001Um, so it is now six o'clock and I'm going to call the Hollis Brookline Cooperative School Board November 12th meeting to order. Um, I'm going to ask that we do Here comes Patrick. I'm going to ask that we do some introductions. I will start with Mr. Solon who's about to sit down because I want to go this way because I'd like the students to go last. So, well, a second to last. So, you want me to introduce myself? Yes, please. Board member for Brookline. >> Thank you. >> Uh, Amy Keller, co-op board member from Hollis. >> Linda Sherwood, director of business operations. >> Clarity, assistant superintendent of humanities instruction. >> Dina Bergog, superintendent. Holly Derlo Babcock Co-op School Board. Chair um Beth Williams, Co-op School Board, Brookline. >> Robban, Co-op School Board, Hollis. >> Uh,
002Jacob H, principal, Hollis, Brooklyn High School. Yolanda Flamino, one of the assistant principles at Hollisburg High School. Ashley Disco, student body, student body vice president. >> Patrick West, principal of the middle school. >> Thank you. Welcome everyone. Okay. Um, so I believe Kate will be joining us. I have not heard from her. Cindy is not going to be here tonight. Um, and she did send me that note a while ago. So, um, I have not Are there any agenda adjustments at this point? I have not done. Anybody else have an agenda? Just >> maybe just a a what is it? What do they call it? The CAC update from the >> you know the >> Oh, yes. Okay. You'd like to add that to the agenda? >> I have some. >> Okay. So, let's put
003that >> small updates, but something I think the board should know. >> So, can it be number nine under discussion? >> Absolutely. >> What do we we call you? You're the capital expenditure >> expenditure advisory committee committee. C E A C. >> Yeah, I love fourletter acronyms. >> Update. >> They don't spell anything. >> I wish it could just be like cake or something like that would be helpful. [laughter] Like can we just call it cake? Um that really works for me. Okay. So yes, we'll add that to unless there's a opposition to that. We'll add that as number nine under discussion. >> Okay. Well, now that you said that, then nobody will oppose. Great. >> Okay. Notifications of nominations and resignations and correspondence. Okay. So, um I would like to share that we are
004bringing forward Steve Krooks as a um math teacher teaching both geometry sections in 8th grade here at the middle school. In order to do so though, we need to declare a local state um critical shortage in um middle school mathematics so we can move him forward with the department of education. So, the Hall School Board just did this last week for an elementary educator. So, all we need to do is we can we can make a motion and vote. It's what they've done the past couple times um to move forward stating a local critical shortage area in that content area and then we can move forward. >> Why Why is it need Why is that exception needed? Is it not certified? >> He's not certified. He's done a number of um math positions for us
005in the past and physics for that matter. Um so he's certainly qualified to >> this is the person who backfilled physics in high school two years ago. >> Yes. >> Yeah. >> What what type of additional information do we have to provide to establish that it's a critical need? >> Nothing that we have a position and we can't hire for it. We cannot hire a certified individual for it. >> Okay. So there's nothing else we need to Okay. Thank you. >> Do you need that motion now? >> No, you can later today. Okay. Do you do you want to wait to discuss the discuss it then? >> Sure. Whatever you want. >> So we could add a deliberative item, I suppose, if we don't do it now. >> So that goes back to an agenda.
006>> People feel like they need it need it later or do you want to just do it now? >> Yes. >> I say just do it now. Okay. >> Okay. So um how do you want that motion to say? Motion to >> declare a local critical shortage area in um in mathematics >> in in the middle school. >> In the middle school. Is it just for this year? Do we have to? >> Um, we are unsure of the period of time, but this allows him to move forward with the state to be um to obtain uh the ability to teach for the full year. Okay. Whether or not we require that. >> So, we don't need to put a timeline. >> He's filling a lead. >> He's Yep. Exactly. >> Well, if it's that way,
007I can see. >> So, does anybody So, we you moved what Gina just said. Okay. Rob seconds. Are there any comments or questions? >> [laughter] >> I think Tom will catch it. >> What have we done to fulfill attempt to fill a position that has been unsuccessful to um as a foundation for saying there's a shortage? Have we is this a position we've been advertising for a while and have not had applicants, not have qualified applicants? >> So, this is more of a recent um vacancy at the middle school. um it's due to a medical leave and um we tried to fill it from within >> just knowing that when we have a math position posted um we don't often get candidates who apply it's it's a challenge across the board. Um and this one
008is in particular a challenge because it's for an unknown amount of time. So we can't guarantee a year. Uh and so we are internally filling the algebra position and the independent math, but it was the two geometry sections that we um needed to fill. So we were lucky enough to have one of our high school assistant principles fill in as necessary to teach some geometry and our middle school principal fill in as necessary to teach some geometry. But those were not um paths that were sustainable for the short term. I I'm just wondering if we even made an attempt to hire. >> Did you post >> on the outside? >> Did not post. [clears throat] >> I did not. >> I think given how quickly, you know, this position became open and the nature of
009it, it wasn't predictable and it it's something that had to urgent like it was urgently open and these kids are without instruction. We have somebody that fill it. So I I understand and if we weren't mid, you know, we're we're through the first quarter in the second quarter, we're in the second half of, you know, this semester. To me, this makes sense. I mean, normally we would, but I I think that this is more than reasonable. And >> it's just two sections. two section trying to hire. >> How do you how do you defend a question of um there being a shortage if we didn't make an attempt to find a a an external certified candidate? Um >> we don't actually have to defend it, I suppose, is the is the truth of the matter.
010We asked the department um we've hired this individual in the past. We've notified the state. Historically, that was enough um because math is always a critical shortage area. This year, they came back with why don't you bring it to the board so they can declare a local critical shortage because technically it's the middle school. However, a middle school math certification does not allow you to teach geometry because it stops at algebra 1. Um so, we're in a bit of a predicament. It it is a critical shortage area. Um, so we're just trying to play along with the path that the Department of Ed has requested us to play along with. >> I'm just looking if is there anything that that I can look at quickly to to see what the definition is of of that.
011I I just I have absolutely no confidence that this can't blow up if we're if we're playing a little loose with the actual RSA. Knowing who we have in our communities, knowing what has been done in the past, I'm very hesitant to bend. I have no objections to the individual process. I I just want support that we have a leg to stand on. Should someone say should someone challenge it at uh at the state level? >> It sounds like this this was the advice the state gave the superintendent. So >> in writing um however interestingly enough I just looked at the local crit the critical shortage area mathematics upper level high school is listed as I mentioned but middle level is also listed. So I suppose we can continue and say we actually don't need
012to declare a local shortage because it is already identified on your list that you have published department of education as a critical shortage area. They just requested that we do this. >> I'd be much happier saying that in recognizing that the state has declared this as a state shortage. >> So would you like the motion to say both state and local? We can we can pull the we can >> I don't think we can >> defend local shortage based on the fact that we did not actually attempt to hire outside of our building. >> Do we have a history of of putting out math postings and struggling to get applications for math short for math positions in general? >> Yes. >> Yeah. But I'm thinking and I don't know if he's available but >> we
013posted last year in the spring >> pop in for us on on occasions. I don't know if he's even still in town or >> who's that? >> Tim Belly. >> Um we posted last spring for a leave that became available um after April break and we came up with with nobody and Mr. Krooks filled in for us at that point. >> You don't have to agree with me. Yeah, I think we might want to um I'd like to hear from the rest of the board because I feel more comfortable voting on this as it's been stated because this is what the states asked you to do and I just want to move forward and make sure that our kids get the teacher in place and so on is concerned about us having to defend something
014that the state suggested we do. >> Um but I'd like to hear from the other board before I call a vote. I I would say it's still on us, this board. >> Um whether the state told us to do something or not, we still have to do diligence and anyone can come to that mic on any month or any March and ask the questions we're asking. Yeah. >> So I I think we need to be, you know, and that was my initial question. what things can we say we did that would substantiate maybe the action we may take this evening. So that that's kind of where I was going. >> Well, I think there it sounds like there's a middle ground though if we change the motion to reflect that it's already listed in the
015state. Like I'm more than comfortable with that because it's not us declaring a local. saying this is a recognized state position and this is you know the boards could like you know basically agreeing that the state has already done this. So I I think that's an easier way because we're not >> So can you pull the motion then? >> Yep. I >> send your motion. >> I will. Yep. >> And let's make a new motion. Who wants to make it? I'm curious what the language like what um Gina had is the language of how the state says it but if we basically pull it it's a state level like how how that was written but if we just incorporate that language that at both the high school and middle school levels because this is geometry
016we're talking about so it would cover it says here the following endorsements have been identified as a critical shortage area and then it lists all of them chemistry um But mathematics middle level and mathematics upper level. >> So those are just in they're in a list. >> Yeah. >> And those are critical shortage. It's the it's called the critical shortage list. So you can say >> in recognition of you know states something along those like >> Yep. In recognition of the New Hampshire Department of Ed's critical shortage list >> in guidance guidance. Yeah. Yeah. >> Are we getting that guiding guidance from the DOE? No, what's happening is the the the DOE requires that the superintendent submit a letter on letterhead that says that the district board has [clears throat] declared a shortage. Now, so
017we as a board have to recognize that the state has identified there is a shortage and that that shortage and that based on the state um identified shortage we are uh are we authorizing you or directing you? Um, you're determining, so it says not, this is straight from RSA 18939A, notwithstanding, a determination of critical staffing shortage made by the Department of Education, a superintendent with the approval of the local school board may determine >> that a critical staffing shortage exists in a specific teaching area within the school district. >> And then I'm to notify the department of ed via an email, not on letterhead. and they just say, "Okay, the one I pulled up said it does have to be on the letter has to come in on letterhead." it. Um, so what we need
018to do is we need to approve the superintendent determining that a critical staffing shortage exists in mathematics at our middle school for our middle school. But that's still saying it's a local like >> I didn't use the word local. >> You said our middle school. So that implies >> No, but for that there there is that's why we're approving it. >> Okay. >> But the superintendent is the one who makes the determination. She can use whatever criteria she feels is appropriate, but we have to approve her doing so. So, okay. >> Do you wanted to say that you make a motion to approve the superintendent's determination that a critical math shortage exists at Hollis Brookline Middle School? >> Yeah, unless you don't unless you think the Hollis Brookline Middle Schools, that's where what we want
019to >> We could do both schools if we want to just cover both. >> Well, there >> considering geometry is technically like a high school class. So, >> ex exists period >> period >> and or well and and uh >> exist. Yeah. at the co-op at the Hollis Brook line. >> No, because it it if you want to put some places in the state of New Hampshire. >> Okay. So, so you want to make a motion to approve the superintendent's determination that a critical math shortage exists. Period. It >> says in one or more specific teaching areas. So in ma in math >> I just >> yeah I'm I'm just trying to figure out I'm trying to convert the language that that's >> I understand that >> that's in the RSA to a motion. >>
020So I'm just figuring out what the motion has to do. >> This is this is wrong because it says notwithstanding a determination of critical staffing shortage may so I don't see why we have to do anything because the state has made the determination. I agree. However, when we let the state know we were hiring Mr. Krooks for geometry for two sections, the response was we need to go to the school board and declare a local shortage critical shortage area. So, I'm just trying to >> caught between a rock and a hard place and that >> right can we go back and challenge them and say >> I can challenge them. >> The state the state has >> does he stay in place as >> how about we do this? How about we post it tomorrow
021>> and go back to the state and say it's post it's listed on your critical shortage list. So can we just simply move forward? >> Um >> it's potential that they say no and then we we >> I'm just reading this and and if if they're playing that get game. So it's so >> and if we did that what happens in the meantime >> approval >> what happens to Mr. Crooks and what happens to the kids who are taking geometry? That's what I want to know >> in the class. >> Okay. Well, I just want to make sure that that's >> Yeah. >> Okay. So, we need to post it >> tomorrow. Well, I'm >> But then you post it, but he's already there, so it doesn't make sense to >> Will you let me
022speak? >> Yeah, sure. I'm >> I was thinking too. >> No, but I'm willing to go with with the local because if it exists in the state, it exists locally. >> Right. That's >> so I knowing that the state has declared it, I'm comfortable with the wording here. Does it the motion have the notwithstanding in it? >> I haven't put anything. We haven't made a motion yet. >> I figured I thought I thought >> So the motion I had was to approve the superintendent's determination that a critical math shortage exists. >> No. What was the wording before I asked it to change? >> Well, Gina said it. What was the the original >> declare a local critical shortage in the area of math? >> Okay. So, I I I make a motion that and I'm
023going to pull it right out of the RSA. Notwithstanding a determination of critical staffing shortage made by the Department of Education. [clears throat] The board approves the superintendent determining that the shortage exists in mathematics in the House Brookline Cooperative School District. >> Great. Did you get that, Gina? >> Yep. I'll second. [snorts] Second by Beth. All those in favor? Is there more discussion? >> Yes, there is. Another question. What type of support will this individual have to teach the course um to be successful in the role? >> Um the same level of support that he's received every other time he's filled in for us, which is a professional learning community with the other geometry teachers, access to our instructional coach, access to the building coach, and access to um the department peers. >> Okay. Thank
024you. >> Okay. Can I call the vote now? All those in favor? 5 Z. Motion carries. >> Thank you all. Okay. I also have some correspondence. >> Great. Um, all right. I am reaching out regarding the significant increase over 10% in health insurance premiums for all SA41 uh plans. As you may recall, this triggers a requirement to initiate negotiations under the terms of the collective bargaining agreements for the support staff in Hollis Brookline Cooperative. Um, and so the rest of it just references the article and um that we're currently in the budgeting process. This is um signed Lori Hayes. And just to clarify what the language is in the um in the CBA, it says if the rates for renewal of medical coverage for the period of July 1, 2026 through June 30th, 2027 for
025the current medical plan exceeds 10% for the 2627 contract year. Then the association and the board shall so that's a must conduct contract negotiations for the insurance benefits only by December of 2026. So, our health insurance rates >> by December 226 >> 26 next year go retro. Yeah. >> Okay. >> Um, so our health insurance rates um we no longer have a GMR. We just have a rate that's issued in October and they went up 15.1%. So this is far exceeds the 10%. And um so it looks like we shall engage in negotiations >> and we don't need to vote on that because it's part of the contract. >> It's part of the contract but it's correspondence. Well, so the people who were on the ne negotiating team for this contract were Christa, Kate, and
026Beth, right? >> Yeah. I think Christa was mostly me and Kate sometime. Yeah. >> Yeah. Yep. >> So, Christa, Kate, and Beth. >> Yep. >> So, um, we don't have Christa anymore. >> I mean, she's still on the planet. [laughter] >> I I saw her yesterday, so we can call her back, [laughter] but she's not around. So, um, she's around, but she's not on the board anymore. So, we need, um, I we can do this via email. Um, but I think we're going to need three people. I Kate's not here, so we can't. Um, and she may have told me she wasn't coming and I can't remember. Um, [clears throat] so, uh, is that something you're willing to stay on, Beth? Okay. So, we're going to need another person because I feel more comfortable having
027three people. I'm not going to This has to be done by when? This is a >> When did the when does it begin? >> When does it start? >> So, we could start negotiations now. Um it makes sense to do so as we are building a budget, >> right? >> We have to do it by next December, but that would be retroactive in a budget we're already living in. >> Yeah. >> So, I'd like I'd feel more comfortable I can at least check in with Kate to see if she's going to be able to do it. So, I can send an email out and then um would it be potentially could we wait until the next meeting to approve a group? >> Okay. So, I'd like people to think about it and see if there's
028anyone who It doesn't sound like it'll be like a long drawn out. It's just the one piece. It's just the benefits. >> So, all right. Thank you. Is there anything else? >> That'll be it. >> Does anyone have any questions on those two things? Because that felt like a lot. Okay, moving on. Let's appoint a process observer at 6:22. Is there anyone who's willing to be a process observer? Hello. I'd pick process observer over negotiator. [laughter] So we'll be done at four. So Amy, is it possible for you to process observe? Thank you. >> All right. And then I need to approve minutes. Great. We need to approve. >> All right. So we're moving on to minute approval. Let's do that. I've got minutes from the Hollis Brookline Cooperative School Board of October 15th. And
029there's some amendments. So page four, line 47, delete the ordo. Page 8, line 14, delete there before things. Page 16, line five, capitalize solon. Page 17, line 10, correct the spelling of courses. Page 17, line 34, correct the spelling of unmanageably and larger. Page 18, line 10, year should be plural. Page 21, line 4, insert and before gain. And page 24, line 9, replace the period with a comma. I need a motion to accept as amended the minutes from October 2015, 2025. >> I'm going to suggest some additional amendments. >> Okay. So, do you want to make those amendments now or do you >> I don't I'm not sure what the best way to do it is >> just what are your amendments? >> Uh page 7, line 28, it refers to assistant superintendent Bergskog
030and I'm not sure if it's supposed to be the Janeiro or if it's supposed to be Superintendent Berg. >> So, we need to clarify. >> Yeah. Um page >> page seven >> stats page seven line >> 28. So Gina will look that up right now and see if she can figure it out. Yeah. >> Okay. Um page 8 line 45. Uh the second word r a r e should be or o r >> or replaces the word r. Okay. >> Page 14 line 48. Uh, replace the second occurrence of that with what? And page 15, line 19, replace breathe with breath. >> Breath, not bre. Breath like as in like >> take the e off of breathe. >> Okay. Or I didn't know if you meant like breath. The breath. Okay. The expression is >>
031because I'm going to read this because sometimes she has a hard time hearing you and I want her to hear them. >> The expression is take a breath. >> Okay. So, page seven, line 28, we need to clarify whether it's Gina or Lauren. Page 8, line 45, we need to replace the word are with or. Page 14. >> No, it's line 45. >> Page 8, line 45. Yeah, >> that's what I said. Is that >> I thought you said 25. I'm sorry. >> I was reading it, but I could have said 25. I'm good. Page 8, line 45, replace R with or. Page 14, line 48, replace second that with the word what? And page page 15, line >> 19. Replace the word breathe with the word breath. >> Correct. >> And do we know
032what person it is? >> Don will figure it out. >> Do you see? >> I do. Yeah, it could have been either of us. Looks like we can rewatch the >> I would from the context I think the assistant is is the error. I think it was you. >> Mhm. >> Okay. So, page seven, line 28, we're going to change to Gina. >> Well, the the change but she'll check it. >> The change will be >> line 27. Remove delete assistant. >> Right. Delete assistant from page seven, line 27, delete assistant. The word assistant. Okay. Thank you. >> Those are the amendments. Now, can I have a motion to accept as amended? >> So moved. Moved by Beth. Any second? >> Second. Okay. All those in favor? 5. >> That carries. Okay. And I guess
033we didn't have non-public minutes. So, at this point, I'm going to open the floor for public input. Um, if you're here for public input, you need to come to the microphone and speak into that. stating your name and address for the record and um we try to keep focused on the agenda. The public input period will be [snorts] open for half an hour. So it is 6:26. So we will close it at 6:56. Um we may close it a little after that, but we will not close it before then. If you are listening at home and would like to join us, try to get down here in the next half hour and you're welcome to put in in your input. Um so the input is open at 6:26. Any input? No. Seeing none, we'll move
034on with the rest of our agenda. Um, first up is the athletic board report for um, we're at the principal report section of the agenda and we have an athletics update and I would ask that either Jacob or Patrick cover that or you guys can split it. Up to you. >> Um, the fall season uh, has just officially wrapped up at the high school uh, over the past weekend. Girls soccer team ended the season as a division 2 runner up. uh falling to the in the championship game to Bow 1- nothing. Um in addition to that, the boys soccer team made the final four uh losing a [snorts] heartbreaker to the eventual champs Campbell um in a game that went to penalty kicks. The field hockey team earned a five seed in the tournament and
035lost I believe one- nothing in overtime to very strong Oyster River team on the road. Um and the boys and girls cross country teams for the first time in many years each finished in the top five in division 2 at the state meet which earned them both automatic qualifications to the meet of champions. >> Um golf team finished in sixth place at the division 2 meet with Matthew Howe qualifying for the individual state meet. The cheer team finished sixth place as well. And the football team ended their season with a final record of two and seven in a promising outlook for years to come. and our unified soccer team had a fun exciting season that wrapped up with a gathering to celebrate all of the senior players. So, >> thank you. >> I think there's
036like four days off before the winter season starts on Monday with some of our teams >> from one from one of the next. >> Well, congratulations to all of the teams >> and all of them for being great sports, I'm sure. >> And some coaching openings at the high school. We have [snorts] a boys lacrosse JV coach, girls lacrosse assistant coach, girls outdoor track head coach, boys outdoor track assistant coach, girls outdoor track assistant coach, and an outdoor track associate coach. So if you're looking to come on up to the high school and be a coach, reach out. >> Good news [clears throat] is that those are all spring positions, so winter is completely full. That's great. >> For the middle school athletics, uh, another great fall season just like the high school. Despite um
037you know maybe not becoming champions, I still believe uh overall they were really great seasons uh for all of our sports teams. Our girls soccer, volleyball, and volleyball B teams all finished their seasons playing in the championship game on our turf and in our high school gym. Uh each ultimately unfortunately finishing in the runner-up position. Um again, I think that's just a great success for all of our teams to make a championship. Uh is really incredible and I know it's hard, you know, to lose in the championship. Um, but just want to give those three teams especially a big shout out. Our girls [clears throat] cross country team placed second in the Tri County League meet. Additionally, the boys soccer and field hockey teams exited their tournaments following semi- loss finals on the road. Uh,
038the boys cross country team placed fifth. And I just also want to give our field hockey team a big shout out because this is the farthest playoff push they've made in many years. Um, and it was a really great season thanks to coach Swanson and Coach Paige. And we are lucky that we don't have any current openings at the middle school. >> That's really great news. That's awesome. I think it's kind of cool that the um the kids got to go up to the high school to play. >> Well, congratulations to them. >> Is there any comments or questions on the athletic board report? >> Okay. Where did my agenda go? Sorry. Yeah, it's just slow today and so I don't really want to lose [snorts] anything. Okay, so we'll move on to Patrick's report.
039>> Sure. >> And Patrick, after your report, you're you you're welcome to go home. You sound like maybe you could be home. >> I won't say no. [laughter] >> Thank you. >> Um [clears throat] >> um >> it's not opening yet. >> Yeah, Red Room Week uh was the last week in uh October, which was also our anti-bullying awareness month. Uh the theme for Red Room Week this year was life is a puzzle, solve it. Uh our counselors did a really nice job putting together a lot of different uh activities that uh promoted drug-free and a healthy lifestyle. Uh the fun part of the week was the dressup theme days, which you can see uh below. And after the report, I included some extra pictures uh for your enjoyment. Um and the daily opportunities for
040students to earn prizes, finding hidden red ribbons uh throughout the school. Um the [clears throat] counselors put together a blicket trivia style game which again focused on healthy choices. Uh staff also got to participate in a pumpkin in your pocket game which was just a staff game uh but did not impact instructional time but it was a really nice addition this year for because we've had some new staff over the last few years just to get to know each other and engage in a fun staff way. Uh the week concluded in our all school community meeting uh where there were a lot of prizes awarded but especially for the costume contest uh the kindness recognition that we do and the various community uh building activities. Uh the energy in the gym it really is a
041fun energy. If you ever get a chance feel free to stop by. It's usually the last Friday of the month. Uh at the end of the day we have our all school community meetings. But um this one was really lively and you can see a couple teachers in one of the pictures right below. Uh Mr. Mr. Goldstein, eighth grade science, competing against Miss Camry, eighth grade science. Uh, Da Vinci Ver Bartlett. Uh, Mr. Goldstein laying out there uh to win the the race there for his team. Um, and again, just want to give my staff a huge shout out [snorts] because they're the ones that are really adding the the excitement and fun to the uh the all school community meetings which kids are joining in on. Uh, Veterans Day assembly was another great success.
042Uh, some of my favorites of the the assembly are Mr. Morance Old Glory and Mr. Chris Lucier's showcase of flags. This year, one of the uh our veterans asked if we could do a happy birthday to the Marine Corps because it is the 250th uh birthday for the Marine Corps. So, that was a nice impromptu uh addition. Um and just thank them all for their service and joining us every year. Um and look forward to inviting them back before we depart for DC in April. Uh just wanted to highlight some of the extracurricular activities and clubs going on. We do have a new club this year thanks to our two Spanish teachers uh and some high school uh high school students that reached out in an interest to to get something going and and to
043be a part of the club. So, we have a Spanish club this year which does have a few high school students uh coming down to to connect and support our middle school students with their uh Spanish. Um it's not just for Spanish uh students that take Spanish class, but there any student that wants to go and uh you know check out the Spanish club is welcome. Uh and then I listed all of our other clubs that are uh currently underway [clears throat] and just did a quick calculation of uh how many students are involved not only with our extracurriculars but our athletics as well. And we have over 75% of our student body engaged in some sort of athletic or extracurricular which is which is really great. [clears throat] Um also wanted to give Mrs.
044Chrisman and Mrs. Ransom, our our special ed administrator, a shout out uh for their development of the life skills program and and how it's really uh really coming together and uh life skills students are participating similar to what the high school does and and creating a variety of delicious treats. Uh this year they've made apple muffins, banana bread, uh taking fresh veggies from our greenhouse. Um and we've been walking around, well, we walked around one morning so far with our life skill students with a coffee cart and breakfast items just delivering them to uh to classroom teachers. and it was a nice way to start the day and um also get into classrooms and see what teachers are doing, what kids are working on. So, uh thank you, Miss Chrisman and Mrs. Ransom. And those
045[clears throat] are some upcoming dates. And again, I threw in some fun pictures there. Uh our world language teachers did dead language if you were wondering what their costume was. I thought that was creative. [laughter] Um and then just some pictures from our old school assembly. >> That's great. [clears throat] Thank you. >> Questions? Of course. >> Is there any comments or any questions for Patrick on the board report? Just a again the board I mean I don't want to speak on behalf [snorts] of the board but as chair I'd like to at least thank the veterans again for showing up. I mean that's a significantly large group of people to come and share with our kids. And I mean the relationship that we have with the veterans that starts in the middle school and
046continues at the high school is at the elementary school level is is pretty impressive. So >> thank you for caring through that. >> I can also just throw that in there just at from the board side but also as a veteran that attends that like it's one of of the veterans. I will speak for all the veterans and say that it's one of our favorite events of the year and it's it's really um unlike a lot of other communities I've lived in. So, it's some and that we recognize that too. Most of us as veterans have lived in a lot of places. So, it's a really neat um really special time. Yeah, we all look forward to it. It's a lot of fun. >> Thank you. Thanks for that insight. >> Okay, moving forward. Um
047the high school board report. >> Yeah. Um, so as we wrapped up October, we uh at the high school with our school librarian, Christine Heaggan, and our counseling department hosted our uh second annual Apply New Hampshire Day. Um, it was a little bit earlier this year than we did it last year to kind of align with the college week that they were doing. Um, but we provide opportunity for every senior to apply to any school New Hampshire for free. We had just about 67 members of the senior class take advantage and apply to school and one lucky senior walked away with a $500 scholarship. So that was pretty exciting for that. >> Um we had our Halloween assembly um on the 31st. Um the junior class and student government put on uh an assembly at
048the end of the day filled with games. Um an awesome costume contest that the senior class won um as uh Stormtroopers, but I think that the administration team as the Star Wars characters really put it over the top. So that's why I included that awesome picture there. Um, we had our New Hampshire or New Hampshire National Honor Society inductions on Wednesday the 5th. So, we inducted 56 new members into our chapter of National Honor Society. It's a really nice ceremony that we held in the auditorium um where friends and family gathered to celebrate the wonderful accomplishments of scholarship, leadership, character, and service. Um, and then I kind of want to just uh piggy back with our Veterans Day assembly that we had. Um, this was my first Veterans Day assembly at Hollis Brookline High School.
049Um, and we, it says 19 local veterans, but technically 20 because, um, Chaz Rogers, our band director, he is also a veteran, so that that was our 20. U, but just a really nice job. Chris Lucier did an amazing job, I think, as the keynote speaker. I can't thank Chris enough for um, it's hard enough holding the attention of 750 kids as a principal that has done it for years. Um, so to have an outside speaker come and do it, Chris did a wonderful job talking to the kids. Um, it it was really great. And then, uh, our home front club, um, advised by, uh, Mr. Dval, um, just putting this together, doing the refreshments before and lunch after. And then on top of that, the week before, um, our juniors currently taking civics, had
050the opportunity, um, to do a Q&A with veterans as veterans in the classroom. I was able to pop in on one of those classes and and watch them interact. and it's just a it's just a really great event. Um Trevor, myself, and Chaz Rogers met today and kind of debriefed and talked about ways that we can expand our net next year. Um we always miss some veterans, you know, if they don't get the letter or they don't see the newsletters, so like how do we how do we get more veterans because we just the kids respond well, we love kind of doing that. So, we're talking about ways that we can make it um even better next year. Just once again thanking the veterans for for coming in and and talking to the kids and
051just being part of our school community. Um our program studies, we're going to talk about that uh here in a few minutes. Um on Monday we held our blood first blood drive of the year. Um about 50 lives were saved based upon the blood that was donated. Um I think the blood drive club learned some lessons about days of the week to have it and not have it. And so in March they're planning their next one and hoping for a much bigger outcome for that. Um and then tomorrow night at the high school um my son the hurricane um is performing. They're working with our performing arts kids uh during the day tomorrow for a in-house field trip on some different uh musical sessions and stuff like that. So that's they're excited about that. Challenge
052day is coming up uh a week from today. Um then parent time parent teacher conferences Thanksgiving break and then before we know it it's the first weekend of December and our fall production of the outsiders will be up and running. So just some really great things happening. >> Great. Thank you so much. Are there any questions on the principal's report? >> Excellent. Again thank the veterans for their involvement. It's great to see engagement on that. Any Okay. [snorts] So uh there is the Germany and Alps proposal in here. We will be asked to approve this probably next month. So is there are any questions on this right now? I I do you want to give a a little overview Jake or do you just want to go right into questions? I mean we've read through
053it. So >> yeah um you know I I think um meeting with uh Mrs. Stab and Miss Belffor uh this is an area of the world that they haven't done an international trip to before. uh it ties in nicely with some of the curriculum they do, especially around um the Holocaust and and being able to to visit one of the camp sites. Um so they're they were excited about the opportunity to be able to offer um this trip connected to some of the curriculum that they're currently. >> Is it like for for world is it AP world students? Is it just history students in general? >> History students in general. Yeah. >> Well, they're all history students. All the kids. [clears throat] So, are there any questions on this before? Because we're going to try
054to approve it next month. So, we should have the questions so we can get answers next month. >> Go ahead. >> Well, I just I don't have specific questions, but this is an area that um I really struggle with these strips now, especially historically after the last couple. And my questions are going to be more specific to the fun. Like, it sounds like it's open to any students if they take history and you don't have to like it's just general. Well, I watched the board meeting from last year where they talked about the British Isles trip and Tom, I know you brought up questions about uh students that that that can't afford it and stuff and and again, I'll I'll answer very generically at the moment. You know, on page [snorts] six talks about the
055fundraising and the monthly payments and that sort of thing. Um but we can get more specifics and that sort of thing. And I think at the last year's meeting, um Andy uh talked a little bit about um that idea. if there's someone that really wants to go but can't afford it, you know, um some things can can possibly happen behind the scenes. But >> well, and so I I also want to remind people that on the policy memo, we have a policy. Is it on the memo or is it separate from the memo? >> We're addressing this policy in field trips and and exclusions. It's on the memo and we reviewed it and Tom specifically asked us to add language in the policy. I think we put the language that you suggested which basically tells
056people where to go if they have financial need, right? Is that what you that's what we did >> the that adds a level of complexity and that's part of my comment but >> yeah the other part to it and it again it doesn't have to be answered tonight but my general concern and frustration is like that's a big part of it is knowing where to go and ask for help but my bigger concern is when you do know where to go and ask for help are we are we able to provide the help necessary to get a student on the trip because from my experience the answer is no and a lot of it fell [snorts] back on the student. So if the student needed financial support, a student may have been offered financial support
057a very small amount, not anywhere near the amount of the trip, but in addition to that to receive that very small amount that is still very, you know, helpful, the student had to write a letter of why they could not afford that. And that was what >> and that's not in the policy. >> Okay. And that that's what I mean is those kind of things just need to I would like to have a better understanding of the exact process. So, not only where to go, but the process because I find it to be completely inappropriate to put it on a student to write an essay about why they deserve to go >> um in in that is just not ever part of our >> um process. I think the the wrong individual was asked. >>
058Okay. And so we need to clarify for all field trips those running the field trips >> who if there's a question who are they supposed to go to rather than creating a response. >> Absolutely. And that's that's like what I want and so we don't have to have like all the answers but that did happen last year and it was it was you know it happened with more than one student and in particular the the concern that I had in that trip is it was more like a very specific group where this is broad. So I I have less worries about this. This this is not something when you have a smaller group and you have x amount of students that can't afford to go and then >> well and also if it's specifically a
059group that's in a specific class or whatever and has a specific set of talents or certain the friction and so I think if we can so those are the kind but I think we're on >> we're on a this like we were trying to adopt the the change to the policy now but go ahead Tom you have more questions I don't want to interrupt anybody. >> Yeah. Um, I'll start where Beth is talking about. I think we're we're getting into an area where the cost of these trips is really um getting beyond what I think should be a curriculum driven activity. Our policy, if adopted, says no student [snorts] will be denied the opportunity to participate because of lack of funding. And if that's truly the case, then we need to be able to budget
060to allow payment for as many students as would like to go if money were not an issue. That that that's one element. So look at the cost of it. Look at the commitment we're making to our students. I I I question whether it's something that is feasible >> and on that especially putting it in writing because before that was the answer that was given in the past but it's still not like we didn't have the funds to fully support it but this is that in writing >> the only thing that changed is we capitalize the N it was it was in the policy before so >> I thought the only thing we changed in the policy is that where you can go to get >> No but I mean but [snorts] My point is that
061sentence existed, >> right? I'm just saying we've had that commitment for a while, >> right? The only thing that we changed in the policy, if I recall, and I don't have the everything in front of me because I'm having a hard time tonight with my computer. Um, but the only thing that changed is that we added a sentence as to where a student >> student well, it's no long because it's not there. Students seeking assistance with funding a field trip should make a request to the building principal. And we've changed that to so that there's no that covers >> There's no ambiguity. There's no like I'm going to take these kids and I want you to write a letter. I'm going to it's it's the building principal who will handle them all consistently. Whether they're
062going to New Orleans for something, whether they're going on a world trip, it goes directly to the principal for those kinds of requests. Depending on how we're framing these things and who's qualified, everyone who is eligible to go is entitled to go whether they can afford it or not. And we have to be committed to funding that. And at at four grand a person, that that's that's a pretty big commitment. But the second thing I have is this and this this trip specifically um I'm fortunate enough that through work and other circumstances I've I've had I've traveled in the area. I don't I have my real doubts about the educational content of the proposed activities. Um I think [snorts] it's great that they're going to Dr. how I've been there twice, but they're only going
063to be there for 45 minutes. That's barely enough time to get off the bus, get into the building, and get on the ground. Both times I've I've been there. I've spent um a minimum of four hours there. Um just one of the exhibits is well many of the exhibits they have they have movies and films from from actual activities there and they're generally 15 to 20 minutes long. Um if they're going to go there I would sly suggest >> I think the travel to DHA is 45 minutes. >> No, it says the travel is 45 minutes and they have 45 minutes on camp is what it says. That's what I read. >> I think it's the 45 was the travel both ways and then it didn't give a time. It was a self. No, >>
064I think it's self like a lot of them have >> self that that's the one thing that I think is is really good. I'm I'm kind of surprised it's on there because I brought materials from the camp to the school to some of the people involved in this trip and they were not interested in including them. Um, but I I that's the one thing that I think is a really um beneficial activity if they've got the time there. Maybe I did [snorts] read it wrong. I don't know. Um, but uh some of the other things it's a really really nice trip. The stuff they're going to do in Salsburg and and all that, it it's it's a great chance to do world traveling. But having traveled around there, I think there's a lot of content,
065particularly relevant to us today that is being missed by this particular curriculum. That's the extent of my rant. >> Okay. [snorts] >> I think there's some u creative ways we can look at how to fund folks or students who would like to go. Um or we can provide some portion of the overall total [snorts] uh to make it easier ex more accessible >> to those folks. >> I'm a huge fan of travel in terms of what you can learn >> and how you see other cultures live and it's very I believe it's very enriching. So, I'm I would be very much a um in support of looking for ways that we can provide some level of funding for those people who would like but can't see a path to getting there. >> Um so, >>
066yeah. Yep. Anybody else? So, I appreciate all the comments. Um, the one thing I'll say is I actually because this is over spring break and it's to me it's I don't want to say curriculum adjacent, but I think that's what I want to say. Like >> these are kids who are going and they're going to experience things that they've seen or heard about in history classes. But unlike when we spend send students and we're I'm going to use choir as an example like we're preparing for weeks and months to go to New Orleans to perform and it's part of the daily life of their curriculum. I feel like this is a little bit separate from that. So, I feel like it's a little different category. And I just know that these opportunities were I mean,
067I haven't had a kid in the building since 2023, but my older and I don't want to talk about my own kids, but I'm not just talking about my kids. I'm talking about my the friends and the people I knew and the other students I knew. These were opportunities that that our students really really looked forward to these like weeks where they were on break and they were able to travel and um travel as a group and learn a lot. and it's not just um academics that they learn. There's a lot of social stuff that goes on in terms of like learning how to manage yourself independently. So, I do appreciate all the comments, but I would hate to see us take these trips away um because they were gone for a while after 2020
068and many many young people were disappointed by that. So, and families were disappointed. So, um I hope we'll think about it clearly and keep in mind everything that we can. So, um I'm going to support it, but okay. Anybody else? All right. Well, it'll come back. Great. Thank you. Moving forward. Um program of studies conversation. Oh, wait. No. So, sorry, sorry, sorry. Student, sorry. Um we have a report from student council. Um, I don't have much to add after Mr. Hess's uh, report, but uh, a few other things I wanted to say was our advisories participated in a door decorating contest over the fall. It's just a good way for like collaborative skills and just getting those bonds and like a little friendly competition amongst the advisories. And then the other thing I had was
069grand council was continuing to make progress on their policies by just making action plans. >> Great. Thank you. Who won the door contest? >> I actually do not know. >> Miss Heaton's class won the Veterans Day door contest. Thank you. >> And I'll piggyback. Uh Ashley, the grand council working on their policies. I was able to go to their meeting on Thursday after school and kind of sit and listen and and they're working on some some cool things that's like um seemingly lowhanging fruit but important to kids and stuff that we can tackle right away. And then they've got the big picture stuff as well, everything in between. So, I'm impressed by the level of work that they put into this. >> Great. Thank you so much, Ashley. Okay. So, the way this works, I
070don't know if you've been to one of our meetings before, but we wait for your report. You are welcome to stay for the rest of the meeting. You are also welcome to leave as soon as you are finished. Um, is there more? >> Is there any questions for Ashley? >> All right. Thank you very much. >> Thank you. >> Um, and Ashley was not here last month. Her sister Samantha was. So, we're going to see Ashley and Samantha maybe. Or Ashley or Samantha. So, Thanks. >> Um, >> they are student council president and vice president. >> Oh, that's >> legacy. >> No, I don't know if a lot of siblings could do that. [laughter] >> Okay. All right. So, program of studies. Baby, this is going to be a fun night. Okay. [laughter] No, I
071actually love looking at the program of studies, but it's just a lot this year. So, let me find it. My back. Uh, go ahead, guys. >> Print this report. >> I know. It's just Oh, I have to click on it. But I thought I I thought I downloaded the whole thing. When I click on something, it takes forever to open. >> I know, but it's not it's not uploaded to your >> Okay, that's what it is. Okay. Yeah. Okay. I got it. I I know how to get to it. I just I was trying to avoid clicking on links. >> So, there's there's really two ways we can go about it. One impacts the other. So, we could talk about the ED 306 um requirements first because a lot of the changes in the program
072studies are reflective upon that or we can talk about the program studies and the changes we made and then I can kind of wrap up with a summary of some of the 306 changes. It's really a a matter of like whatever you guys prefer. >> So, how do you guys want to go about this? Do you want to look at the program studies change sheet or just the diploma? I think we should start with the diplom I personally think we should start with the diploma and try to break down chart and talk about that. Is there anybody who disagrees with that approach? >> I just don't um want to force us to revisit the presentation material that that Dot did last last um month on six. I >> I don't think so. I think the
073diploma and credit breakdown shows shows >> No, no. just I just want to say that that was a very thorough explanation and it was great. So if that allows you to condense any of your plan >> Yeah. And and I I I just have of the diploma breakdowns in a couple talking points about the 306. I didn't do a full presentation. >> That's fine. Just do however Jacob, you just take it away. So, if you look at uh the New Hampshire State Standard Diploma, the two-sided um on the left side is currently what is in place for a minimum New Hampshire 20 credit diploma through the graduating class of 2029. The right hand column is the new ED 306 minimum standards requirements starting with the graduating class of 2030. That's the new requirements for a
07420 credit diploma. So you'll see you know a half half credit reduction in English um and then you know two reduction in open electives but then you see some new stuff with um how they break out um US history New Hampshire history [snorts] logic and rhetoric is a new requirement history government and constitution of US and New Hampshire. So that's just the side by side of of where we're currently at and what the new minimum requirements are. The other chart is our current 23 credit diplomas at Hollis Brookline High School. The left hand side is the graduating classes through 2029 and the right hand side is what we're proposing for the incoming freshmen, the class of 2030. We kept it at 23 total credits, but we kind of moved some things around a little bit.
075So, English still four and a half credits. We already include the 0.5 in writing, so we didn't have to change anything there. The new logic and rhetoric, we're looking at embedding that into the English 10 curriculum. As of right now, mathematics stays at three credits. There's a half credit that has to be focused on statistics or data analysis. We're currently working with the math department on where that half credit is going to be embedded. [snorts] Um, digital literacy stays the same. Social studies stays three credits, but some of the big changes that we're working on and the one that impacts the incoming freshmen is um freshmen will come in taking a US/N history course. So, um we'll see when we look at the program [snorts] of studies, there's a new course description and title for
076what that course is. >> Go ahead. I have a question on social studies when you're done. >> Yep. Um, and then, um, there's still a credit of world studies, there's a half credit of economics, a half credit of civics, and then there's a full credit of what they're calling history, government, and constitution of US and New Hampshire. So, that's a course that we're still kind of figuring out as we go. >> But when I do that math, that's four credits. >> Yeah, I come up with >> Oh, yes. Sorry that I forgot to update that. That's my >> So, that's four credits. So, that still gets us to So, the number at the bottom is right 23. Uh, no. The number 23 is based on it being three credits. So, that it to >> I'll
077have to change that. Hold on one second. >> That was my only question. Like, it's just a >> Yeah. >> So, they have to take now basically four years of history, like four four history classes, but but half a credit of civics, a half a year of civics, and a half a year of econ. >> Yes. and then world studies, US New Hampshire history, and then some sort of government class. >> Do you mean now or do you mean going >> the the the people the new the class of 2030? So that's the change. So basically basically they're going to have a history class every year >> or they could take two in one year, but they Right. >> So are you going to drop down on the free choice electives to keep it at
07823? So it's going to go from three and a half to two and a half. >> Yep. >> Yes. Yep. >> Okay. And again, doesn't mean they can't take more, won't take more, >> but just to keep it at the 23. >> What's the typical >> They could be end up with >> credits that our students are graduating with in a in a um I'll call it college prep track. >> So, you could take seven credits. I mean, if if you don't take additional online resources, but you could take seven credits a year for four years, that's >> 28. But we advise, especially freshman year, to come in and and have a study. Um, there's the ever popular senior options, you know. So, there are ways that you would take >> I'm just wondering what
079what are >> I would say 2425 is probably >> average. >> 20. She said 24 to 25 sounds kind of an average. >> Okay. Sorry, I just did the math. I'm not a math girl, but I did that. Okay. Um, one of the larger changes is, uh, making personal finance a required standalone graduation requirement. Um, we've got time to work on the title of that course, the curriculum of that course, and what it really looks like. Um, but we see it as an opportunity to, um, create something uh, super meaningful for kids before they leave Hollis Bland High School. Um, science uh, stays the same at three. uh our education half, physical education stays at one, wellness stays at half, uh the restricted electives stay at three, and then that free choice electives that would
080be that'll be two and a half. So that'll get us to the 23 credits uh diploma. Okay. So that's >> and so the difference is basically adding it taking out taking out >> so the difference is >> and replacing it with a half a year of personal finance and a year of government constitution. >> Yep. >> And again I I mean the logic and rhetoric is a new requirement but that's going to be embedded in a course. It's doesn't have to be its own standalone. Um >> so the state doesn't require it to be standalone. It can be embedded in a course. >> Correct. And that half a credit just becomes part of the credit that's already there. >> Correct. >> Okay. >> Are there any other questions on the chart? You did a great
081presentation last month and we do have an understanding of it, but I think the chart is even more helpful and really >> doc got all on one page. So >> yeah, one page is great and um seeing it. It's also really a good thing to look at that difference between the high our high school diploma and the New Hampshire State Standard Diploma, which I've seen in our program of studies for years, but I don't think we've ever really like talked about it, the difference in that. Well, it was probably talked about years ago when the high school diploma was developed, but um so it's interesting to me that that like in order to get the Hollis Brookline high school diploma, you have to take restricted electives, not just open electives, which I never really thought
082about that. So that's great. Okay. All right. So then moving on to the program of studies which is the list of changes that you have there. >> Right. >> Yes. So we have the change sheet. These are the changes that were were done to the program. Um and again from small wording changes to you know changing of course titles or descriptions because of the ED 306 um or or some other changes. So, um, depending on how you guys if you have questions already or do you want us uh Yolanda and I to cover the the larger changes that are being discussed down here? >> You go first. >> Okay. >> You want to start with a >> So, some of the changes in here are um or I would say a lot of them are
083reflective of our current practices just to update. So some of that has to do with changes in the course descriptions or even how like course numberings for those things. So a fair amount falls when it within that. So an example of that is um some of our honors course one of our honors courses and AP the new AP computer science class was not listed under the weighted section even though that's how they would how we would treat them. So that's been um clarified. Um the grade point average language that was on like pages 18 to 19 that over overlapped with Latin honors. None of that language is new which I think is significant because it's pretty like heavy language and it comes into play a lot. It just used to be embedded underneath the Latin
084honors language and just in conversations with parents and school counselors and our registar it seemed like it was getting mixed or missed there because really the questions were down like GPA. So we just kind of moved it over to a different section from that. Um so the language for that is I would say significant but it's nothing it's not new. It's just in a new location. Um, we did take out some of the descriptions on pages 22 to 23 of the college admission requirements. Um, and that was a um, recommendation from the school counseling department. They felt like it was too fixed for what it was saying. They didn't want people to get fixated that if I don't have the 3.5 GPA, I cannot look at this level of college because that's really not realistic
085in terms of all the factors that are taking into account there. So, um, while that's like removing a big chunk of stuff, they felt like the initial descriptive paragraph was a little bit more open and those are the conversations that counselors are having with students and families. So they would come up in a more organic way through that. Um throughout there's a handful of course numbers that were changed and um so the course numbers for the high school, they all start with the letter H and then have a series of digits after them. For courses that are dual enrollment courses, we're proposing to add a D in that. So they would all be HD and then the course number that already exists there so that it can be easier to pull for the the state
086reporting. >> So that was a recommendation that we had u been asked for. So that's why uh those have been included from that standpoint. Um let's see >> the semester differentiations. >> Yeah. So, a handful of courses. Um, there are some new course numbers and they'd be tied to course names. Um, and they're not new courses. They just need to be represented slightly differently kind of like in Power School so that they're able to be um then transcribed onto transcripts more easily. So, right now if a course um so I'll use unified P as an example. So students can take that both in the fall and the spring semester. Currently it has just one course number and the name unified PE. So then um even though they're semester courses and we run them as semester
087courses and enrollment can change for each semester. um when those then try to get put onto a transcript because it's the same number and name, it basically like doubles up as two grades instead of two semesterized course grades. >> So, there's a handful of courses like that throughout here where we're proposing to just make it a little bit more clear for what the numbers uh are and you know, maybe it's unified PE semester 1, semester 2 for that. So classes that fall underneath that um are semester classes that have essentially the same number and name right now that are credit bearing. So, it would be directed study classes, uh, unified PE, unified music, our English learners class, um, I believe our wellness class, and I might be missing one of these as I go through
088it, but, um, that's the reason for the change in there. It's more clerical than anything else. Um, let's see. [snorts] There is some changes in some of the prerequisite language. uh the unified arts a lot of their uh prerequisites they were adding in just language that the prerequisite course if there was one that it had been completed to credit earned that's typically implied but they did want that to be um specified within the prerequisites for that so that's in a number of the PE um theater arts music classes um [snorts] for that Um let's see there are some different changes in the um like in the pages like 52 through uh let's see about page 60 changes in um a number of the science descriptions. it's really the same sentence placed into it and it's
089um a lot of the science classes that would be kind of uh kind of first level that they might take but that would include like chemistry and honors chemistry um because students are either taking one or another of those that inclusion of the sentence that's there is a reflection of the 306 guidelines from the state. So, while they didn't need to adjust their course, it just added a little bit more speci specificity that it was touching upon um what the state was looking for in the science classes. Um, social studies >> cry. [laughter] You heard the word chemistry tears. Um, social studies does have some more changes um from that um in terms of the descriptions. Those changes were added to include the 306 standards. Probably the most significant one is including the New Hampshire
090history into the US history class. Um, American music American history is an elective course that's currently offered to 11th and 12th graders. Uh, they would like to expand that to be 10th, 11th, and 12th graders. Um, they felt [snorts] that >> who's they >> uh social studies department. Okay. Yeah, it's offered through the social studies department and they >> No, I didn't know if it was an internal desire or an external one. >> Yeah, internal um for that. So they felt that um 10th graders would be equipped to take that class and it would also kind of boost enrollment in the um class going forward from that standpoint. Um, let's see. On pages 69 through 70, um, or maybe 71, it describes some of the student services offered. Um, some of the language has been
091adjusted in pre-existing ones. And then there are some additional like program names or resources that were added. those are currently um operating programs within the school. They just hadn't been spelled out in the um program of studies before and some of that is because of the changes and just the difference in programming that has happened and it's a reflection of the student services presentation that happened two months ago a little while ago for that. So, um, and that came from the student services program for those changes, um, see within [snorts] um, pages 74 through I would say about like 76. Um those are some of our theater um and music classes. So acting one and two [snorts] and theater one and two. Uh for both of those courses, they're currently run. So acting one is
092fall semester, acting two is spring semester, and the same with uh improv theater. Um the department is proposing that those now run as a year-long course. Um they feel like this would boost um the ability of particularly upper classmen to fit it into their schedule without losing [snorts] some of the under um classman enrollment that they have gained uh over the last few years. Um so it would still be the same course essentially. Um the course description changes just show that basically two semester courses have been blended into one. Um >> do you want to be question in process or >> let her finish? I think yeah >> yeah whatever is good. Um so concert band and uh jazz band. So that's another big change. Um the proposal is to have them uh run in
093the same period on alternating days. So uh currently they are one period with one credit and this would be alternating days um in terms of that the feedback from that when um Mr. Hess and I were talking with them is they did feel that a large majority of the students would take both um band sections. They're not required to without alternating days, but that they they did feel like most students would um do that and have the opportunity to be exposed to some different styles of um band within that. >> So that switches to half credit, two half credit courses. >> Yeah. So right now like it would be um >> jazz band is a one credit fullyear course. So it would now still be a full year course but run like alternating days similar
094to how our >> but would have only half credit because it's okay. >> Yep. >> So they'd have to take both to get a one get a full credit. >> Yes. Yeah. [snorts] >> Um >> same as wellness and >> same. Yeah, that came from the the department. >> Yep. That was their >> Yep. And then um honors concerts or band. The description for that um really isn't changing just to like clarify. So currently we have concert band and honors concert band runs within it. So if concert band is period five, honors concert band and concert band are both running period period 5, it's basically embedded into that course. It would still be embedded into [snorts] a band class. um they would if you're in the honors concert section, you would take the band class
095both days. So, you wouldn't have the option of doing it every other day. You wouldn't be just embedded into the concert band. You would be embedded into the concert and the jazz band uh days for that. Um the following after that a lot of it is just that update to the prerequisite language for the unified arts. Um Latin 3 has been coming for the past few years. So there's now a course number and name and description included in there to run um this upcoming year. The CTE programs uh there's no changes to that. that we didn't receive any updated information from the schools. It's typically the same classes that run. So, we just uh adjust that as it was going. And then the last few are just like the extracurricular list was updated, athletics was
096updated, the index was, and then um the index and the table of contents will be updated once all the revisions are set. So, they weren't fluctuating so much. >> Thank you. Sure. I mean, so we've had a program of studies update [snorts] every year around this time. That's a lot. Like there's a lot and I know it's from ED 306, but that's just a I just want to commend you because that's a lot of work. Like a lot of tracking and a lot of things. We haven't had as much of an overhaul and it's not I understand where it's coming from, but I just that's a lot. Yeah. Thank you for doing all that work. >> Sure. >> Uh questions. Go ahead. Oh. >> [laughter] >> I don't even need to look. They're just questions.
097>> Yeah, but let other people go if they want. >> Is there anyone else has a question, please? No, [laughter] >> seriously. There's only four of us here now. So >> Oh, really? >> Yeah. Yeah. Yeah. We have a quorum, but just barely. Don't anybody get sick in the last 20 minutes. [laughter] >> the changes thinking >> noted regarding uh it says added to reflect current practice and includes language from 306 standards. Did we uh dodge the bullet of actually have to make make any content changes because of 306? >> Um not necessarily con. So there's going to be some curriculum work that we have to do. So adding the New Hampshire history to the US history class for our >> Yeah. No, I understand that. But where on the 50s it just says the
098the it just says added they changes description to reflect it says added to reflect current practice and includes language 306 standards on just a whole whole [snorts] list of them and I'm wondering if if it it really was >> are you in the 50s with science >> I'm looking at that I think it had it in the one >> there is a good stretch of it there >> would it be helpful to just look at one that we knows a class that we knows is impacted. So, for example, we know that English 10 is adding logic and rhetoric. Is that what you're talking about? >> I'm just in in general, did I'm curious if if 306 really um [snorts] pushed us to revamp courses that aren't as obvious as the the ones where said you've
099got to add this in before. We we're keeping the same name. We're changing the description in a bit and we're saying we're changing the description because of to to reflect content and 306. What I'm wondering is when it says to reflect the the current content >> the US and New Hampshire very different. >> I would I would point to all of the science ones because I think that's a very simple answer. >> Yeah. So yeah, in the science ones, it's in a lot of the courses as we were going through the um 306 uh basically their new requirements and kind trying to process it. All the department chairs basically like went through a checklist of you know what are we currently doing, where do things fit in um for that. So the language and the
100sciences would it just specifies students will develop a fundamental understanding of whatever the respective science is. So biological science. >> So we map into it well. >> Yeah we map into it. Great. And it was just to kind of use some of that language to show that we map into it well. Um students will explore biological science phenomena and conduct investigations in which they collect, interpret, analyze and explain data. So there's no change. We already do all of that. It was just to use some of that specific language >> and basically it covers us saying it's it's there. So >> which is different than like the history class history. So if you take a look at the math requirement we have it under math it is 0.5 statistics data analysis will be embedded. So we
101have the life science and the physical science requirements for science. So now we're saying that the data analysis is embedded into our science requirements as well. It always has been, but we're specifying >> explicitly stating it. >> Correct. >> Okay. No, that >> the same thing happens, I think, with logic and rhetoric with with English 10, which you haven't necessarily updated yet because >> Correct. >> because that we're really focused on the ninth graders coming in. But when we get to English 10 next year, you're going to have to update and include language about what the state >> and that was really the recommendation from principles and assistant superintendents that I've met with across the state when we talk about N306 is the program of studies is now your this is how we're meeting the
102N306 instead of you know some schools are worrying about like oh is it on the transcript the consensus is the program of studies is your roadmap for how you're meeting all of these requirements. >> Cool. and they haven't laid out >> actual standards or what they want to see from a curricular like expectation or how there's no nuts and bolts of this. It's just a general we want logic and rhetoric. We want about a half a year logic and rhetoric embedded in your curriculum whether you offer it as a standalone class or you embed it in there. And so then you are just putting it in the program of studies and then the curricular work will happen afterwards where you guys will sit down as departments and say okay we need to make sure that
103we're hitting more logic and rhetoric like in English 10. So how are we going to do that and what what lessons and what you units are we going to add? Is that basically what's happening next? Yeah. >> Yes. Okay. >> My goal [clears throat] is by the start of next school year we have all of that work done. So when we come with the other program of study, we have mapped out the rest of their right track >> for the for the class of 2030. >> Correct. >> So it's a good opportunity for summer work this year. >> Okay. >> Yeah. The other question I had is on uh the numbers on the sides of those the course numbers or page numbers >> page number on 74 7475 that the the theater classes that are
104being combined. I guess I'm a little confused by the explanation because one would think that if the reason they're not able to take both of them is some sort of conflict if we make it a single class. They can't take any of it. I I don't understand how it would boost enrollment. It sounds intuitively like it would decrease enrollment. What we had talked about with the department was when upper classmen um were creating their schedule, they often had one semester open, not a full year open. So they might be able to take acting one, but they couldn't fit acting two into their schedule. >> Planning their schedule ahead of time, they can block out a full year easier than trying to mix and match. Well, that's going to put a burden on whoever's doing the
105scheduling because what it's going to say is >> I can't give them any of it unless I can give them all of it. So, the only place that I would see that would it actually boost it is if someone is saying I'm not going to take a second semester because I want senior option. You know, they otherwise had a free period. I could see it. But if if if there's an actual schedule conflict that prevented them from doing it, this seems to decrease flexibility rather than increase it and and would therefore decrease enrollment. And the some of these are tentative at best in some years. Anyway, >> I actually kind of picked up on that too, Tom, and that would be my concern, but it sounds like this is coming from the department and so
106they talk to their students and they must know what their students want, I guess. But I would definitely bring that back to them because I would think that you'd have more opportunity to go into I mean actually I think the the biggest issue is more like in the acting two or improv two where you don't have the one. So like you're you want to take acting and you can't take it second semester because is acting one offered both semesters or are we doing acting one first semester and acting two second semester? So it would almost seem like that might be the problem they're trying to solve and but it doesn't solve it by offering it as a full year. What solves it is just offering acting one as half a year and acting one is
107half a year, you know, like >> or [snorts] >> Yeah. It's just it's tricky >> figuring out where the inherent conflicts are because if it's a half if it's a halfcourse >> Yeah. >> conflict, I'm not sure that that's the majority of them. But anyway, I I guess >> Yeah. But that's like for you guys to figure out. But I do it does concern me that the the that this will actually do the opposite to the enrollment. But >> and if it does, then you're going to be getting pressured. Why are we running it if we can't get a fill? >> Yeah. I think part of it is that if a student's committing to acting one, they're like, "Oh, I'm going to try that." But then they're not taking acting two, >> like if they're
108committing to acting, right? >> They are committing to acting for the year. So I >> definitely see where that presents its own challenges with it. I think that's some of the thought behind >> if a student is in a fullear course like that and do they have the option of dropping it for a second semester and getting any credit for what they've done? >> I don't think so. >> No. >> And it would show up on their transcript as a withdrawal as well. >> Yeah. [snorts] So that's a good point. But >> yeah. Okay. That's it. >> So but there's no courses being removed at this point. Correct. >> And you guys have decided to what? >> You didn't drop any classes and you decided to move forward with personal finance as a standalone course.
109>> Yeah. >> I know that was part of the being we had a conversation in policy that was >> threatened me if I didn't. It was going to be trouble. I uh I think we I think we could have made a really cool course combining with economics, but I also think it's a really great opportunity to create a standalone that can be super meaningful with a curriculum focused on preparing kids for that financial blank [snorts] once they leave high school. So, we've got some time to do that. Create a cool name. A lot of schools are using like a money matters or a finance 101 or adulting 101. They're using some cool titles with that. So, >> okay. >> Is there any option >> I vote against [laughter] >> to create a standalone class not
110instead of but in addition to the embedded of the what is it? Rhetoric >> logic and rhetoric. >> Yeah. Because that as a subject matter I think that some students find it really really interesting and there's a lot that can be there. or it might even be a follow on or an honors or something. But I think once you if we do a good job at introducing the topic. >> Um >> I think we can definitely explore that once you give me your commitment to funding one more FTE. [laughter] Well, >> so we talk a lot in this we there have been we usually try to have a conversation in June, July, August or in this time period to talk about what kinds of things we're hearing. Like the personal finance course is something that
111is brought up regularly on social media by folks in the community. I mean this isn't just from the state. It's like people have been talking about this a lot. Something they want. We've talked in this body many times about having a not AP just a general statistics class. Um whether it could it could even be taught from the a social science perspective. It doesn't have to be taught from a math perspective. I mean as a person who is a social science studier. That's where I learned all that stuff. So um so there's obviously lots of opportunity to have lots of classes. Unfortunately, the more classes you have, the smaller your class sizes get and the more people you need to teach them. So, >> I'm seeing it more as and and I I understand what
112you're saying, Jake, about another FTE, but I'm just wondering if it might be um an instead of rather than an addition to depending on where the where the interests lie. Just looking at at where I I see um interests going in terms of especially I hate to to bring even introduce the topic but in in the context of AI if you look at what skills are going to really um be valued [snorts] that's the critical thinking stuff and the ability to express and >> yeah I've been saying that for the past 10 years. >> Yep. You have >> I've been saying people need to know how to talk to each other and communicate with each other and be social and >> and now they don't have cell phones >> Yeah. Yeah. >> They have to
113talk. >> Yeah. do. Okay. So, so you've got some feedback from us. I think we will vote on this next month. Um I hope the board will take time to read the changes and ask any more questions. So, um does anybody have anything else? Um and there's no need to stay if you if you're once you're done. Okay. Um >> can people if they have questions over the month email us so that we can have answers for you at that meeting because it would be important to get a vote. >> Yep. We will definitely um we're going to take a vote next month and I don't think you're going to have an issue with that. I mean, I get the sense that people feel understand where this is coming from, but yes, if you have
114any questions, it would be great if you sent an email to Dot or Jacob or Yolanda Flamino ahead of time so that they could have answers for you. Um or make changes. Um that'd be great. All right. Nest enrollment projection report. >> So, this is really justformational that it's it came out. It's here. Here's our NASDAQ report. Um, I don't think we have any huge I mean, obviously we look at the next five years and don't pay too too much attention to the 10-year projection, but [snorts] um, we have a tiny little incline, but nothing too huge to worry too much about. That's it. >> Any questions on this? Were the elementary ones um consistent with previous years in terms of the potential? >> Yeah, Brooklyn seems to be leveling off. Hollis um does not.
115Um so, you know, we are continuing to watch Hollis certainly. Um but those are it's the same information that feeds into here. I think we see a little bit of a relief as some families choose private school um for high school. But um >> are we seeing more families choosing private school now that there's a voucher program? >> I I wouldn't say more. I would say similar families similar number of families that choose private school. Um we have um a small increase in the number of homeschoolers from um primarily from Brooklyn. Has there been any change to the availability of charter schools in our area? >> No. >> Okay. >> What what type of uh enrollment is driving maybe discussions that could turn into expansion in middle school? Do we see any of that right
116now? >> So, you know, I I um sat down with the town planner in Brooklyn. They have a very specific um capital improvement plan that we have to submit annually. Um, it looks like Hollis will be doing the same, but I I sat down with her and we looked at all the development, etc. Um, and so she wanted to what's the capacity? That's that's a really tough question. It's not a a >> one-word answer. Um, because the question becomes >> to maintain our current existence as the middle school model. Is that what we're looking for? Are we looking for how many students can we educate in this physical building? Those are two different questions. um to maintain the middle school model with four cores. Then you're looking at every hundred students, you got to add
117you have to add a team. So that means four more teachers and four more classrooms essentially. You could double up here and there, but not necessarily. So it would are roughly 200 students per grade level. You know, we'd have to have a significant increase before we would um require that bump. >> I see. So, we have a little bit more, I guess, more voting room. >> And if that bump were to happen, then would this physical space support that? >> No. And we already talked about um in years past that our science labs are in this building are not um the appropriate size for a science lab. Um they're well under sized. So um in um from a facilities committee standpoint um when they are they have been working on the final um plans if
118you will for the HVAC project doing like the internal workings and what's actually happening above the ceiling tiles etc. And the the the first area that they're going to be working on is in the north wing which is all the science labs. And so they want to know are we doing anything with that? I said well that's the million-dollar question. >> Yeah. um but design it with the expectation that we could touch that area physically because I it appears as though from a non-archchitect perspective that the simplest design would be to go up in the north wing and add you know for appropriately sized math classrooms and convert those current science classrooms into um regular classrooms as they're they're fine as a classroom space they're just not appropriate >> science classrooms up go up >>
119you said math accidentally be meant science go up and put science up. >> Okay. And then to convert those classrooms. So that would accommodate a team. >> I see. >> So that would be the first most logical place of ex some sort of expansion on in this. >> I think you could go up anywhere in this building. I just looked at that as let's not design the HVAC system so that we couldn't go up. >> Okay. >> Um because I don't think we're there yet where we have to be planning for it. We're gonna we're going to keep looking at it and thinking about it, but I don't think we have to, you know, we don't have classrooms in the hallway like Hall's Primary does. So, I don't think that the level of urgency is
120there. We're going to keep an eye on it. And that, you know, in in designing everything just seemed like it could be a logical spot, but >> yeah, >> you know, I'm not going to, >> but nothing on the immediate horizon. >> Correct. >> All right. Thank you for that. Okay. Um, did I skip How did I do that? I skipped. I'm sorry. I went to number five. Okay, so I need the revenue and expense report. I'm sorry. I like I'm having a rough day today. This is not my day. I'm so sorry, Linda. You should like you just throw the also rotate the candy. Somebody needs to rotate. Chrissy used to make sure the candy get rotate. I can't do everything. Someone else has to. Tom, you're in charge of making sure the candy
121moves around. >> You're a pain at times, so you have to have a job. [laughter] Poor Tom. >> He's okay. He'll be okay. Thank you. I'm so I'm so sorry. I don't know why. >> I thought it was intentional and >> No, it wasn't. It was just Holly. Like I said, I'm not going >> completely losing track in space. Okay. So, all right. Revenue and expense. >> Here we go. >> Four months into our fiscal year here. The budget's looking good. We're currently projecting a savings of $868,000 in expenses out of the $32 million budget. A few drivers of this are just like we were talking about last year all year hiring savings and vacancies result in savings in salaries and corresponding employer paid benefits like taxes and retirement. We're also seeing savings in special
122education outside services for services that we're able to provide inhouse. We're not planning to use the $125,000 contingency fund and we're saving about $65,000 in vocational school transportation by using our own bands. Um, in addition to the expense savings, we have $22,432 in extra revenue from tuition payments from non-resident students. Currently, Co-op is receiving tuition from three non-resident students. And with the combined expense savings and extra revenue, we are projecting an unreserved fund balance of 887,578. This allows us to set aside the estimated funds for FY27 for the maintenance trust, retained fund balance, and contingency funds, giving us bottom line projected fund balance $86,135. >> Thank you. >> That's all I have. Are there any questions for Linda? So, are we if we're saving because of vocational transportation this year, are we not budgeting as
123much for that next year? >> I'd have to look at the number. I don't know, but I could check on that >> because I mean, we bought the vans to make that savings. So, if we're using them, then we don't need to budget for Right. I don't know. I'm not really good at that whole thing, but okay. Thank you. Any other questions? >> Um, I believe also we are no longer transporting to Milford because last year we um allowed students to be completers, >> but we have no Milford students this year, just Nasha and Hudson. >> Right. So, our um we're not splitting travel in so many directions. >> Okay. So, moving on. Number three on the agenda, new items on the co-op. So, this is our this is round one. Round one. >> Round
124one. >> All right. Put your seat belt on. >> And Linda, you are welcome to stay. Welcome to go. >> Thank you. >> Okay. >> And Jake, I I would love for you to stay through policy if you don't mind the cell phone. >> Okay. So, starting in academics, um so round one and round two are sort of combined this year. I um participated in round one as the assistant superintendent as the assistant superintendent typically does as we started in June. And then in July, I conferred with myself as a superintendent [laughter] and moved some items forward. So, while it says round one, it's we've really had multiple conversations about this. Um, it just looks a little different based on all the the shifts this year, but um at the middle school, the um library
125media specialist would like to have an author visit and meet with students for $5,000. For um world language, we're looking for some noiseancelling headphones with microphones. So that's both for the hearing and listening components. Um in years past we were able to use cell phones for this activity [laughter] and it looks as though we're not doing that anymore. Um >> did the state give us some money for for headphones since we >> waiting for those cell phones? [laughter] Okay. >> Oh really? >> Oh and then um the rotary literature wreck. So, we're looking for some for some books for world language in the target language um in five cents of classic novel novels for the world language as well. So, those are totaling 20 $424. Um we need an additional charging station for Chromebooks for
126$231. Um the one of our math classrooms, the tables u need to be replaced and we're looking at trapezoid tables, 12 of them at $59 for a total of $6,18. So those um are not necessarily more expensive. They just allow for flexible seating groups. All right. The next three items you'll see in both middle school and high school. We have professional development for teacher and administrators. We have new higher orientation costs and building coaches. These have historically been funded in title two. And um out of is it an abundance of caution or just estimating that we are likely not to have title two funds in the near future? Um I'm looking to move them into the budget so that we can ensure that we can um continue to support our new hires with the orientation
127and the coaches etc. >> Can you just where does title two normally come from? >> Title two norally normally comes from the federal government. >> Um this year it was quite delayed in its arrival um and we're unsure that it will be continued next year. So, moving on to the high school, we have our pre-calculus textbooks. Unsure of if it's honors, pre-calc, or pre-calculus, but um we're looking at 15,000 for those. It would be one or the other, not both. Advisory is looking for some um money for expendable supplies per advisory. They've done some great activities like door decorations and um painting pumpkins at Hall's Primary, etc. And obviously, that all requires some funding. the same items as I mentioned the PD for teachers and administrators new hire orientation and building coaches you'll see that
128the title two funds I'm shifting to the general >> just building coaches a sip for internal staff or someone from the outside >> for a stipen for internal staff yeah uh all right so this year we offered at cost to employees vision benefits um it has been brought up in various negotiations and um At one point we needed a minimum number of participants but then we found um a program that seemed beneficial uh and so we offered it as full cost to the employee. However, strangely enough, if the district contributes 50% then the total cost is lower um for everybody. So it's it's strange. So we're looking to potentially fund 50% of those who have um subscribed this year. The [snorts] next position is critical. It's the district database manager. Um it is a would
129be a split position between the co-op Hollis and Brookline. And this is due to the um shift in reporting requirements that the state is requiring. Um every year there are additional reporting requirements. For the past two years we've funded a stipend to um kind of push this off to other individuals. Um years ago we had a database manager and when we created the director of technology position, the director of technology position never let go of her um database manager duties either. So she was doing it all and over time it becomes just unmanageable at the right now the way the state is operating. Um we used to be able to have more support from our senior administrative assistants. Um but the the state is now requiring district level data that they can't provide because they're
130at the building level. So it really needs to be a district level person to move um this information over to the state. And this this is I have a full-on job description that we can review. Um I will say that this year um your superintendent was going student by student reviewing all the information that was sent up to the state to ensure accuracy as it's critically important um to make sure that when we are submitting graduate graduation rates that it's accurate and that we're submitting information of who didn't graduate that that's accurate and whether or not our students are college and career ready. Um, so as you already heard Miss Felino talk about a lot of the changes to the program of studies, it was through identifying students that were missed based on, you know,
131poor coding in the program of studies that we couldn't easily pull data. So we literally were this summer going student by student looking through their transcript to identify what we were potentially missing. So this position is critical to the overall [clears throat] um evaluation of the district at the state level. So, um I >> who's going to own the position in your in your expectation? >> My expectation is it's owned by um the assistant superintendent of curriculum and instruction. >> So, it'll be an SAU position that gets paid by the districts. >> Yes. >> So, this >> but probably housed at the high school because the vast majority of the data is high school data. Will it be captured in the district budgets or in the SAU budget that then [snorts] becomes a district assessment?
132>> So these positions are typically captured in the individual budgets. >> So our network um >> I thought we typically had one district hire them and then >> sometimes we do that >> and then we rent them out. Um but um our assistant director of facilities is kind of housed at the SAU um but split funded. >> I'm just >> Yeah. >> I'm just curious. It's not a complaint or concern. It's a >> So that 50,000 is our portion to to to fund the role. So, it'sif So, right now I have 50,000 in co-op, 25 and 25, and that would be a full package. Um, and then then you'll see in round two, I just sort of it occurred to me today that because we've already been funding a $10,000 stipen, this will actually become
13340,000 out of the co-op because the $10,000 stipen has been in the co-op budget. So, this will reduce to 40. um you'll see some additional changes in round two that I'd like to propose to help support this in um the cooperative budget because it's I just don't see any way that we can move forward um in a sustainable way. >> I just uh I hesitate to suggest that we put another headcount in the SAU. >> Yeah. Well, and I would say that it's not really SAU data. It really it is >> No, I'm talking about who they're paying. I understand. Um but but I'm not trying to I guess I'm not trying to play a game. I mean it really is student data. I would vision I would envision this person housed at the high
134school because um it's asking those questions directly with counselors with the administrators talking about courses. >> It's all power school related. >> I guess my point is it sounds like it should be a an an uh employee who gets rented out from what you're describing. And when we had a database manager years ago, that's how it was. It was a co-op employee that was >> Would that be considered a full FTE or like half? >> Yeah. And then we'd have a revenue source. >> But so when you did the presentation, we'd probably present it as a but when you budget it, you'd budget it as a full and then you'd have a revenue an offsetting revenue for half of the cost of that. So, some of our um case managers, special ed administrators are budgeted
135fully as 1.0 FTEES, but idea grant funds create a revenue source to support their salary. So, they're still in our our budget. >> Yeah. Um, but in terms of burden on the taxpayer, >> they still show up as an FTE, but the cost to fund the FTE is funded by a couple of different ways. >> Yeah, there's an offset. >> Yeah, it's going to be important to uh make sure that's very clear, especially in [clears throat] March. >> Yeah. >> Um, all right, moving on. Some new computer equipment. Um, all right. There's a smart board withstand request um for PE in the middle school. Uh, you'll see [snorts] some changes in round two. Um, for [laughter] the high school, we have 20 laptops needed for digital photography because students cannot use their cell phones. Um,
136we have >> or or could we go back to cameras? >> Um, yes. But if we use the camera, then you need to download it on >> or you need a dark room. You need to go back to like the old days >> chemicals. >> Well, yeah, where you actually film budget. >> That's what it used to be. It wasn't that. >> It was that we had a dark room, but then it then we ran out of space and now it's Yeah, I got you. Never mind. I'm just saying there's a way to take picture that you don't need a phone or a laptop >> and you can actually develop. >> Um, but the laptop also supports the use of like Adobe. >> I gota I know it's fine. um database manager laptop. So, if
137we're going to hire someone, I need a computer to use. [snorts and laughter] >> Um and then we go on to our replacement computer equipment. This is a lot of what you see typically, our Chromebook replacement cycle. And I'm putting this out there because every year we we we're on a four-year replacement cycle. So, at some point, is it not a a new item or is it just a part of the budget that remains level funded? and we can have a conversation about what makes most sense, but those are just level funded at um 88 at the middle school for 350. Um [snorts] Chrome laptops are um higherend Chromebooks that we've been using for our teachers instead of laptops for a variety of reasons, safety, security, um but also battery life. Um and they're they
138have touchcreen, so it's overall a better product. [snorts] There are some generic Windows laptops that we still need to replace and those would be more for um our machines that operate some of our like Hack equipment um some of our main office folks etc. And then we have some interactive flat panels, three more for the middle school at 3,900 each. Moving on to the high school, we have 185 Chromebooks for replacement. Um that's like I said our Chromebook replacement cycle. We have our Chrome laptops, 10 at 900 um for our teachers, 13 generic Windows laptops for replacement. Once again, that's for um certain positions that require the actual laptop as opposed to a Chrome laptop. So, two of our um engineering laptops need to be replaced. Those are 1,700 each. Our inner [snorts] flat panels,
139we are looking for 10 at the high school. And then we've hit that time when our access points um and then apparently you have to mount them. Um so access points and mounting will need to be replaced. We have reached end or excuse me December we're at end of life for access points and so they no longer can be updated. Um and so we are looking to replace those. Moving on to some safety and energy items. We have emergency lighting replacement. So that would be like the lights in the exit signs. those types of lights that stay on in an emergency. Um, access control. So, that's our fob system. Um, that needs to be upgraded. Our high school's already upgraded. So, it's the middle school's turn. [snorts] Um, radios phase 35 at $360. That's like
140walkie-talkies. Um, [snorts] security cameras, a couple of updates there at um here at the middle school. um our jockey pump replacement. That is is for our um [laughter] >> that is for our um I believe it's for our fire pump. I >> think that's what Lance said. >> Yeah, our fire pump. He told me again today. I just keep thinking of a jockey on a horse. Um [laughter] um anyway, emergency lighting replacement here at the high school as well. Um, we're looking to add a couple of fob locks on our weight room doors so that they're um we can um increase our security there. Um, there's a request for some air source heat pumps in the wait room um because that's probably one of the reasons why the doors are propped. >> Uh it does
141get really hot in there. >> ASA assh >> airsource heat pumps. Oh, >> okay. >> Do you have any We don't have any in here. Um >> those basically mini splits. >> Yes. Yeah. And then some security cameras for the mini gym and wait room. Um phase three of radios at the high school, 42 of them. And then an additional egress in the track area. So we're looking for an additional emergency egress. Um we've looked at a few different options. We potentially are able to do that in this year's budget just with some um funds that uh have become available. But it's um if you're looking at our old what where our track is um and you're kind of staring at the coaches box off to the right >> over near right. >> Yep. Yep.
142Yeah. So this this would be kind of just doing some clearing and then um it's our least amount of um ground disturbing that we'd have to do to to do the what we're looking >> that go out to Love Lane. >> Yes. Yeah. An emergency only. it wouldn't be anyone can drive up but all right moving on to maintenance. Okay, so our our floor machines that um we purchased when I started as assistant superintendent those are reaching end of life and um so I love talking about floor machines. Um 7500 a piece each of our buildings needs one. Um, our gym backboard and lift is nonserviceable and nonfunctional anymore. So, we need to replace those here at the middle school. Um, looking for some flooring for four classrooms. Um, duckware cleaning, we saw phase one
143last year. We um, we encumbered those funds. We have not done the work yet. We're looking to fund phase two and three. this summer when they are in the ceilings doing all of the duct work for the HVAC that they clean them while they're there and that reduces the overall cost of the project. Um there's a request to pave the road behind the middle school. Uh it's I mean it's in desperate need of of paving some ceiling tiles phase two, >> three and four. I I need my glasses. >> Yeah. And also that's a is that a Roman numeral for because it's not right. >> It's not right. I know. um roof section phase three of five total uh for the middle school roof. Um it would be great if we could fund that for
144this summer so that when they are putting up the solar we have another section that would be available and then some updates to the life skills room at the middle school. >> What's the section or the phase that we brought forward didn't we bring? >> So we funded one and then you authorized another one. So there was $150,000 section and $180,000 section. So 300 been done? >> No, they're going to be done as they're putting the solar up. So, that's next summer. >> Really? >> Yes. >> All right. Um floor machine at the high school. Um phase three of bathroom and partitions for 10,000. Um a hot water circulator pumps for 20,000. Phase two of some flooring. A mini gym wall padding replacement. So, the wall padding is um has been ordered for the main
145gym, but now we need the padding for the mini gym. [snorts] Um obviously, this is a huge thing that we need to conser likely won't last long, but the back student parking lot needs to be redone. We're kind of beyond the point of um seal coating it. >> So, you mean the the main the main back parking lot, not the one that was added on? You're talking >> the one that's been there for years and years. Yeah. So, >> does is this the full like take it down? Correct. And rebuild the foundation of it. >> Like literally take it to dirt and put in a new new parking lot. >> Yeah. >> Okay. >> Um the front parking lot, the main area where our teachers parking. >> Yep. Some paving for there. Um a multi-use
146building facilities tarp and snack shack at a bargain price of 1.5 million. [laughter] That'll last. And then and then we have I um I've been asking for this for years. Um, we need to do um a really good exterior wash and cleaning of the high school. Uh, the upper parts just um we have to take care of our building. >> You know, if that price includes ceiling, >> are you talking about the exterior wash and cleaning sealing of the surface? I'm I'm not sure. >> Yeah. Is that something you may want to look into? It's some some kind of a brick, right? It's it's masonary, right? >> Yeah. I thought the up the top part was more stucco because in the years of the lacrosse ball um hitting the question while they're up there they're
147it increases the longevity because what it does is it um >> it makes it more water repellent. Yeah. You're less likely to get the water in there and freezing and cracking it. >> If the material is material that can be sealed, it would be smart to seal it, but >> it may not be. It depends on what it is. Yeah. >> Yeah. um our track resurfacing. This is actually supposed to be in last year's budget and it fell off the radar. Um it is at end of life. We cannot um use all of the lanes. Um they have been deemed unusable, which means we can't host track meets right now. I mean, we could practice in four of the six, >> but that's 130,000. >> The field in in inside it is also in really
148really bad shape. And that's the next one slated for resting and repair. >> Okay. >> And the track is used by both the middle school and the high school for meets. >> Yeah. >> And practice and practice. They practice all together. >> They practice together. Okay. >> Do we use the Is there a track around the turf field? >> No. >> Oh, we don't have one. >> No. >> Okay. The large gym floor needs to be resurfaced and finished. So, this means really sanded down to the bare bones and then done. We have um just for gears of use, we have um holes in it. Um the that one layer of wax is not going to to fix that. Uh we do have some ADA updates. You'll see this over time just as you did
149for the middle school. We had a couple years of that and so some of these need to move on to the high school. Um so we would like to propose 50,000 for next year to begin that work. [snorts] reframing of spaces for special ed programs. So, our special ed rooms have um organization that doesn't quite make sense and creates unusable or less than ideal spaces and so creating some walls, etc. Tennis courts at the high school for 500,000. >> Can we put that inside the multi-use building? [laughter] >> I love where you're going with this. Indoor tennis courts. Wow, that's fancy. And they could open up and there' be a pool underneath. >> Yes. [laughter] >> Yes. As long as Snapchat, >> you can do it like they did it at my college and then
150you can put a practice field on the roof. >> Yeah. >> Absolutely. >> Or some colleges have tennis courts on the roof. >> I think Darlene's enjoying everything you're adding to the budget. >> Full football field on the roof. >> Yeah. um a snow plow for our truck for the um when we're we for plowing snow that maybe isn't plowed in time. >> Um some duck work cleaning at the high school which is needed. Okay, so our auditorium is in need of some upgrades. We have lighting upgrades for 180,000. We have fixture replacements for 200,000 and we have house lights for 25,000. So couple of dollars there >> relate to any of the LED work that is Oh, that's just middle school, right? >> That's all middle school. Some So a lot of lot of
151we did the gym, I believe, with LEDs. Um when we did the high school dehumid auditorium, that's the seated area. Okay. >> Yeah. >> You don't need lights anymore, >> right? We just turn them off. So um hand dryers phase three for the bathrooms at 5,000. ceiling tiles phase 3,000 outdoor storage shed PE for 6,000. We could save on that if we create a little space in our Taj Mahal >> um >> multi-use building. Um and then elevator phase three. So you've seen this the past couple years. Um we're looking at for 68,000. The lead time on the elevator work is about 50 weeks. Um so we have actually um begun the request to get us in line now so that we absolutely will be ready to go with a functioning elevator when we need
152to. Um >> how many phases are there? >> There were originally four phases, but our recent quote is 200,000. So in the past two years we have 133,000. Um and we had some shifts in some of our special ed costs due to significant um moveins, move outs. So I believe we can find the 200,000 less 133,000 in this year's budget. Um so that we can move forward with that right now. I don't want to risk not being able to. >> So we're holding that the phase one and phase two. >> Those were in the maintenance trust. So those are um earmarked for the elevator already. Um but potentially you'll see this removed here as so it might need to stay. It it is a 50we lead time so that would be in next year's budget.
153Um but it would be great to just shift around some money and know that that's good to go. >> When did we collect phase two? >> When did we collect it? >> So July one because it was maintenance trust. >> Okay. I'm just >> so phase so >> this is I'm just wondering why this is categorized as a new item because it's sort of an ongoing item. >> It's been an ongoing item. So So in FA um in round one they're usually just in maintenance and then as we go to round two some of them kind of shift to the maintenance trust as we identify better sources of funding some of these. Um so >> is anybody else are you done? >> That is it for the new items. If you'd like to add anything,
154let me know. >> Does anyone have any questions? >> So, the ADA updates, you said that there would be multiple phases. Do you think you could come back with sort of a idea of how many phases that would be? >> Two. Okay. I thought you said multiple, but two's just two. >> Two is multiple, I guess. Um, >> well, it's so you saw um two phases for um updates to the middle school. >> Yeah, I don't remember that. But >> and so now we have two phases of updates to the high school. So will round two provide any guidance maybe by December where um some of the funding will come from? Yeah. For some of these Absolutely. >> Okay. >> Is is it expected that there are significant items here that may be eligible for
155any uh external grant funding or are we pretty much >> Absolutely not. [laughter] >> Uh no. So I, if you recall, we had uh applied for building aid for um four of our schools, middle school, high school, CSD, and RMS. And we those four projects were placed in the last the bottom four, and [snorts] we reapplied to stay on the list. And then this year with the shift in our business administrator, superintendent, etc., we chose not to spend the the amount of time it takes to redo that application. Um, and then I received an email. can you tell me why you didn't reapply? And I said, "Yes, there is no money for building aid and we haven't moved from the bottom four. It doesn't seem like it's um likely to be funded in in this
156year. Uh but yes, we still have the need for these projects." And they said, "Okay, thank you." And I spoke with the individual in charge of that department um who didn't realize those emails went out and he sort of laughed at it. He's like, "Yeah, there's no money. not going to be anytime soon where you'll see money for building age. So, so no, I don't see a >> the re I heard that one of the priorities or was the security stuff. So, I didn't know if any if there's any money for the >> So, we did apply. Yes, we Thank you. We did apply for um safe grants for all six of our buildings. Um the the scope of them this year. So, they always pick like some focus areas. Um, and this year the
157focus areas were not really in line with things that we were going to do, but we did apply. Um, the maximum is 100,000. I don't think we reached 100,000 in any of our schools based on what we actually need. Um, can you remind me of what the high school >> uh the um ballards? I I guess the net is that >> you think these are >> going to actually have to come out of the normal budget. We're not you're not anticipating significant offsetting revenue lose. >> No. >> Okay. I'd like to remind the viewing public that this is round one which is the round one and two which is the opportunity for people building administrators administration sau for employees for people to make requests but that this is not in any way shape form finished
158that there will be things that are removed from this list there might be some things that that are added on but it's important that no one at home is saying oh my gosh they're going for this, this, and this. It's just a matter of knowing what's out there, needs and wants that are out there. And that's why this process is so helpful because we do see the same things over and over and over and over again, and they do get cut over and over and over again because we prioritize. Um, and then at some point they're there and we say, uh, it might be the time to do it because it's been on the request for 10 years or whatever. So, yeah. I wonder, this is only half joking. There the lawyer reaches a point
159where there's a statistical method to essentially not assure but almost assure you're going to to win. >> Yeah. you think we'll ever >> I'm wonder I'm wondering whether we have the resources to to to calculate that and find out at what trigger point. You know, spending a million dollars gives you um uh assurances that you're going to get >> you're going to win the Walt lottery. >> Yeah. No, you don't have to win win it all to to pay, but you'd actually get a payback on it. Yeah. with a partial because that's about the only way we're going to get some of these things. >> Yeah, pretty much. Pretty much. >> But it's important for the community to know that these things are in our we do think about them. So, that's great. Okay. Thank
160you very much for that. Are there any other questions? Moving on to the um updated final 2026 annual meeting timeline. Um this is a a a work that the whole board is not involved in. and I do get looped in in the beginning of the process and um so these are the dates there's been feedback from both moderators from the chairs of of both um of Hollis Brookline and the co-op um have been looped in on all this the administration uh who else it seems like everybody but not not everybody >> budget committee finance >> budget committee and finance committee and Hollis budget committee and co-op budget committee So those those people [snorts] were all in on this and there were some changes made but this is where we are. Um if you'll note the
161um meetings for the so the so Hollis school district and the co-op school district are still traditional town meeting format and we are meeting on um >> it's the 19th of March >> the 19th of March with our snow date being the 20th but the Hollis school districts is meeting on the 17th of March. So both meetings are the same week and for those of us who live in Hollis um the town meeting I believe is the Saturday before. So there will be a lot it really will be March Madness >> and time for civic engagement. >> Yes. >> Um but it holds true to Hallless having the annual meeting prior to co-op because they like to flip-flop years. Um it's great that the um high school gym just will be unavailable for four days
162and maybe we just do one setup and one breakdown because requested to use the high school instead of the middle school for the annual meeting this year. So so we'll make that happen. This doesn't conflict with our athletics which is nice. If you recall last year due to the um co-op annual meeting, the basketball team had to find an alternate location even though they earned a home um a home game for their playoffs. >> Hollis did it at the upper elementary. >> Hollis has done it um during co they did at the high school but has done it at the middle school. Um, but last year they just couldn't fit any more folks in and so the request was well I heard many requests from the community to use a larger facility. So that would
163be our high school. Um, and then that puts that puts our uh public hearing at February 19th with a snow date of the 20th. Okay. >> So this will be publicly posted. >> Are there any questions on that? Great. Keep moving forward. We already did. Look at that. We already did enrollment projection. [snorts] So, facilities committee update. Are there are there any updates? >> So, the only updates is that they're doing they're planning the design for um HVAC work for the summer and they'll do that at the same time as the solar work. Um everyone came out to plan exactly like the electrical panels. Um the panels themselves have been ordered and um they will when they arrive they will be stored on property and um they are going to be located I believe in
164the location in between the softball field and the turf field because it's um easy access to and from um for when they are putting them up and um there's >> we have to storage containers for that. >> Yes. >> Okay. Because they'll be secure, right? >> Yep. Yep. That's where they're going to be located, I think. >> And is is there a projected delivery date currently? >> Any minute now. >> Okay. So, we're not at risk of blowing through the deadline for because of any >> supply chain issues. So we've met our requirement in terms of we have um done our electrical plans. We've spent the money. Um so all of that is good. I've conferred with the auditor to ensure that he's in agreement that we've met the requirements of safe harboring >> For
165both buildings we spent far more than the 5%. So the only question at the end of the day is um if there's an after-the-act determination that um materials purchased from a country of concern is like backdated then then they backdate it but based on all the information we have met our requirements and um we should still be eligible for the rebates. >> Great. Great. and and we'll be meeting in the first week of December as just an update for facilities committee. >> Okay, great. Thank you. Budget committee update. Trying to fly through here a little bit because I'm super behind. Uh it was uh kind of a strange meeting because we didn't have a quorum um and we didn't have the normal uh uh data that we have to allow for the first pass of
166uh guidance. [clears throat] But our esteemed uh committee chair who happens to be sitting nearby judging what I say >> [snorts] >> uh went through a very thorough analysis of where we are and because of information that was coming going to be coming out in November including the enrollment adequacy the the updates on the statewide property tax and the SAU bud budget. There's still a lot of open items, but [clears throat] first pass, you know, guesswork had a recognized there may be a significant increase coming through requirement. Um Tony gave us an update on the capital expenditure advisory committee which >> we're gonna get >> which we're going to get. So I'm really interested in getting Rob's take on that. >> Great. All right. Are you all set? Great. So the swiping committee update. We
167don't we need to go a little bit um I think when we make this agenda we need a schedule from them as to when they want to be on the agenda. I don't think this needs to be on the agenda monthly. I think we have a a kind of a I forget it's by policy or by it's in the contract if we want to make sure. So, we just need to double check that because it doesn't need to be on the agenda every month. Um, but it does need to come up a few times a year. Like I think it >> I don't know if you want the facilities on every month now that we're meeting. >> I don't anymore. I think facilities should come on only after you've met. So, um, if that would
168probably be helpful >> or if there's or if there's any significant updates to that the board needs to know about. Yeah, >> I want budget committee up there on there every month though. >> Okay. >> And policy, we're here anyway. [laughter] We're at the deliberative item. We are always here. And so, C E A C E A. >> Um, so we continue to provide co-op inputs into the view that the committee is building. We have a date on the 15th of December to present in front of the uh at least preliminary view um in front of the select board on the 15th of December. So we have that um scheduled um those who there's a public meeting. So if you want to come down and cheer us on >> December 15th is like the day
169I want to be at this life board meeting. [laughter] >> We I figured I figured so >> there's nothing going on in December 15. So, could you just forward the um information about that >> by email to us? >> Yeah, thank you. >> Sure. >> I'll I'll get it to you, Holly, and you can send it out. >> Sure. >> Just following the rules of engagement. >> Send it to me and I'll send it out. Y sounds great. So yeah, I mean our our our discussions have been primarily around, you know, the big ticket items and I've been consistently saying, well, I don't see any major budget or bond initiatives coming from the co-op anytime soon. Of course, you know, we're getting more information on, you know, uh, maintenance items and things like that, but
170it's still, as we said this evening, it's still pretty early round one. So, um, they they still tend to be used as inputs, but we don't, you know, we we know they're going to change, so we just uh kind of kind of go from there. Uh I think the big um discussions are around enrollment and certainly in the Hollis district and initiatives that they may be bringing forward this year. Um and al also what effects might that have uh particularly to the middle school. So that's why some of my questions around expansion um and and line of sight uh of those possibilities and and how close or how far out they might be for us. So trying to get a a sense of that because they're bu building into a multi-year picture. Uh I think
171that town goes out to 10 years. We go primarily five years. I'm not suggesting we expand that. I think five years is more than adequate because I think after fat that six, seven, and eight, I mean, it's hard to plan around that kind of data. Um, so that's that's kind of where we're at. As we get more detailed information, we we'll move from our preliminary view into maybe something more tighter. But I the guidance I've been giving is, >> you know, pretty much after December, once you get into January, we're in the belly of the beast, uh, budget-wise, things are [snorts] truly getting locked down. So, if we don't have some sort of actionable view by then, [snorts] >> the train is kind of going out of the station by then. though um particularly if
172any bonds or anything and the timelines that has to meet your you're once you're in >> needs to be >> January you have to follow very specifically so a lot of it is >> giving the committee insight about >> those kind of practical aspects of of timelines and deadlines and when things need to be done and >> so the committee is just trying to consolidate the information from three different from the three different boards. >> Yes. >> And and you're just providing >> two boards only. >> Well, it's select board, the Hollis school board, and the Hollis co-op board. So, it's three. It's it's a Holl committee. So, >> they're not pulling anything from Brooklyn. >> No, they aren't. And >> which does impact the the vote at the co-op? >> It does. It does.
173It does. It does. And we, you know, a lot of it's been educating the committee in terms of how the districts are organized go governmentally >> and how they're um and also the SAU and how that works. >> Um a lot of people really have no clue about how that works. And honestly, that is probably the best thing that you can do is just because you're not talking people who are sitting on this committee are engaged in different boards and different but there really is still a lack of understanding of the fact that it's the structure of how this all works and who controls what so we can give information but I don't know how much we are going to get from them you know >> well I I think it whatever the view that
174is produced should be available to all the districts and stakeholders just just to understand what's going on around. We know what's happening here, but maybe what's happening at the town level, what's happening at the Hollis level and possibly, you know, elsewhere, you know, in Brooklyn. But um >> yeah and but and Tom's absolutely right like Brooklyn doesn't exist in a vacuum just just K through six like you know we're we're connected and not having I you can't really put them on the committee because it's just >> right and and really the view is is the impact to Hollis taxpayers so um >> but they do understand there's an aortionment formula and there's a there's a Brooklyn Hollis split at the co-op. >> So, a lot of that's been more of a educational journey uh and
175bringing the committee on and getting them up to speed at that. >> Well, thank you for doing it. >> Any questions? All right, moving on to >> Before you do go, I did ask something on next month's agenda with the under the the budget committee discussion. I did talk to the attorney about having that >> strategy meeting. >> Sure. >> And I got some feedback on that. >> So, next month you want to talk about that. Okay. >> We're both making a note of it. So, >> it might make it. [laughter] >> Yeah. And if for some reason the agenda comes out, we I think you guys I think Emmy sends it out like the Wednesday before. So, if you can just remind us if you don't see it on there cuz she'll remind you
176if I remember. >> She'll happy. She's happy. >> The reason I'm asking you to do it is so that it'll remind me. >> Right. You're going to have to refresh my memory offline on that. So, about what? >> Just what you want it to say, but we can do that [snorts] offline because it's getting late. Okay. So, we have a bunch of policies. So many policies we're trying to get through. So, we have a memo. Um, so we're I'm gonna try to go through these quickly because most of the ones on the memo we feel feel like don't need much discussion. Um, maybe if you get down to the first read. Yeah, I know. I know. But if you did not bring anything up last time, um, then we probably didn't make any changes and
177it's, you know, so we are presenting for second read and adopt with no changes. Um, and the reason these are being presented as second read and adopt with no changes is because they're we need to move them, right? So, we've got AB parental field of rights. There were no changes recommended. No questions. EBV school safety and JA field trip and excursions. These were all things that is that JOA? That should be third read, shouldn't it? >> Is it really only second read? Because Tom, we made a change based on Tom's recommendations >> at the last meeting, November 12th. >> So, but if we made a change based on his recommendation, did we make the change on the first read? There was there was changes on the first read as well. There were amendments on the
178first read. >> I I I think you are correct. I don't know if it's third read or second read, but I think there there were changes, but >> Okay. So, but there's no changes. There's no >> I don't think there was a change to content. It was a structural change. Okay. You broke up the paragraph and capitalized. >> Okay, that's what we did. Okay. >> Then um for a second read and adopt with minor changes IHBA and evaluation requirements for specific learning disabilities. That was also a punctuation change, wasn't it? If I'm >> language change the judgment we >> we changed the word based on actually I'm going to look at the notes here. We changed uh the first sentence and we changed the word determined to identified and judgment to determination so that we
179weren't using determined twice in the same sentence. >> And we added um Brookline Cooperative School District because it was reading Hollis School District. >> So those were those were minor changes. They were not substantive. Um so those would be if we pass this memo those would go into adopted policies. present for second read with minor changes. These would just be second read and we would still be able to review them. Is EVCH chemical hygiene plan and KI visitors to schools. Um, and I think we made some um pretty not we made some changes to KI to include language that I don't have this in front of me because it's hard for me to do this and plop back and forth, but to include language that you brought up, Tom, which was um to make sure
180that we recognize that school board members are visitors to are considered visitors to schools and they can't just pop in. So we did that and then we also um clarified uh like grounds outside spaces um and what our expectations are there >> and clarified the school grounds just during the school day >> during the school day because >> we can't really monitor the school grounds after the school day. So um and we also made it clear that um people who would could be on the school grounds for some reason during the school day need to check in at the office. So that was one of the things that we did. Um but again that that's been those are minor those are changes and that will this will go to third read and then we're presenting
181for first read and somebody else needs to summarize what we did. Is that >> um we had one more for second read with um a minor change which was EBC. >> Okay. And we just added a sentence, but it's under another heading for e chemical hygiene template. It's just to say that um hazardous chemical safety provisions and hygiene template will be designed by the Hollis Brookline Cooperative School District and is available at the SAU central office upon request. And then we have >> Do you want questions to wait until you're >> No, actually if you have questions, let's just do that. Before we go into the first reads, do you have any questions on the >> the one that D was just talking about with the template? Does that template exist? >> Yes. >> Yeah.
182>> Um >> she says it does, I believe. where I guess the it was the way it um the way it was worded I have to open it up but the way it was worded it's it um was a little bit ambiguous about uh about this the status of it so I was just curious so it it's all set and we were ready to use it >> yeah we have one that's designed by us that there is a sample template that you can use we through Gina and um the principles we've decided we want to stay with our own design template. >> Okay. >> And then we have for first read. So these are the ones I expect the most questions on. Um BEDG meeting minutes. I'm not sure what we changed. So I need
183you to help me doc because I don't have them in front of me. This be BEG is a very substantial change except it just reflects what we actually already do. Um on page 67 of your um agenda packet, you'll see that we only had um two small paragraphs um three small paragraphs in the current language. And so there is quite a lot of detail that's added in about minutes being required, what is in the content of the minutes, um approval and access to them, and then who signs off on them. But it all mirrors what we are already doing currently. >> Yeah. On on section D, um there's I don't know if they're holdovers, but references [clears throat] to paragraph D2. Um sec next paragraph C2. I think all those references are wrong because those
184sections don't even exist. >> No, they do. The section C is on page 65, approval and access to minutes. >> Well, C is is right above it, right? >> Are there two C's? >> Yeah, but the the stuff that they're they're referencing I don't think are I don't think the numbers held up. >> We can double check. >> And uh >> there's the one where it says paragraph D2 below. There is no D2. >> Both both paragraphs have references to section D2. >> Okay, that's in the sample language. So, we'll double check those. And then uh there looks to be missing information about sealing the minutes because it talks about going up to see how to seal the minutes but I couldn't find that anywhere above the actual procedures for sealing minutes or the not
185so much the process but the criteria for sealing minutes because it it references that you need to unless it you need to verify that it's sealed for the right reasons and that determines whether or not they get unsealed or how they get reviewed. So those are the two notes I had on that one. >> Okay, great. Um do you have notes on any Okay, keep going. You're going dot we've got >> All right. Um I im health education daily physical activity. uh we had one small paragraph um and this again um just expands with a lot more detail. Um it is also matches the language for the new um requirements that were in 306. This is one of those policies that I had identified for you that would be coming. >> Go ahead Tom. >>
186On uh the first paragraph, the last sentence says the board recommends the following practices. To whom are they recommending? Yeah, we're we're looking into that actually because that came up in another district as well or in our meeting uh because we they don't want the bo they don't want it to read the board. So we are looking into having to see if we can change it to the district or if it's >> but even if it's the I mean we got to figure out who who has ownership of doing all these activities below. That's why we we think it should read the district. We think that's an error. >> But even but I that's that's I think too generic as well. We we had a lot of conversation about this um and struggled with it
187with the language of this particular it's coming straight from the RSA and um I think I remember where so one of the things that I really struggled with is um maybe we changed it because I was really frustrated but like encourages student where is it there's one where it says we encourage like movement all the time. Is that in this one? >> Yeah. Encouraging parents and guardians, >> encouraging teacher uh staff to >> like it's it's tricky because who who right like >> the board recommends the following practices? So, who's encouraging parents, parents, and guardians to support children's participation enjoyable and who's checking on that? Like we don't but we don't know. So, like we we had a lot of conversation about that, but this is the way the law is. So, we're trying to
188take the law, but the law is not really clear. And I think there's one about committing there, isn't there? Maybe we pulled it. Maybe we just decided to get rid of it because we didn't like it. Um, >> the third 30 to 60 minutes a day, >> I think. Integrate health and physical activity across the school day. No, we had one. Wasn't there one, Jacob? In curriculum. I was really struggling with it. We must have taken it out. Um, yeah. >> Which one are you talking about? I don't know, there was one in there that was like encourage um and promote physical activity across all areas of curriculum, but I think we just changed it to integrate health health and physical activity across the school day. We took it out. [snorts] >> So, there was
189this is um kind of a work in progress, but we understand your question and >> thank you. >> We'll try to fix it as best we can um maybe with some help from um like free legal Um and the wellness committee is also looking at it too I think. So okay go ahead. >> All right. IMBA was um remote learning uh with the sample we took out section A because we do not pro uh allow remote learning for weather inclement weather. Um and so B became A. So that was what you got from Emmy today. We c I had caught that while I was doing a last read through. Um and so this is also um a policy that is under and expanded through 306 and encouraging a lot more um accessibility to remote learning
190for different options. Is is remote learning exclusively on uh online or is it it's also >> No, it >> it can be in a lot of different ways. >> Does CTE constitute remote learning? >> No. >> Okay. [snorts] >> No. >> What What is CTE considered because it's not local. You know what I mean? I mean it's just career technical. It's considered >> Is it out of district? >> No. I mean it's just it is >> because you're partnering with a CT center. So >> yeah. I know. just be because some of the things that talk about remote learning seem relevant to CT instruction but it doesn't fully fit it but it also doesn't fit all the criteria of inschool learning because of the the transportation aspect of it and some of the new resources
191>> learn everywhere anyway >> yeah well the CTE is with the partnerships remote is our online um and internet learning and then you'll will also see a policy that will be coming forward called ELOs's which are external learning opportunities and that would be the broader category of >> Okay, thank you. >> Okay, so we got MBA and then JLCK. >> Yes, JLCK is um for physical needs for special education students. This was one sentence. This um has been looked at by um assistant superintendent um >> Lauren. >> Yeah. >> A couple of questions on this one. Uh [snorts] on 2C, does it require that all those positions be employees as opposed to contracted? >> I'm wondering what the law is requiring. I don't know the answer to that, but I will find it for you
192next meeting. [clears throat] >> The opening statement uh where it says um do you have do you have to use the word insure? >> Yeah, we you want Well, we'll look at that. If we don't have to, we can change that to the board is committed to helping Yeah, because I don't know how we reinsure, right? It would be like we could just put support like helping support. >> Yeah, I I was just I was just saying we can soften that if you could pull out that word >> if we can. We'll look and make sure we can >> and uh where was the other then? >> Essential. Where was the I would suggest if you're allowed to um changing essential to maybe something like beneficial because I don't know that there's >> essential is
193[snorts] a pretty strong word. >> I don't know that there's consensus >> like Yeah. Essential is like you have to eat and drink but you don't have to. >> Mhm. [snorts] >> Yeah. Okay. Thank you. Those are all good points. Is there any are there any more in this one? >> And then J L I A >> I have to find >> supervision of students. This again took one sentence and expanded it um and gave a broader definition to school including property and during any school sponsored event. There is [snorts] a um next to the the next to the bottom line supervisory duties shall include the loading unloading of buses or school transportation. That's only >> on our end right at the school. >> Or do we have to have a staff member on the
194bus who is there to supervise for the loading and unloading at the >> That's a good question. No, I would imagine not. >> Just loading. Yeah, here on school grounds >> during school events or school field trips or >> so it's basically during school sanctioned activities, right? Like I know what you're saying. We can't have somebody on the bus at every bus stop. >> This is what I didn't know is whether we have to in some way be legally connected to the driver on the bus who is responsible for those things on the other end. >> We'll ask the question or figure it out. All right. So, that's all that's on the memo, right? So, um we'll take back all of those comments and um I need a motion to approve. Motion to approve the
195recommendations identified in the policy memo. >> Moved by Rob, second by Tom. All in favor? 40. Great. Thank you very much. Um, so we can now take a look at J I >> CJ CJ >> CJ >> I just find it. I'm sorry. So, um, just for your information, we're going to make sure next time in the packet that the policies are in the same order as the way that they're listed on the memo because that would be easy. >> We're going to fix that. >> So, we're doing a lot of like, oh, where is it? So, I'm trying to find it. >> It was sort of backwards. I think they got at. >> Yeah, it's fine. It's, you know, it's a it's not we're just going to try to make sure we make that
196happen next time. I'm sorry. I'm going >> there. Are we going to do >> substitive changes in this? >> Actually, I thought the we changed some heading um some letter. >> Actually, the the substantive change of is and they're not in here. She didn't take it out. She didn't show it. Um so the substantive change is that we removed the um consequences but we changed the sentence. So it says consequences for violations of this policy will be pursuant to the student handbook for each respective school. Period. And then we took out all of the consequences. Tom, you had sent an email saying that it should go directly to the code of conduct. We have identified that our code of conduct in our handbook does not really exist as a code of conduct. It's mentioned, it's
197talked about, it's summarized. It's >> right. I mean, but it's not really defined. And so, right, >> it's not referred to as it's not referred to as >> 14 references to in the student handbook, but there is no actual code of conduct. >> So, that is a that is a big like light bulb. So, um, Patrick and and Jacob are aware and they're fixing that. So, instead the consequences are laid out in the handbook and that way I really pushed to get them out of the policy because I felt like >> um, we will reviewing this again in April. But if if there's needs to be tweaks or [snorts] changes made to consequences based on the building principles, which is their job in relationship with the staff, they can make a change in the handbook
198and notify families and, you know, be more compliant that way than having to change the policy. So, it seemed like it would be, but it's directly telling them where to find it. So, >> I do have a couple of >> We really like to pass >> minor changes that I don't think will prevent it from being >> passed tonight and adopted. >> Right. >> Okay. Because we'd really like to adopt this, >> right? Um and they're both in part B and the restrictions. Um I unless you can give me a good reason otherwise I would like to see Chromebooks removed just because um that's a I think almost like a brand name. >> So you wanted to just say that providing I think district owned devices and cross out Chromebooks. >> Okay, that's fine. >>
199That's fine with me. Is that fine with everybody else? >> Yeah. And the other one is uh in the [clears throat] last paragraph there's a couple of places where refer to these devices and I believe >> the last paragraph of section B >> correct so it's in the first sentence of I mean the first line of it >> um I think there's another it's twice in that I >> just replace the word these with personal because it clarifies which devices as opposed to >> Did you catch that, Amy? >> Yeah, personal communication devices. >> I was just going to say per I don't know if you want to be personal communication or just personal device just >> Yeah, call them personal communication devices because that's what we referred to them the whole time >> in
200both both locations of the >> cool. >> That's it. >> Does that work for you? >> Surprisingly enough. >> Yes. Doc, did you catch it? >> I did not catch the last one. >> So, the last one Amy has it. So, it will it will read. We have to make sure that Don knows this. So on page 86 of the um packet, it says while it's best practice that these it says that these devices are not brought to school, we want to change the these two. Well, it's best practices that personal communication devices are not brought to school. And then can we keep the these in the second part? If these devices are >> I would recommend not, but >> you wanted to say if personal every time it says it should say if personal
201communication devices are brought to school. So that's wordy, but it's clear. Okay. It's only those two spots, but >> so if we can amend the policy to do that. So the policy will be amended by removing the word Chromebooks from the sentence that says the district is responsible for providing district- owned devices, cross out remove the parenthesis Chromebooks. And then the second the next sentence, while it is best practice that personal communication devices are not brought to school, if personal communivation devices are brought to school, they shall be kept with the power turned off in the student's side lockup. That's how you'd like it to read. Okay, Don, I hope you caught that because we are going to adopt this baby right now. So, okay, we got it. Did you catch it? >> Okay. >>
202So, um I would like to have somebody make a motion to accept the third reading of policy JICJ, unauthorized communication devices. And um >> as a as amended >> as amended and adopt, right? Or do we just adopt? >> Wave. How many readings are we waving? >> No, we don't. >> No, we're already have three. >> We already did three. So, it's the third third reading and adopt. >> So, moved by Rob, >> second by Tom and all of Vote, please. [laughter] Okay. 40. Motion carries. Okay. You're supposed to be >> We got one more, I think. Two more. >> Two more. >> Oh my god. >> But they're they're connected. >> Okay, >> we have IK and IKF. I K is the earning of high school credit and achieving of competencies. >> So, let
203me get somebody to put it on the table. I'd like to motion to accept the first reading of policy IK, earning of high school credit, achievement of competencies as presented. >> Can somebody move that by Rob? I need a second. Second. Second by Amy. So um on the question or you know however they say so go ahead do you can now talk >> this this is and Jake you can hop into this expands from just a few sentences in our current policy to incorporate all the changes in 306. It gives definitions. It talks about awarding of credits. One of the biggest um challenges for high school principles moving forward are going to be when students come from various districts that are all implementing this a little bit differently and how you look at credits and
204transcripts and um award credits for incoming students. And this kind of goes through all of that and incorporates how you give credit for the external learning opportunities um and the learn everywhere which is the ELO's. >> Yes, Tom. Uh A6 section A6 the last >> eight hold on a six >> definition six the last word course should be plural should be courses um B1 uh delete is shown in the first in the first sentence I think it's just >> so it should say credits are earned when students demonstrate achievement of competencies for the course and are not awarded. Okay. >> I think that's just left over from something. >> Yep. >> And B2 uh where is it? Replace achieving with pursuing. So credit is not awarded based solely on time spent achieving these competencies. Yeah.
205Okay. Pursuing these competencies instead of achieving that makes sense to me because we we can't assume they're all going to achieve them. They're all going to pursue Well, we're hoping they're pursuing them. Okay. Is that it? Wow. Anybody else? And then um policy. Oh, so that was >> So we have to move that vote on that one. >> We got to vote on that one. Sorry. All those in favor for first read four zero and then IKF is the high school graduation policy. I need a motion to accept the first reading of policy IKF high school graduation pro policy as presented. >> So moved >> moved by Rob second by Amy and any questions on this one? So what is this just kind of general? the charts that so we need to change the chart
206from 3 and 1/2 to 2 and a half. >> Is the chart in here? >> Yeah. Okay. So, we'll change the chart >> and then the social studies from three to four. >> From 3 to four. Okay. >> Sorry, I missed that. >> It's okay. >> D1 C. Well, why do we have a one and then >> it's because it's these charts are on two pages instead of one page. So, that will get corrected when we fix that. >> But, um uh the second line of that sentence, I think the comma after credit should be deleted. >> Are you talking about one C? The student has spent the majority of the high school program in either nonredit granting courses. Yeah. So, it should be nonredit granting courses. I don't know if you it should be
207a dash or just a space. >> I think they were confused because non- dash credit. They didn't want to do dash dash. >> I [snorts] I understand that. But >> No, [laughter] I know. >> Putting the commas actually screws it up. >> 100%. I No, I when I when you pointed out the comma, I was just thinking how do you do two dashes? >> Oh, I do it all the time. >> Okay. I think it's just you just call it nonredit dash granting. Nonredit granting. I think that's fine. Anything else? Okay. All those in favor? >> Wow. >> 40. Motion carries. So that was for first. Okay. Um >> thought that would be the easiest. >> Um All right. I have Well, there's no nonpublic tonight. So I would love a report out from the
208press. Are you sure we don't have We don't have enough. Um, we could have it on public. [laughter] >> I'm the only the only thing I'm curious is there was a discussion at a previous meeting. I was curious what the outcome was. >> Maybe we should have a quick We're going to have a quick not public, but we're going to do the report. We're going to do the report out in the process. >> Sure. So, we had a little bit of unexpected um conversation regarding uh some of our correspondence and our minutes. Um, aside from that, we had a really robust um, discussion of our program of studies and um, as well as our new items in our FY27 budget. It was a well-run meeting. Good job. >> Thank you. You don't have to say
209it. Good job. I don't mind. I just need to know. Okay. I don't know. This is just a tradition of the co-op school board. This process forever thing. Okay. So, um, I am need I'm going to have a motion. Oh gosh. to go into non-public um that the a motion that the board by roll call go into non-public session pursuant to RSA 91- A colon 3 part two um or part 2 C to discuss a matter which discussed in public would like affect adversely the reputation of a person other than a member of the body or agency itself. So Tom I >> Tom I have [laughter] >> first Rob made the motion. I need a second. >> Tom now I need a call. Roll call. >> Tom I >> Amy I >> I >> Rob
210I Okay 40. We are in nonpublic and we will adjourn from there. So you can shut