decision

169that was made. This was the rationale at the time, and we still feel this way. >> We can look at that. There's also a spring policy that's going to be coming. um around why we choose the capacity numbers that we do because sometimes districts choose lower numbers than the state recommendations and so that will kind of all tie in. >> When you say we do you mean like that's coming down from the state or we decided as a district to do? >> No, it came it's coming in the uh came in the fall policy review. So we'll probably be we're trying to bring the new ones to you. >> Sure. Open enrollment discussions that are happening statewide. Gotcha. >> So that if you know a district has to be able to say if you have

170numbers that are lower than the state why you have to state them or you're going to be held to the higher numbers. >> So we have to give like a rationale as to why these are our numbers. So we're going to have to have that conversation. >> Okay. Yeah. Cuz that's another thing that people have brought up is the concern of this whole open enrollment thing and we just haven't had answers for that yet because it's too many. >> Thank you. Are we in need of another vote? No. >> Um, but before we move on, >> sorry, [laughter] somebody like um would the board feel comfortable making an official motion to move forward with the um expansion and renovation project as was presented tonight with that with the very >> um is there a requirement

171to do that tonight? uh >> what what's the what's the ask for I guess >> because we're pretty much done with the refining unless given direction otherwise at this point we're really at um communicating with the town looking at number in terms of um do we want are we proposing a 20-year bond are we proposing a 29year bond what are the terms of the bond um and just working with the budget committee and looking at those things and must direct it otherwise. >> I think it also would help to know that like when for Gina and Rafi present this that the board supports this number that the board's not saying no go back and take it down to 18 1716 you know that you're saying that the board is um comfortable with this 19,384,375. >>

172So um I think this is a significant deviation from the agenda. can't have it, but I think we need to take a vote >> to make a late breaking agenda adjustment for this. Um, and if we agree to do that, we can have a motion probably coming from that comfortable. >> Sure. >> Um, so pulling pulling the membership. Is there somebody who wants to make a motion to make the agenda adjustment to add this vote? >> I move to um adjust our agenda this evening to add a vote for the pre for the bond total um for that was proposed this evening for the expansion and renovation of the house primary school. >> Is there a second? second. I was like, "Oh my god." [laughter] >> All right. Is there any discussion on making an

173agenda adjustment? >> So, I'm opposed to the agenda adjustment. Um, the packet as I saw on the website didn't have the presentation. I corrected it for public consumption. The number is new. um to some extent and I'm worried that while we did have a public um input component fundamentally no one public has seen this to be able to attend the board meeting where this has been on the agenda and I think it's a significant component that the public may want to have it in before we as the board say yeah no go ahead with it because we've only just seen it tonight and I know the enrollment committee is available and it's public to some extent but my concern is that in general voters had no idea the number and that we were going to

174make a decision tonight. >> Yeah. So, let me just clarify. I'm I'm not saying that you have to say you're in full support of it. We need direction because we're at a point now where um we need to continue working in this direction unless you're like, "Nope, go in this direction." um because I need to start preparing um more advertisements to support um to share information about about the project. Um you you can I guess I guess that's what really we're looking for. Not are are you in full support of this project at this very specific dollar amount? Were you full fully supportive of us continuing in this direction knowing that there might be small changes but essentially all the research um the all those components that were part of the warrant article that's for

175the most part done and are we okay? I'm going to I'm going to chime in for a quick second. So the motion is just to make an agenda adjustment to have the vote on it. Mhm. >> Um, your feedback sounds like you would vote against it, but that doesn't mean a vote can't happen. >> So, I think to fine-port feedback on the agenda adjustment. I think it's a significant agenda adjustment that was not posted that may impact negatively if we just don't. >> What's the impact if we don't do this agenda adjustment? Um, there's really no major impact, but I would like to know if you want us to go in a different direction before we say like, you know, we've tightened our belts and and we're at a good point. Um, if you all

176feel that we're not at a good point yet and we have more work to do. Tomorrow is a public forum for public feedback to hear what the public has to say. that will potentially involve further refinement, >> but I don't even know if there's support >> by the board. So, >> would this be more of an instance of we don't need to take a vote to say let's go with this number for the bond? >> Can we just do sense of the board? >> Would you like to remove your motion for an agenda? >> I'm just confused. Would you say sense of the board? >> So, sense of a board is not a formal vote. It's more of a discussion point of do we feel comfortable with the the changes that are made so it

177can go forth to the public tomorrow and and >> I find taking it back I think that what I I think what needs to be stated is that like what to go on what Gina was saying is that we need to know whether or not we're saying to the public tomorrow the board has asked us to lower this number even more and so we're going to be going back and that means that some things will have to be cut and we'd love to have your feedback on what needs to be cut or if we're saying, you know, this is a plan that everybody feels comfortable with and you can expect this, you know, to be coming forward to the budget committee for warrant article. That's a crucial piece of information. I also want to note

178that back in September, the 17 to20 million price tag was made public and has been repeated in several forums. In the October 14th forum at the Hollis social library in addition to that September 17th forum, it was also at the Hollis social library was presented to the Hollis seniors. It was published in Hollis bookline online and in positively Hollis. So like and on and on and on on Facebook, you know, like the information was put out there. So it's not that this part of making them go asking them to go back and lower the number was saying we want it to be within that 17 to 20 million. So anyone paying attention does have an idea of this number because it is within the 17 to 20 million. But it is really important I think

179that if if the board wants us to make that number smaller, we need to be able to tell that to everyone that people need to know that what plan here needs to be for cut. So could it be that we're amendable to you moving forward >> but not to exceed this number and the other but the other part of this is you can do a sense of the board and that gives you direction because a lot of the times that we've had conversations I'm not doubting anything that you say I do agree with that like an official that's an official term term like that's an official like >> it's just a disc since the board it is it's more of like versus you want do you want to explain kind of the difference >> it

180just kind of gives this the go-ahhead to keep going in one direction if there was consensus that you were all other than an cuz I know I'm feeling >> [laughter] >> um adamantly opposed to us pulling out the parking lot in the SAU field um that would be really useful information to know like don't continue without that because I can't support it because the need for parking is, you know, the ultimate need. We made some decisions along the way that weren't easy. We think we had, you know, sound reasoning for it. Um, but we want to make sure at the end of the day that what we bring forward to the bond hearing is something that you can set up. >> So, the bond hearing is not happening yet. That is in February. >> February.

181>> Yep. So, I'm talking this through for timing purposes. Um, since the board says, you know, you can say, "Yeah, I'm good with this number or this number is too high. I feel strongly about that." They can take that feedback and they can add it to the public feedback and then this can actually come for a formal vote in January. But at least sense of the board can give them direction. I don't believe based on any of the discussion I've heard at all tonight that we're opposed to the newest presentation that we're opposed to the numbers. Personally, I agree with Jonathan. I was like waiting with baited breath to see what the number was going to be because it wasn't in our packet. Um I knew where it was going to be in between but

182didn't know the number. So I I appreciate that. So, I think sense of the border is probably going to be the the best way to go. Get through tomorrow's public input. Take that as you will and then the January meeting is going to be here in liquidity split and we can make sure that that's on the agenda for an actual vote. This is the number. This is what we're doing. >> Yeah. Cuz who knows? Maybe tomorrow like everybody like explodes in anger and says like it's got to be $2 million less than somebody come to you and say we're we're cutting it down some more. So yeah. >> So I guess I would take back my motion to adjust the agenda instead ask to do that. So with your comment and the southern statement Carol

183I would say if the adjustment to the agenda puts this in discussion and not deliberative I don't have a problem with the adjustment because it's a discussion I thought this was going in deliberative I had a problem with that if that makes >> and that's fine well that's why I was trying to figure out a sense of the board was enough to give direction that's why I asked the question knowing that that was not a comfortable point for you >> so we and leave your motion. We'll make the agenda adjustment. We'll do a around the forum for sends to the board. Um if everybody goes through the agenda adjustment and then you guys will have your information from us for for the next few weeks of action. Does that work? >> Yes. Perfect. >> Okay.

184So, let's go ahead and take a vote. All those in favor of accepting Ann's agenda adjustment to discuss the bond. Excellent. Okay. So, anybody have any information that we haven't already shared? Do you feel strongly about anything in this? Do you want to give do you want to give them any different direction than forward? >> I mean, at least for me, my major concern is actually when we go to budget, >> it's what >> the budget committee and the number that's really my major concern is knowing the discussion just kind of like operating budgets and other things. I don't know. I know it won't be as much of a surprise because we've been having the advisory committee, but I worry what they're going to come back with on whether they're going to push. >> I

185don't think there is anything in this plan at present that should be cut. >> I feel nervous about cutting. I don't want to cut anything else. Really appreciative of what has been cut and I would feel strongly about not wanting to cut anymore. And I think the significant thing in direct from my perspective of moving forward with it is pulling it in a year possibly due to the phased approach and the fact that we aren't getting an extra parking lot. I think is a significant benefit to the citizenry and the students above and beyond having the parking for less events or extra whatever like I agree with that perspective. like if I have a choice between pulling it in a year or getting some extra space, I'd rather pull it in a year because we

186need it now. So that's that's where I sit on it is that yes, I think the number was well done. I thought the presentation was good. I thought the phase approach was very thoughtful to get us moving. I think bringing in here was above and beyond a miracle. Um if they could do it and um yeah, my only concern is that does the town budget say, "Yeah, that's reasonable." Or no, it's not. Well, they know what the what the >> range was and we didn't deviate from that range. Um, and there is a budget committee meeting next week on Tuesday. So, that's going to get socialized to them anyway. And that's again more of that information we're doing sent to the board than it's going to be sent to the public, sense of the budcom

187to give some direction. So, I think we'll we'll find that out from them next week. And on the budget committee side like that um there's definitely awareness there because the placeholder was 20 million um and then and that was in the capital expenditure advisory committee also as the 20 million and then I had requested bond information and I didn't realize I had the accurate number in that bond information as well. So actually that number that was uh from tonight was actually already in the spreadsheet. >> So it's >> very well [laughter] spoiler alert. >> I thought that was another place. >> That's when you do one of these. >> So 19.38. That's a place. >> You are very good. All right. Jess, do you want to >> I think taking out uh the uh the

188corridor for that that that really does address a lot of issues. I know that the town planner had mentioned when they had come to the library event that they had some concerns about that corridor. >> I'm not using the bridge, the bridge. >> Oh, the bridge. And so uh and then just now it sounds like you know there hasn't they haven't been able to connect with us but uh >> also we have already just taken that out and that has saved us a ton of permits. It addresses concerns about wildlife conservation. It saves us a whole year of time. It saves us a million dollars, you know, um and it actually isn't unnecessary. Um, and so I think that I I think that that feels like a a extremely smart move. Um, it feels like

189a very smart plan, right? It feels like a very careful plan. Uh, I appreciate keeping the playgrounds. Uh, I uh think the space savings like the redoing of the septic field, like redoing the septic, the septic, the leech field, right? And then using that for parking space is such a better use of that space. Um, we could be avoiding a disaster. I mean, we Nobody really knows how old these septic tanks are. There's a lot of We've We had tried God bless Lance um facility than yesterday. >> He found what? >> We finally finally located yesterday. Yeah. Wow. We've been searching. We found plans for everything else. Yeah, >> I am so amazed that he did because this has been this conversation has been going on literally for I think about six months >> or

190longer. >> Um yeah, at least at least in the enrollment committee me but we've been talking like how old are these? So um I'm I'm thrilled that this is getting updated, you know, and so much so many good things are coming from it. Yeah. >> I'm [clears throat] glad we're not losing field space to parking lots. >> Yeah, >> because that field it looks really big in a picture. Not that way when you play with kids. >> Yeah. >> So, it's uh I'm happy about that. Raph, do you have any What's your take? >> Uh no, I support um the number because I know what the decisions going into it or with cost in mind and yeah, like the urgency on the timeline because domestic projections for two to three years make it look like

191it's going to keep going up another 30 kids. So, uh the sooner the better. So sense of the board is forward. >> Okay, perfect. And I just want to give um [clears throat] one more point when we were making decisions and things that we rejected for cuts were things that like if we were to go back later on, we would have to undo something to redo something. It didn't seem like that made sense, you know, like and we wanted to ensure durability of product. We could once invest 18 million only to realize that we have to redo all the walls in two years, you know. Right. So longevity. We're trying to consider longevity and value for our dollar. >> Sure. Doing masonry only. >> Yes. It actually was a whole discussion of what materials. Yeah.

192It was surprising how intensive discussion. Um, and even like within the multi-purpose room, like all these things, I I really have to say I'm very pleased with with the consultants that we have that we have chosen. They are very thoughtful. They're very professional. Um, and they they really give us a lot of options. Um, and they talk us through them. You know, I I feel so much better educated [laughter] when it goes into a building now than I ever imagined I ever would be. Um, so it's um, >> yeah, their presentations tonight was wonderful. They're very well spoken, very clear. He's dealing with you. Nice. >> All right. I will take a non-debatable motion. >> Second. Oh, this is fever.