Brookline School Board Meeting 10/22/2025

0012025. Um, the first thing on our agenda is we had a request to make an agenda adjustment to add a non-meating at the end of this meeting tonight. U may I get a motion? >> Motion to move. Do I have to say it? >> Move it works. All in favor? >> Excellent. >> You seconded. >> Uh, I I'll second. >> Oh, there we go. Tracy seconded. >> We'll get this right eventually. I promise. >> Um, do you have any >> I do not have nominations or resolutions. >> Okay. And I have one communication the board received that I would like to read out. Um, to the Brooklyn school board, I want to commend Dan and the entire RMMS team for a smooth and efficient off-site evacuation drill today. Communication was consistent and concise and it

002allowed for a safe and flawless drill. We all know the importance of having safety plans feel second nature and having watched this drill for the second year, it is clear our RMS team is wellprepared to provide safety and care to the children until they are reunited with their parents. Staff work together to keep the kids calm and focused. And while the kids were waiting in the bay, the teachers and staff worked with them to help them stay calm and quiet. You honestly would not have known how many kids were in the bay waiting by the low noise level. From those greeting parents and guiding them where to go to those helping with kids and reuniting them with parents, the RMMS team worked together to make the drill a success. Thank you all for your hard

003work to keep our kids safe while at school. I would also like to add a congratulations to the town departments who supported RMS with their drill today. the fire department, police department, ambulance service, and the Brooklyn Emergency Management Team. Thank you for all of you. Thank you for your support of our schools and staff. This was submitted by Johanna Shrivever, Haligan, parent and Brookline school board member. >> Johanna, wow, I'm a jerk tonight, huh? All right. >> Yes. Um, moving on, we'll do an approval of minutes. So for the Brookline School Board for our meeting on September 24th, 2025, the following amendments were offered. Page 6, line 42, replace of with on. Page seven, line 17, insert we following where. Page 8, line 8, replace within. Page 12, line 1, student should be plural. Page

00412, line 19, correct the spelling of big. Page 17, line 19, replace his with he. Page 17, line 44 should read policy BDE-port board committees. May I get a motion to accept the minutes as amended? >> I make motion to accept as I'll second. >> All in favor? Excellent. All right, that takes us to our principal report. >> Do we have a non public? I don't remember. >> No, I don't think so. >> Yeah, I don't >> I don't think so. Nope. >> That's working for me. >> All right. Principal's report. You're up. >> Oh, no. Because they have it's in the packet. >> Okay. Um, good evening everyone. Um, so just a quick update in enrollment. Uh, we are at 556 students in our district in Berkeley. Um and some of the key dates

005coming up. Uh our teachers are doing a wonderful job and we want to thank the parents for coming um so far for our parent teacher conferences at both buildings. Um the teachers are doing a great job preparing notes and um sharing work. Hi mom. See you later. Love you. Um um so they're doing a great job of preparing notes, answering parents questions, working together with the partnership. So we thank our teachers for that. So parent conference is going right now from mid October to mid uh November. Um next Friday is the Halloween parade, the annual parade. It's a great great event and it's awesome to see all the families that come um and support all the students and uh cheer the kids along. And we do two laps around the building because sometimes you might

006miss your kids on the first lap or not recognize their costume. Um, and uh Oh, I just recognized there's a mistake in this. I'm not sure about schoolboard meeting. I guess we have another one next week, right? >> Anyways, >> news to you. Yeah, optimistic surprise. And then um we have our book fair at RMS uh in November, the week before or the two weeks before Thanksgiving. It's the 17th to the 21st. We have a parent night. It's the same night as the fall festival. It's the 18th and that's the night that um families can come in here, check out books with their kids, and then Chaz and I will be up in the gym for a friendly competition. Let's go get it. That's it, man. And then um we'll have a school board meeting

007the next night. Exciting. >> So we get to hear the winner. >> Or we can or we can perform. >> Show some video. >> I want to see the juggling. >> We we got to Oh, the juggling. Yeah, we can >> see the juggling. >> Do that anytime. >> Um >> the other thing I wanted to share too is recently our grade three went to Boston to the aquarium and that was a great trip. The um went to the Boston Aquarium. It was well organized. We thank the bus company for finding some drivers for us and everything worked out well. And then our kindergarteners are going to be going to um and it's not listed here because we just had to change the date, but they're going to be going on November 13th to the

008Peacock players. They're in NSHA and they're going to see Cinderella. >> So, they're going to be at the school um I guess they're doing a school program the night before that starts. So, those are some um dates for RMS. Oh, and then I'll I'll talk about the pictures in a second, but do you want to talk about your dates? >> Yeah, sure. Tomorrow. Sure. Of course. >> Thanks. Uh, so parent, we have parent teacher conferences uh going on now and tomorrow night we'll have later conferences. Um, uh, we have uni the the big thing that we're going to be doing um, this coming week is going to be Unity Day. Um, and it's something that I've celebrated with um, the schools I've worked at for probably about the past 10 years. And um it's it's

009a uh a little bit over the top when it comes to kindness and and uh celebrating the courage of of being kind. So there's going to be a lot of orange around the school. There's going to be a lot of uh activities celebrating that. And the the culminating uh part of the day is going to be uh the unity day parade. So we have uh path of patriots and two patriot cheerleaders coming. And uh we parade uh by grade levels um around the school and uh really it's a parade just to celebrate the kids. So um you know the parents come and they just cheer for their kids and uh it's just a matter of us coming together and um just understanding that we're all in this together. And um I think the the things

010that hold a school together are are in the big things like this, but it's also in the minutia of how we talk to each other every day, how we um interact with each other every day. And this pairs with the um expectation setting that we've done, creating the Wolfpack expectations uh document um as well as um uh thinking about some of the like when we think about as you guys were talking about the the tickets and the reinforcements um that that you have the blue J tickets and things like that. Uh we'll be talking about that next week at our staff meeting uh and putting in place uh similar things at CSDA too because it's highly highly effective. So uh we're looking forward to Unity Day. You all are invited to Unity Day. It's okay

011if you can't come, but feel free if you're not doing anything at 12. >> Wear the suit that's in the picture. >> Oh, yeah. >> Okay. >> Yeah. Unity man comes out and uh so that'll be it's not any fun for me really at all. So, >> you look very upset. >> I I do. I'm terribly upset in that. It's very stressful day for me. Um but you know, it's it's a blast and and um so if you if you are free at 12:30 and you want to come on down, feel free. Um, otherwise I'm sure you'll see pictures on Instagram and and hear from the kids and all that kind of good stuff. >> Awesome. >> Thanks. >> Um, the other the other date just to keep in mind is uh trimester 1 ends

012towards the end of November and then report cards will come out about two weeks after that. Um, we did put an update for staffing needs. We have three par educators. This was brought up at last meeting. We have three par educated needs at RMS currently in six PAR educators at CSDA, but we have those contracted right now. So we just want to provide an update. Those are updated numbers. And then um in the principal's report, we had a few pictures that we want to share. Um I want to thank Mrs. Llem. She provided me with a few pictures. Um and I was able to come to some of these events that are shown. Um but we discussed last time we want to highlight environmental science a little bit. Um so she did a wonderful job

013of sharing some pictures. You'll see in the principal report there's some third graders and they are learning about uh animal adaptations and natural selection. um they had a lot of hands-on activities. They were working on the the bird beak challenge. The kids loved it. What I appreciate that she's doing is she's aligning the nextG science standards with what the classes are doing in CKA as well. So, for instance, um third grade with CKLA just um went over animal adaptations. I'm sorry, animal habitats. And this just aligns well. Um, going on to second grade, um, they were learning about why leaves change, talking about chlorophyll and the breaking down of that, just to go really science on you guys. Um, but they were looking at why they why did they change the colors and, um, that

014went well as well with the CKA um, just making observations, the wonders of autumn. First grade is they were looking at acorns and the life cycle of the mighty oak tree and they got a chance to pretend to be squirrels and um you know take their acorns and help provide some you know uh you know get ready for the winter months and that uh like again that is aligned to nextgen standards as well. And then for kindergarten um they are looking at the wonders of nature and look looking at the living verse the non-living things. Kindergarten right now is focused on the five senses. So as you can see the students are um that's also aligned as well as they're using their senses to explore nature. So she's doing a great job of just tying

015with the teachers, collaborating with them and creating some really great hands-on activities for the students. So um those are just some pictures to highlight what we're doing with science. It's been um fun to watch the kids look forward to this unified arts, you know, every month. >> Um so >> yeah, I was told there are raspberries by the dumpsters. I will not be investigating that, but I was told that they are there. So nice. >> Yeah, they're definitely retaining. Is there Did she design Did Mrs. Llein like design this curriculum or did we pull from >> So it's it's NextG standards. So, so she's following >> the next gen science standards and then but >> using some of her own creative ideas of how to integrate because we're just >> saving time that way, you

016know, and also supporting the classroom instruction. >> Yeah. >> Uh and makes sense for the students at age appropriate wise and they can actually take what they're learning in ELA and now apply it, right, which is great, which is what we want them to do. So, >> no, I think that's great. >> So, >> awesome. Any questions, comments? >> I will be upping my game with this stuff for for next meeting. Still catching up just a little bit. >> Excellent. All right. Well, thank you both. We appreciate it. >> Oh, and thank you, Johanna, for visiting our drill. Um, I agree. I want to thank the safety officials. Um, it is a big it's it is a big production basically of what what happens during that drill. Um, and the safety officials are very supportive

017in the town. the parents that came to that came to do the reification were did a wonderful job of taking the alert and um coming on time. Um but the teachers did a great job of managing and also the students were phenomenal in the ambulance base. Um and uh hopefully that's all we have to do. That's the only time that we have to use it. >> I appreciate you guys letting me come to observe. It's it's helpful for me to just kind of get a grasp of that. But I I think yeah, it went extremely well and like I said for the second year in row it's gone really well. So great. I'm glad to see that all functioning. >> Great. Awesome. All right. Excuse me. Um I am going to open public input here

018at 6:16. Um the intent of this is for us to receive input from the public. If somebody shows up, we will um pause what we're doing and allow them their time. Um but since nobody's here at the moment, we will keep going. All right. So, with that, we're going to move on to discussion. We're going to start with the New Hampshire Department of Education 306 rules. We have some updates for that. >> Yeah, we have a I have a short presentation that we made to the co-op. Um the impact is greatest at the high school. However, this is an impact that um affects K to 12. So, we thought it would be good for everybody to have the same basic knowledge and um Mr. Hess will come forward with more in-depth to the co-op next

019month when he brings program of studies forward. So, just to um make sure that we're all kind of um knowledgeable. The good news is and you'll see that elementaryaries are in a very good place because we've already worked and you've worked in the last few years to update your curriculum levels. So, there are seven key themes around the work that was done and 306 is the minimum standards for education in New Hampshire. >> That's New Hampshire. Okay. And so the seven themes and you can actually see I put my sticker on today and it says uh the 306 and the 603. >> Um and so there are seven main areas. One is making sure that uh we can maintain flexibility and local control. The superintendent is still the authority that remains um with key elements

020and key decisions. There are new graduation requirements, but they won't be um in effect in until the incoming nth grade. So, next year's nth grade class will be the ones that we'll need to um meet those. The class of 2030. They >> do we know what those are? >> Yes. Okay. Yep. We're going to I'm going to share them with you in a minute. Um there are key seven 11 key definitions and it really it's just used to bring um calibration and an understanding across the entire packet which is like this thick. Um and they got much better. There were teachers and educators that were involved in writing the 306 changes. um but trying to be very consistent with language so that it was um easy to implement and understand across districts. There is a

021much uh larger emphasis on parent engagement. It is very highly um focused on moving more towards a competency based education versus seat time or grade um outcomes. and they try to let you know that you can choose either the state state academic standards or you can design your own local competencies but they have to be the same rigor and meet the same level that the state does. So um but you do have that flexibility should you choose to use it and there's some a lot of work around how people and we will have to do this eventually as well is to think about how will we determine that a student has reached mastery. So, it's not just if you get an A in the class, you've it could be one component of it, but we

022want to be more specific around what do students know and what will they be able to do by the time that they um finish the course um in order to demonstrate that they've um mastered the material. Uh there's much more innovation and flexibility with designing. So a lot of what Dan was just talking about, they really want to move to a more integrated model so that what you're doing isn't just skill-based like you learn this in silo in English, you learn this in math, you learn this in environmental science, but how do we broad that you know bring it together and have it in multiple courses and there is an increase for CTE and ELO which um are external learning opportunities which tend to impact the middle and high school students more than our youngest

023students. >> Can I ask a question just before we move on? In in terms of competency based versus you just said skill-based, are those kind of the two um I don't know pillars, >> two ends of the spectrum. >> Yeah. Are the two ends of the spectrum? >> Yeah. >> So for kindergarten, you'll see that the um bolded areas are either new language or new concepts. um if it's we because we already do the top part of these bullets. So unstructured time, centers, that kind of stuff works into supporting that. But it allowing students to have time for discovery. Um that making sure that the work that we're doing, especially with our youngest students, are um based in child development and are developmentally appropriate and that they impact all four of the learning domains, which

024is physical, social, cognitive, and language. We want to make sure that we're building socialization skills for our kindergarten and up. This is goes through um all of our grades. And we kind of chuckled because they do just specify music. I don't know why they don't include arts and other but you'll see arts comes in in first grade in a minute. But um and then one of the things that I liked when reading it is that there is an emphasis on moving towards child-directed experiences based on play-based learning. And I know that Dan has some kindergarten teachers that are already experienced in that and um I think we'll see that grow. But it's really making sure that through play and it doesn't have to mean just out at recess running around but in the in the

025class when you're working on a CKLA unit doing studios or centers um and having it in different modalities such as movement. So kids aren't just sitting there. They're being physical. They get to do creative expression and they get to do their own exploration. >> What is what do they mean? Do you know by child directed experiences? Is that like >> the child decides like uh if we have centers and we're and there could be three different options to look at the leaves >> and one might be drawing, one might be writing a story about it and one might be physical observation of facts. >> So it's more just like >> and the student can decide which way they want to display what they're learning and then what they've learned. >> Okay, great. >> Or like

026choice >> choice. And sometimes even in our preschool program like what will happen is when they go to their center time the teacher will call up students and they get the choice that do they want to go to dramatic play first do they want to go to the Lego state you know what have you. So >> and they may end up having to go to all the stations but they can decide that it gets themirect they get to >> the order that they do it in. >> Yep. And then there was a big focus on literacy and making sure that um districts are moving to a evidence-based program that reflects science of reading, focuses on phomic awareness, phonics, vocabulary, fluency, and comprehension. And you'll see that that um carries through into elementary as well, the

027grades one through five. Um cursive handwriting is back. They need to experience cursive handwriting by the end of grade five. um ELA needs to work in the four domains of reading, writing, speaking, and listening. And that we need to have a um evidence-based literacy in program in place by July 1st of 2027, which we already do because we adopted CKLA. >> So, that one is >> that falls. Yeah. >> Um and there needs to be digital literacy. It doesn't mean that it has to be a separate class, but there are some standards and competencies that they want students to know in being a good digital citizen. How to look at if you're looking at information online, how do you know that it's good information? And um how can you doublech checkck resources? I >> mean,

028don't site Wikipedia. [Laughter] >> Um they need to have experience in health and wellness. math as well needs to have um a a new program by July 1st of 2027 which we have done with Eureka. Um so we are also in good shape there and they need to make sure that their multiplication tables are done by the end of grade five which I think we start in grade two. Um so you'll see um civics is a big thread across all three levels elementary, middle school and high school. Um the impact to graduation requirements at the high school are heavily um embedded into social studies and civics and they encourage but it's not mandatory that you have a computer science program. >> Can I can I just ask a question about like they specify Holocaust and

029genocide education. Do they have are they leaving that up to the district as to how that's being implemented? So they don't have like a >> they don't have standards for it yet. >> And we already do it. >> So So as long as it's in there, that's okay. >> Quick question. You know, like the ELA program we have in the math program. Um are there do we follow certain social studies programs or science programs? Like are they >> science? We're using mystery science for the most part. Um and those are aligned to different state standards. Social studies does not have a well-developed set of standards yet. >> Okay. >> But I will say like from CKLA the the students are getting great exposure to a lot of science concepts and social it's amazing some of

030the concepts that they're learning and topics because um like you it's typically not like some of those themes aren't even discussed until later grade. So, it's there's some great exposure to >> different science topics, social studies. Um, and the kids are enjoying the the non-fiction information. >> So, can I ask how how those are being introduced to students that might be out of the like if they're on a different program in terms of like due to special needs or whatever, are they being given the same aware? Like, does that make sense? >> Yeah. they would through their own whatever program they're in, they have to still meet the same um competencies and there may be different ways on how they're going to demonstrate um that they've met those and they might be entry points. They

031may not achieve it all at one time, but you want to have an entry point and then a plan as to what they would achieve during that year. >> Do you want to Is that a good way to describe the egg plan? >> Yes. Um, for middle school, um, we have all of the courses that they're, um, saying that you need to have and the social studies is highlighted because of the impact to they have to make sure that they're including civics, government, economics, and history as well as the Holocaust and genocide. And then we get to the high school, which has the biggest impact. Um but you'll see that we're already in very good umstead but it's good to know see the whole vertical progression of where students need to go. We need to

032offer a minimum of 43 courses. The high school I believe was over 120 that we offer. Um and you need to offer at least these 16 content areas and the ones that are bolded are the ones that have an impact on graduation requirements which you I'll show you in one moment. But >> so does the high school currently have things that need all? Yep. Um we currently have a writing course. Um there are some mathematics um implications around finance and economics. There's logic and rhetoric which is new. Um a lot of districts are struggling uh with that as to where to fit it. But most of these will be embedded into courses that we are that we already have. Um again the impact to social studies and um they have a a whole new course

033that needs to happen which you'll see in a moment. World language ELO's CTE and then personal finance. >> What is an ELO? >> It's an extended learning opportunity. >> NCT >> career career and technical education. Um these are just some general um overview statements around competencies but again competencies may follow the state standards or local competencies. They need to be uh very clear expectations of how students will demonstrate mastery of each of the competencies. They you can use multiple forms of evidence. So that means it could be um observation, it can be written tests, it could be projects, it could be um a blog, it could be multiple things as to how a student demonstrates their mastery. You uh can either design a local assessment if you're going to give a written test and if

034you don't have one, but the state does, which they don't have them in a lot of areas yet, but if they have one, you can also use the states um assessment. So, one example of that would be the citizen the US citizens test that the juniors have to pass. >> Um, can I ask you a quick question? When it >> when it talks about the state standards versus the local competencies, I'm assuming in some areas we're going to take the local competencies approach. >> For the most part, most people have taken the state standards because why reinvent the wheel? >> The wheel, right? So that's kind of my question is where where are we leaning at least for the towards the state standards. Okay. Because then my followup to that was are they what are

035they providing >> for you to use as a benchmark >> if we were to not use a state standard? What it says has to meet the same rigor but what is what does that mean? Right? Are they defining that or no? That's a really good question. >> Are they letting that be? So we have state standards um >> or we have a a >> standards approved by the state for math and for um >> English and for science and they've added quite a few requirements in social studies and we have yet to have standards in social studies for the past couple of decades. So, um, that will be we're going to develop a a robust program as we typically do and I'm not really concerned, but I find it quite interesting that they've put in

036so many more requirements in that category and we have nothing to support us. >> But that's I was wondering if they had come up with anything or at least given you a rubric to follow to say if you're using your local competencies, they need to measure to hear and hear. Well, I trust if when and if that shows up that you guys will >> I'm not worried about >> but I'm not worried about you guys either, but want to ask >> and that that does lead to the um a challenge for the high school principal because they're they're the ones that have been um tasked with the fact that if you have a student that comes from another district, they actually have to review and determine whether a student has met the competencies or not.

037>> That sounds fun. That's >> um so are they checking like as in order to meet the graduation competency is that something that's just going to be addressed in high school? Are they going to be do they have like starting are they going to be approving like from elementary up? >> No, just in high school. Okay. >> Yeah. >> Um the program of studies has to align their graduation credit tables which just shows that how we're going to um put where we're going to put the uh credits in our program of studies. Courses may be offered either individually or through interdisciplinary learning. So even as we're talking about trying to do science and English in you know elementary levels they're encouraging that more interdisciplinary approach at the high school as well. Um, we need to

038also offer clear uh independent and online learning opportunities for students and if we have students doing it in at the high school that they have a staff member that's there to support not necessarily the learning but the technology or you know in in class where they can go to get help. And so here are the graduation requirement changes. Um the new distribution has to be 20 credits. we are already at 23 credits. So we already exceed that. Um explicit doesn't necessarily mean separate. So this goes to say where some of this is going to be embedded into courses that we already have. Um we already have a half credit for writing. We have a writing requirement for our students. Math must explicitly delineate half a credit in statistics or data analysis. US and New Hampshire

039history have to be separated out now and is a half a credit each. And I think that they're working at how to do that in a year-long course around the core social studies frameworks, but doing it from a United States perspective and then the local New Hampshire perspective around the same topics. Um, logic and rhetoric is going to be embedded into the uh right now, last we heard, but we'll know for sure in November. Um, but it looks like it's going to be embedded into the grade 10 English class. We need a CI, we already have a civics um, credit for half a credit. Economics. And then this um, history, government, and constitution. This is the one credit that will um, may end up being a new separate course. This is the one that most

040districts are still trying to figure out where it's going to go or if it will be a new standalone class. Um, world history, global studies, or geography, one credit. This is increased from half a credit um for the state. We already have a credit um for that. And then financial literacy is a half credit um and they're looking at a couple of different options on how that will be implemented for the high school. Um but that means that all students will be taking that before they graduate. Because of the increased credits, the state is also um decreasing the requirement for open electives from six to four. doesn't mean that we intend to to eliminate any of our electives. It just means the students schedule is going to be a little bit fuller. Um or they

041might not have as many free periods that that they might have now and that students need to take at least a minimum of three credits every year. Now, the impact to you as a school committee um and you'll see that we have three pages of policies. these this first page that um should be um they're immediate. They tend to be all of the ones that base impact instruction and graduation requirements. So, you may not see all of these, but you will see some of them and you've seen some of them um that you'll see in a minute. You've seen some of them already. So, like BGAA, which means that our policies are on the website and accessible, that will go to all three levels. graduation requirements will only go to the co-op. >> Can IHBI

042is that one that we have to start in elementary also or is that more high school based? >> It's um it can be elementary. Okay. We don't tend to have ELOs's a lot for elementarymentaries, but you might have somebody who's home or, you know, for some reason can't come to school or whatever for a period of time, but they the little ones don't necessarily have the independence level in order to do an ELO, but they do um start at the co-op. >> Okay. And then with the alternative learning plans, is that something that has to start with elementary school? >> You will see that. >> So, that will start to come out. The ones that you see that are in yellow have already gone in front of a uh either the policy subcommittee or a

043school board um at least one school board. Um and you you have one that you're going to do tonight. CLK JLCK you're going to actually vote on tonight. Um and so these will be ones that will come to you because that impacts um K12. >> Oh, sorry. Just a quick uh class size and ratios. >> It's just recommended. >> Oh, okay. So if we have a district policy that then that would sub that would take precedence. >> Um yeah it would be like when we get to the polic it it it's just the recommended language and then some of them are required um and some of them are more just guiding principles. And then the last three, JIA, supervision of students, you're going to see tonight as well. But we'll also have one for homework

044and summer activities, but these are not immediate. The instruction ones are mainly for the high school because they have to do their program of studies, which has a big lead time. So that's why they're in there as immediate and that will be your work moving forward. So just a question about the overall like so the changes mostly that we're going to see at elementary are going to be policy based it sounds like and we've already kind of started the integration piece. >> Are there other things that need to start at elementary that we need to be aware of just in general or is it mostly just the policy making sure okay >> any other questions? >> Thank you very much. Appreciate it. >> All right. Uh, next on our discussions is the FY25 end of

045year revenue and expense report. >> Okay. So, um, last month I came to you with a recommendation about a retained fund balance and thank you. You voted to approve the to be able to retain up to $250,000. So, this is the actual report on how we ended. Um, you can see our expenses um by category. Uh we went over a little bit in special education um and under in benefits and that's based on plan selection. Um and then if you look at revenue um you know revenue is all based on estimates and so until we receive the money we don't know actually. So we tried to do a good job but um we were off in some categories. There's also some um it's a it's like an accounting fund thing where we take money out

046and then add it back in for food service and and make you know movements there. So at the end of the day our unreserved fund balance was 248,143. Um we actually were only able to retain $185,192 um because we can retain 2% of the net assessment. And so the net assessment isn't just a straight um dollar amount. It's not just the budget. So, it takes into other things into consideration. So, we're retaining 1851 192 um which allows us to return $62,951 to the taxpayers to reduce the taxes for next year. So I guess in a civil world >> is yeah just a question around is is the amount that we return to the taxpayers is that a mandatory thing or is it able to be thought of in a different way or gone go to

047a different >> at this point um all of our DOE reports have been submitted. So what I would like to do moving forward um which we rarely can do because we're usually talking about um finalizing the year in the red. Yeah, that's why I was like, "Oh, great. We have um so what we've done in our other districts is some of we see that we're going to have a fund balance. Let's say the fund balance is due to um um uh I'm trying to think of a let's say that there's um a fund balance due to shifts in um special education. Um, but we know in the next year we're going to have to put in some money for retrofitting a room or um um increasing our ADA accessibility in some of our spaces. We

048can ask the board for permission to utilize some of the fund balance to kind of pre-by items for the following year. Not everything is able to be pre- purchased. The auditors have to approve. Um, a a perfect example that we use quite often is um paving. So paving is always a huge expense. Um, at the high school we were able to add on an additional parking lot with unused funds. Um, and we usually try to be thoughtful about well in March we told the taxpayers we were going to give this much back. So we want to make sure we do that. But if there's a balance in addition to that, do we want to, you know, pre-do you utilize these funds um to let's say move forward on the parking lot so that way we

049have a little bit more um wiggle space because I know that the boiler might go etc next year. So it just gives us some flexibility. Uh certainly it's a conversation that's had meeting over meeting and then a final decision is typically made in May or June. Um, and we have not been in that position in about eight years where we can have that conversation. Um, but I think it's behooves us to start that conversation because what happens is we're closing POS and um, finalizing things at the last minute and then all of a sudden we've hit the point where it's too late to be able to utilize those funds. So, I'd like to have conversation in the spring and see if >> we can, >> you know, maybe we have a if we have extra

050funds, these are what we would like to move forward on just so we have options available to us. >> So, with the number with going over in special education, Warren, would you say that's mostly due to the contracted staff positions? Okay. >> Yes. And some and different placement issues as well. >> Okay. If we were able to fill those positions in district, would that reduce the overage in special ed? >> Yes, it would. And um for last year, there was also um other contracted providers besides power educators which are now filled by our own employees. >> Okay. Such as >> So those won't those will kind of be coming off the cost for this. >> Yeah, exactly. So we don't we don't have that contracted provider for this year. >> Okay. Awesome. Thank you. >>

051All right. So that's where we ended the year. Um, next month you'll see how we're starting FY26. >> U, is this a funny time of year where we're like closing 25, we're starting 26, and we're already talking about 27 >> because it's fun. >> That's not confusing. Um, so looking at um FY27. And so for some of you, this is the first time we've had this conversation. For others, we only have it once a year. So, um, we start budgeting in June and July for uh, you know, two years in advance. And so we start by having conversations with principles about their wish lists and then I come along and um crush their dreams and uh >> that's the right tie >> and say no and then we present I sometimes we call it round

052one, sometimes we call it two, but essentially something that we're presenting to the public. And so these are items that we um really feel we need to add to the budget to move our district forward. Sometimes they just can't happen for a variety of reasons. Um we'll talk about the struggles this year. Um we have an overall 8% tax cap which seems reasonable but it's on the overall warrant. This particular year we're negotiating a teachers contract and we're negotiating support staff contract and um negotiated agreements are set in stone. They cannot be amended on the floor. And so we are required to present an overall warrant that is tax cap compliant. So, we are absolutely limited. Um, and so our wiggle room is more in our budget, if you will, and how many new items

053we request. So, that's been a challenge this fall as we're trying to move forward with negotiations and also build a budget that can move our our district forward. Um, and the 8% I want to share is is not just it would be nice if it was just a straightup calculation on last year's warrant, but it's not. It takes into consideration revenue and revenue estimates. So, we're waiting on reports from the state and, you know, audits to be finalized. And so, it's um quite complex, but here we go. Um, looking at round one in academics, I want to start off by saying that many of these items that you see here have historically been included in our title two funding. Title two funding is federal funding that we receive. Um, we it it is very uncertain

054of whether or not we'll have title two funding in the future. there had been it was delayed because it the the um um federal funds just were not going to be available but then they were and so we have them this year but we don't know for FY27 if they're going to be around. So, um, we needed to make sure Eureka training for new staff for at RMS was included in the budget request at $525. That we had continued CKLA literacy program training for new staff and then ongoing coaching for existing staff at 1500. Um, professional development for staff and administration. So, this would be professional development that Dan or Chad or Oh, well, this is RMS. Dan wants to put in place for his entire building or I want to put in place, you

055know, for all the elementarymentaries. We've we had grant funds to do so prior, but I'm not sure that they're going to be available. So, $4,000 new hire orientation. All of our new hires go through a two-day training where they learned learn everything on how to log on to systems to, you know, who's who and SAU41 and um trying to delve into their curriculum. um we're putting $500 for that. And then we also have building coaches who are um similar but different to individual teacher mentors. We have one building coach per building in all six of our buildings. And um $800 for CSDA. We're looking at um our literacy program um upgrading training materials and consumables, etc. We're looking at um Jeriah Ray's kidney table space two of three. Um so we're trying to go grade

056by grade to make sure that each of our teachers has a kidney table so they can work with students. So that's 2800. Um and then you see the professional development for teachers and admin new higher orientation building coaches. So our new items for academics 23,425. Um, under personnel, we're looking at um, um, having the district contribute to vision benefits um, for glasses and um, you know, contacts for our our teachers. Um, we're looking at the fact that our current third grade does not have a fifth section and we'll need to have a fifth section given the size of our um, second grade. Um, we are looking at adding lunch and recess assistance for 6500. Um, we've talked about this a couple times. Our music and art teachers are split between both buildings. That, um, really

057means that our schedule is driven not by what's best for students, but by where we can have teachers in one building or another. And so that, um, makes the schedule really tight. It also has caused burnout for these individuals. and we've had a lot of turnover in this area. By moving them to full-time in each building, that provides additional flexibility with um additional opportunities for um extension and into and to um um both our core academics and um our specials together. So then we also are um looking at a shared position across the entire SAU which is a database manager. Um the state has changed a lot of the reporting require well all of the reporting requirements. Um and so there's uh more than twice as much data that used to be required is now

058required and also the way it's reported out is different. So it has to be a district level position. Prior to our senior secretaries did a the bulk of the work. um they are still preparing all of the data, but then we need um someone at the district level who has access to all six buildings um and the SAU to be able to report appropriately. So just about every district has a a an individual whether they're called the database manager or the power school person or whatever, they have someone that does this. We've been working for years with our director of technology never really releasing her prior role of database manager and kind of serving two people in one. But now that the data requirements are that much greater, it's not possible to to continue to

059do that. Um, and actually, so that actually appears in two spots. So that's so it would be the Brooklyn's contribution would be 25,000. >> That was my question. Okay. >> We're cutting left and right. We're just saving money. >> I was going to ask you if it was 25 per school or for our portion >> 25 towards the SAU. Okay. >> And then moving to CSDA vision benefits the same thing. Um lunch recessed assistance. Um librarian moving from 04 to 1.0. Um uh one of our administrative assistants moving to 5 days. So one of our administrative assistants is four days at CSDA. So this brings that position to 5 days which would add um make the position benefits eligible the music and art. Uh so it's the same thing creating a 1.0 in each building

060and then the guaranteed substitute. So this would be hiring an individual to um always be guaranteed a substitute position in a building. Having someone familiar with all of the students and all the teachers in the curriculum makes it um much smoother. Um, if we have a need for a substitute, >> can I ask about that? Can I get a little clarity? So, guaranteed substitute. So, is this somebody who is >> this is just for CSDA, >> right? >> So, would they be on site at CSDA all day every day? >> And if they don't need to sub, what are they doing? Like, if if all of our staff is present and accounted for, what's that person doing? Dan, um, you had a guaranteed sub a couple years ago. Do you want to talk about >>

061We had it one year. I think it was like right around the co times. Um, but, um, if they weren't subbing, um, they could be additional support in classroom for maybe there was a paradigator out for the day or if CSDA was short coverage that day, we could send them over to CSA to support as well. >> Um, recess, cafeteria support, lunch support. I mean every day there's >> you know people um >> it was definitely beneficial to have especially during the >> time I I I understand that but but out >> and I understand and I I I understand that but I know that not everybody will which is why I want to just make sure that we're able to articulate >> what does that what role does that person fill should they not

062be needed as a substitute >> on a day with um uh in NSHA uh for the last in four years we had a building sub um and it's on the rarest of rare days that every single staff member was there and uh I don't remember a day where our sub was just kind of put into places again that was Nashville but >> it was a place where it it could be a parah it could be somebody there was always always some place to fill which is really nice to have >> I think the other thing it does too is so every day our secretaries have to push out calls to get subs >> so it eliminates that >> that need to do that too and because you Excellent. >> So would this person also be

063available like if people teachers need a coverage for meetings or if teachers like with someone's missing from Caroline they could help there too. >> I'm happy to help at Carine. >> It's a very versatile will take over. Don't you worry Dan. >> I mean I was just saying like >> just in case he'll come back. >> He'll never let me do it again. >> All right. So that is um well we just cut 25,000 but uh 4 460,762 so that's a big chunk of change there. Um moving on we have no new computer equipment but we are on a pretty solid replacement computer equipment. This is essentially what you saw last year. So um replacement of Chromebooks they um age and um they are only eligible for updates for so long. So, we have to

064continually cycle those through. Um, our teachers, um, some of them have, uh, Windows laptops, some of them have Chrome laptops, but either way, our teachers need those replaced as well. Um, and then IFP is interactive flat panels. So, that's what we what you see over here. Uh, we're going to continue to uh make purchases of those to replace our very aging uh, smartboards with the newer technology. uh last year and for the past eight years, all of this was funded through um the rural education grant, the REAp grant um which also um the website shut down um in the spring and then it opened up for about a week and so we um I applied and we are allocated funds um but yes um for FY26, but then due to the government shutdown, we don't

065have access to them right now. So, um, >> that office might not honest as exist anymore, >> right? So, I'm not sure that I can say we can just use REAp, um, funds for this area. So, we're we're just going to wait and see how that goes. But, >> so, but there is a possibility that this could be funded by a grant. Okay. >> One more thing, the Chromebooks, anybody that has a IFP, they get a Chromebook because that's >> it's a Chromebook. >> Chrome laptop. >> Yeah. So is I don't want to jump back but just really quickly just on building on what Johanna said if some of the title two funds or some of the some of the things in in the academics I think you said that were were funded by title

066two if we know that money is coming the title two then we could take the money that we allocated and do some other things with it >> or okay yeah that we so um we won't know though until June June whether or not or July until whether or not we'll have access to title two again. >> Um so it would be something that we would either need to have in the budget or need to say that it's likely not not to be there. So >> to budget for it or else we assume we're not going to have it and then if it gets covered and we have that budget of money then we have wish lists. >> There are always I'm always cutting stuff. So this is round one. >> You will see round two.

067I was going to say you go through like three or four. >> Yeah. It's just it's disappointing that um because of maybe federal funding that you know we have to build that into our own budget and have it be a local local impact. >> Burden cap. >> Yeah. Especially with the cap. >> Yeah. All right. Moving on. >> Just ask one more question. Personnel um the database manager. So, and I I thought you said it was split. So, it's split between the schools, not necessarily the district. Is that right? Yeah. difference between the district database manager and a database manager? >> No, there is not. So under RMS, so originally we had it in each school, but then Lance moved sort of things that were shared between the two. Rather than writing them twice, he

068just shifted them over to shared employee, but he he didn't pull it off of the RMS section. So it's really just >> um 25,000 for Brooklyn. >> So that that total there is actually 46762. >> Yeah. >> Not 485. >> Right. saving money left and right. >> Hey, I'll take it. >> All right. So, for safety and energy issues, we have some emergency um lighting replacement for $1,500 at RMS. So, power goes out. We have some emergency lights that stay on. We have um kitchen ceiling tile replacement. They're in desperate need for replacement um at 22,500. Um night locks. We have 16 at $75 u for $1,200. So, this is an additional um walking mechanism to walk down the doors between classrooms. >> They were Charlie and then at the high school, right? >> Yep.

069So, we have them in the high school and then I believe um I can't remember if it's I think Hughes and HPS um they have them going in this year. >> Uh same emergency lighting replacement yesterday for 1500. Um, night locks. We didn't get a numbers of uh how many we needed. So, those are not in the budget as a dollar amount. Okay. And this is where it gets really fun. So, now we're going into maintenance. Couple of dollars here. Uh, >> couple. >> So, our floor machines are in desperate need of replacement. They're at end of life. Um, I downgraded the requested item uh because it it was 15,000 each. And so I found a $7,500 one that probably cleans just as well. >> It's a floor clean. It's like the cleaner. >> It's

070a floor. Yeah. >> Um, but every building needs one or more than one, but these buildings each need one. Um, rain diverters for 3,000. Fencing. So, this is to replace the post and rail fence with a chain link fence over by the basketball courts at RMS. Oh, you mean the the fences over here? Yeah. >> On the playground that the kids could like easily crawl through or like jump over. Yeah. >> Yeah. Those are the ones. >> Um and then >> I watch them. They all walk up to the fence as you're driving by and you're like freaks me out. >> Um and then uh this is our only this building is the nurse's office is the only one that doesn't have privacy curtains. >> Yes. So 25 pound. Well, the nurse if you Well,

071you probably don't recall years ago the nurse's office was a tiny tiny tiny space. So you didn't need a privacy because it was so small that you could only fit one student in at a time. Got it. And then we it was moved out during COVID and then it swapped spaces um with another space. So now that there is space, we actually need to have privacy. >> Yes, I can actually speak to that because my daughter was in the nurs's house the other day came home and told me all of the people who are in the nurs's office and I was like do not really share. So I think that makes a lot of sense. >> Yeah. Um, and then these next items that say build, um, those are part of the conversation of, um,

072our facilities committee. They're just big picture items. I wanted them here because I think it's really important to kind of bring it to the forefront and have the conversation that we have a lot of expensive things coming up. Variety of ways that we can potentially tackle them, but for RMS alone, we're looking at unit vents for 150,000. We're looking at um, updating the heating system for one and a half million. We're looking at um an envelope around the building so we could better insulate so that whatever incre improvements we do around heating, we actually keep the heat inside the building, which would be great. Um for 750,000 um HVAC system for 2.5 million. We already have the DDC controls partially installed. That was part of the CSDA boiler and the lighting and the DDC controls.

073>> Would that be like central air for RNS? >> Not central air. No. No. So that's can like what would the HVAC system call? >> I know. >> Um so heating and ventilation, we don't do central air, but what we're able to do now um with more modern times, we started with the high school, we're moving into the middle school as well. Um we have dehumidification units. So just by simply removing the humidity from the air that's pumped through, it feels as though it's air conditioned. It's a much better learning environment for everyone, but we're not just pumping AC into spaces. Okay. >> Um but that's really required for many of our um well students and teachers that have um temperature limitations for the space for medical reasons. Um and then when you do renovations,

074this building isn't sprinklered, so we need sprinklers at 450,000. Um >> are we out of compliance if there are no sprinklers? >> No, we're grandfathered in. >> That's comforting. Um and then um if you recall last year for our maintenance trust we had requested 360,000 that would be used with the fund balance but then at the deliberative session it was changed to 300,000 funded through t new taxation which was great. Um but that meant we couldn't do everything we were hoping to do because we were limited to 300,000. So, we were able to move forward with the renovations that had to take place for the um for the special ed spaces and we are moving forward with the bathroom um on Milford Street, but the roof uh we don't have enough money to do the

075roof. >> Um so, that is >> is that the only part of the roof that needs to be replaced? >> That's the first part that >> So, we're we are looking to do both sides of the Milker Street. Okay. >> Wing. Um and we actually projected the right time frame because we have gotten our first leak of the year in that wing ever since. So I project that correctly and I'll be on the roof just so you know. >> I was gonna say you're going to share what build stands for just because it might get brought up at the bill. >> So build is Brookline upgrades infrastructure learning and design. >> Okay. So currently we have a leak on Milford Street. We don't have any sprinklers in the building and our heat is not efficient.

076>> It's an older building and so with older buildings Sarah. >> Are there any of these things that are like like emergency needs or like like the floor machines are end of life? Is there anything under the bill that >> So they're all needed? Is there anything that's more imminently needed than anything else? I mean, the roof is definitely like if we don't move forward with a bond, then we're going to absolutely move forward with a request to to uh redo the roof. >> Okay. >> G, we also L and I talked just so you know, >> the envelope should have included windows, too. >> Okay. >> Yeah. >> Um, yeah. So how I was how I kind of see it right as a building it has got the outer parts it's got the inner

077parts and you kind of have to you kind of have to work in concert right with the outer parts the inner parts the so you know when when we get to this place where it seems like a lot of things are are going I think it's partly because we've kicked the can down the road for many many many many years um and the other thing is like I think to what we were talking about with the dehumidification and some of the students and teachers needing, you know, to be in a temperature controlled, you know, that that alone is a workaround, right? And so we've done a lot of these workarounds, which has then probably increased our expenses. So it's a little bit of a trade-off. you know, if we do one thing here with like

078the HVAC system or the boilers, then maybe we can cut down on, you know, 900 individual AC units or like you said, Gina, like redoing the boilers and then doing the envelopes so that we keep we keep expenses down. >> Lauren, do you have a sense of how much AC like we're having to use due to like IEPs or >> We have portable air conditioners for that and it really is only September and >> June. It's not too bad. And it's minimal classrooms. It really is. >> Okay. So that we're up to quite a few actually. >> Are we but not but not all for special ed? Yes. It is at all specialized. The ones that I'm aware of are minimal. I don't know how many additional >> I'm just curious like how much we're

079spending to run the energy for the portable AC. I guess that's kind of my question. >> Yeah. I mean I I don't I don't know exact. >> I think we have I think we you want to know how many ACs we have? >> How many portable? >> I don't just in general. >> Just total total. I think we have seven right now that are in the windows. >> Okay. >> Something like that. I think it's >> um and so part of the struggle is that it really takes money to learn how much money you're wasting because um you know Hollis Primary and Hall Upper Elementary 10 years ago did um invested a couple hundred,000 to really do a full energy study and energy audit and they realized that the R value of their um exterior

080building was a R value of three. And so we were, you know, heating the town of Hollis for free with with the heat. So So um it was a well thoughtout plan, but it takes a lot of money to really figure out how much energy you're you're wasting and how much uh money you're spending on the air conditioners versus the this that like that's um >> Yeah. I mean, I think we can all see too and just our personal bills, you know, can go up in the summer, right? if you're running the AC and then your heat goes up and you know if you have like electric heat it goes you know I I think we can kind of extrapolate some of those those personal experiences onto what we must be what we must be

081seeing here and how can we mitigate some of that >> at some point would it be worth us doing an energy study I mean probably not this year but >> we could likely um take what we learned from Hollis and apply it >> um here >> um and that's what that's what why you see what you see here because we know that they're not efficient and we could stand for some improvements. >> Um, couple questions. The envelope line at 750, um, you said that includes windows. It's just not listed here. >> We need it. >> Does that cost include the window? >> Discussion, but windows would be something else we need to look at as >> So that 750 wouldn't include the windows most likely. >> It's a very rough >> rough guess. Okay. um

082>> may include one window. >> Given that we've had given that we've had some very lively conversations over the last couple years around the boiler at CSDA, >> can you educate me on what's going on with the boiler here at RMS? >> The boiler boilers. Nine boilers. It just says it just upgrade heating system boilers. Like what? >> So right now we have residential boilers. >> Not a ton of Sorry. >> Yeah, Dan will happily give you a tour. >> Um right right now. Correct. Oh, I get too. >> So, we have residential boilers. We have three locations where we have boilers. We have >> two boilers over by the playground area and there's like they're like in a little closet bay. Then there's another three, two or three um in the Milford Street wing

083and then there's another three that are downstairs in our lower left. So, they're scattered around our building. They each do different parts of our building. >> Yep. Um, and they're residential. So, I think we spent anywhere from like five to like 9,000 in that range per each one when we fix them. We've we've done eight of the nine residential ones or seven of the eight seven of the eight residential ones. So, they're they're within the last 10 years, seven of the eight have been replaced. >> Okay. >> Um, then we have to look at what's the longevity of them too, right? So, uh, we do get them serviced in the summer. Uh, we just got reerviced the other day. >> so if you Oh, sorry. >> It's okay. So, if I'm not well verssed on

084our aging buildings and I see a line for boilers and I see a line for HVAC systems really like to me those are similar costs. We'd want to do them together, right? >> Yeah. Yeah. And I think the other thing to think about too is like we have a building that's run on residential boilers. >> So, >> Right. So, like >> Right. Right. And so, do we know >> it's like taking like I don't know like an engine for a motorcycle and put in your car. >> Do we know what it would take to rip and replace to what is actually appropriate for this building >> boiler wise? I >> think it's that right there. That would be creating a centralized like what's appropriate for the size of the building. creating a centralized boiler plant

085with redundancies built in because our boilers are running constantly because they're not designed for a space this large. We have many of them. Um but they could fail because they're designed for a house. So are these both on here because it would be either or? >> I guess the other reason Good question. It's a good question. So the HVAC system is the same like we want to get to that DDC situ like we want to have a digital >> control system, right? the HVAC system. We have three or four different HVAC systems. We have air handlers, we have ground units, we have ceiling units, and we have like baseboard unit ventilators. So, there's four systems we have to operate, which when you have to operate four different ones, you have to have maintenance crews that

086are versed in them, right? >> And then different vendors to come out to replace different ones, >> which and then some of these are outdated where the cost to get the new part >> is you can't find it anymore. So, the cost to get it is exponential. So, So see previous question though of like if if we're spending all this money on four different systems >> etc. This >> is that 2 million 500,000 is that what that is 2.5 >> that >> does that solve our we're running on four different systems problem. Is that is that what that So then so then why is that in here? So if that is in here then why are the boilers in here too? the boilers aren't the same as an HVAC system. >> Okay, so that that

087was my question. Then if the if the boilers though are residential, what's the cost to >> the rip all of the 1.5 million? So, >> but the boilers here are 1500 bucks. >> One 1.5 million there. Some of them have decimals and some of them don't. >> It's the one that's right. >> Oh, that's why because there's no Z. Okay. units. Unit vents really should be I mean I guess you could put unit vents with the HVAC system because they're similar, >> but we were just trying like >> so so I guess okay so >> I'm tracking so so similar question but but also different if we've got nine residential boilers >> what would it cost is that the 1.5 million to get rid of the nine >> residential boilers and actually put in commercial

088>> boiler one two what are we looking >> I don't know how many two redundant system in on space. So they're also uh more space efficient. So we would gain back some small spaces for like storage >> storage and which which schools can always use. >> So okay. So really though to do it to do the HVAC system totality as a whole we really need that 2.5 and that 1.5. So we >> four Yeah. four. >> One's the power source, one's the >> Yeah. Right. Right. But okay. Yeah. And so this is the work of the facilities committee, right? So we have a lot in front of us >> and um >> and I'll go into what they're going to do, but like the job of them is to kind of re make a recommendation

089for a plan on how to move forward. >> Um the job of the new items is to put it out there like we we have needs >> and we need to take care of our buildings. Um and we need to seal coat the whole parking lot for 22,000. Um, moving on to the CSDA. We have >> Can quickly ask about the roof, Dan. Would it be better to just replace the whole roof at once? >> That's what it is. It seems >> just replace the whole I I section out the roof. We have a roof plan and it goes out to like FY40. It shows what section of the roof should be done. So, >> that's fine. I just wanted to know cuz like I know with the house roof, if you replace like one

090part, but then you don't see I'm just wondering with the school if it's >> So, the gym roof >> Yeah. >> for an example along with the grade one wing all got done right around 2015. >> Okay. >> So, it's already 10 years. We've got another at least 20, right? The Milford Street wing, >> um, we had originally phased it into two parts, but it doesn't make sense to do phase one and phase two. It makes sense to just do it all at once. >> Okay. >> And that's a for that size roof, that's a great price. And it also does the preschool. So, it does preschool and the whole length of mill. >> And everything else is more updated within the last 10 years. Okay. >> So, that's the only wing left that hasn't

091been touched since 1991. >> Okay. >> Yep. Um, and just like that is historically what we do for our roofs because if you think about um replacing the a roof on a school um depending on the size of the school, we're talking about a million dollars. So, we never really want to spike the budget. So, we try to section it off and that way we're just it's kind of like painting a bridge, right? You're constantly just painting it, but at least like it's it's um in a thoughtout place and you're not spiking the budget. >> Okay. >> All right. Moving on. So, we have a floor machine for the same $7,500 for CSDA. Um CSDA, right? We replace the boiler, but then the actual way the heat gets into the classrooms. Um we need to

092replace two unit vents for $25,000. Um there's gutter repair and place replacement for 3500, rain diverters for 3,000. Um that space that is uh in between the music and art and the grade so um five wing uh does a number on our building just because it kind of rain collects there and so um we we need we really need to do something more appropriate there. Um we've had door phase 505 um should say of not or. Uh so we've been slowly replacing those exterior doors. are great to have, but they're exposed to the outside and so they they get damaged just due to weather. Um roof work repair for 5,000. Um unit heaters eight at 2500 for $20,000. And then our portables that we needed as soon as CSDA opened, they're at end of life.

093And so if we just replaced what we have, that's going to look at about $350,000. >> We own those. Those are ours. >> Unit heaters. >> Once again, it's like a different mechanism to deliver heat to a space. >> Okay. >> Is anything at CSDA end of life other than the floor machine? >> Uh, so the unit the portables the unit vents really they've um we have fun with them every year. >> Um fun >> flooding of classrooms. >> Yep. >> Fantastic. >> Yeah. So they um some of them are fine. These are This is just two of them. There's one in every classroom. >> Okay. >> All right. Moving on. This is where we would typically just go through all of our warn articles. We always have our operating budget. This year, we're going

094to have BTA, so that's our teacher agreement. We have BESSA, which is our support staff agreement. We always have the SAU um assessment. So, this is the SAU budget divided between the three districts. And so, this would be the Brooklyn portion. We typically see a maintenance trust and we typically see a special ed trust. Um I am 99.9% sure we will not see that this year given the limitations we have with the budget with >> either maintenance or sped. >> Correct. >> And that right there is our new items. >> Excellent. Thank you very much. Are there any other questions around what we just heard? >> Okay. Um before we move on, I'm going tohead and close public input. We didn't have any visitors this evening at 7:15. >> Okay. All right. And then next

095is committee updates, facility and then co-op. >> Okay. So the facilities committee met twice. The second time we took a really nice tour of RMS to really take a look at the spaces that are in dire need of help to kind of make it a little bit more visual what you see on this um on the new item spreadsheet. That was really productive. At this point, we um are are going to have our follow-up meeting um in February because we are just doing some more research and refining different ideas on our end before the committee meets again knowing that we are not going to be able to put anything forward this March anyway. So that gives us time to do some digging and um refining. um also the co-op study committee. Um so I am

096working to finalize a facilitator for that. It's uh not appropriate for me to serve as a facilitator because I represent all the districts. Um and so I met with an individual who is a former superintendent who worked in a multi-dist SAU that looked to do the exact same thing. So she's already completed the full study. Um she seems lovely. So I'm waiting for that final um please uh will you do it for us? um response. I was hoping to have that by today um but definitely by the end of this week. Once I have that, we will um put forward a call for participation for um at least one or two members of the community. So, I'll put together a flyer and we'll push those out. >> Um will that be something that goes out

097through like parent square? >> There will be something that goes out through parent square. I'll also put it out um select board and finance to see if they have a broader reach. >> Okay. to maybe some folks who aren't associated with the school. Just I missed the last facilities committee meeting. Um so if if we could catch up that would be great if there's anything besides the tour. >> It was just Dan's tour. So >> Oh, okay. Well, >> go on a tour with Dan. >> I already got a tour. So >> you haven't gone. >> Oh, Heather and Lynn one. >> It's quite the tour. He's very excited. >> All right. Um so we have a number of policies to go through this evening. Um and that is our only deliberation I believe for

098the evening if I'm correct you know keep me honest here. Um so with that um we can go through the memo and then we'll have our deliberation on it. I think we broke this into three sections it looks like. Right. Correct. All right. So let's start with number one and then we'll we'll do We'll vote on the first section, then we'll do the second section with that bucket of memos and then the third. So, floor is yours. All right. So, I by breaking it into three, we hope that we'll be able to um answer your questions, but make it very efficient in the way we need to do this. Um so, we're going to start with um JICJ. uh to rem refresh your memory last the last meeting the wrong policy was in there but

099we did talk through what the changes were. So you'll see in the policy that you have before you tonight I left um any of the new information that we talked about at the last meeting underlined so that you can see what was going to change. And so the only new thing that you haven't heard is under D. Um we talked about wanting to make sure we um delineated the frequency of the consequences and so we entered the word cumulative um and that's the only new language other than what we talked through last at the last meeting which was basically two things. is in the first paragraph under a the underlined section um talks and delineates the purpose and gives some specific examples around um personal electronic communications. Then in section C, we changed language um

100that Lauren talked through with you um around um exceptions and how that can be done and that the superintendent can be the final um reviewer or you know um request if you don't agree with what the um principal says, but at that point the superintendent is the final um decider. Um, I will also add that at the policy committee, um, I did ask both Dan and Chaz if they had really had any feedback from parents and I was told not really. Everything seems to be going pretty smoothly. So, um, given that we haven't had any public input here, I feel like it's appropriate for us to go ahead and move forward with this. I feel like we would have heard by now if there were serious problems. >> Yeah. >> Do you want to vote

101on each section or and the memo? >> It's the memo at Okay. All right. Moving to the second uh next tier is four policies that we reviewed at at the policy committee meeting which was our second reading and we're recommending adoption because there were no additional changes to JLIA supervision of students IMH health education daily physical activity BIA new board member orientation and BEDG meeting minutes we didn't have any changes at the last meeting. >> Our next section, we're recommending a a second reading and adopt. And there was a minor change. And the minor change was just uh there was a request that for all of the titles that we underline those um so that you could delineate it from um underlined if we were making corrections. So the only change is that every every

102number 1 2 3 4 5 6 7 the type the beginning section is underlined and bolded. And then the last section of the memo is JLCK physical and emotional well-being of students which was a second read and no changes. So we could adopt that but we also know it's a long policy so we didn't know if people would want to go to a third read. So that's why that one is left separate. Um but there were no changes so we could move it up with all the others and do second read and adopt. >> Nothing in the policy committee that we talked about that we felt needed to be addressed. So it was more just like we wanted to bring it back to you guys if anyone else had questions or concerns. Um if not

103I recommended that we move to a second read and adopt um because there didn't seem to be much feedback either. And so for the first section, we'd be looking if you don't have any questions for a motion to um uh accept the memo as presented. >> Does anyone have any questions? >> With the exception of JLCK and move that to second read and adopt. >> Are there any questions? >> Can I get a motion? >> Second. >> All in favor? >> Okay. >> Thank you very much. >> Okay. The next two sections are interrelated and it looks like a lot, but really the bottom line is is that um last year there was a court case that changed the title 9 regulations and made the new regulations of 2024 invalid. And so what we need

104to do is to pass and go back to the policies that you adopted in September 27th of 2023. You had reviewed them at that point. Um, and so we need to adopt the September 27th, 2023 version and rescend the 2024 version, which is what you see in number three. So for the second section, we're recommending that the board revert back to the September 27th, 2023 version of ACAB, AC AAB, ACA, and AC 2. >> So um I asked Alison to send out an email to everybody. Um, it is important to note that this has to be done tonight because we are currently out of compliance. So, we don't have a choice. So, we we are more than happy as uh the policy committee to bring any of those policies back. Um, but in order for

105us to come into compliance tonight, we have to resend and re So, I don't know if anyone had a chance to read them if you have any questions or concerns. >> Yeah. Uh, that's great to know. Thank you for for saying that. Um I just had I I was just a little confused as to which ones um were being rescended and adopted and so because there's on two like under number two of the agenda it had all of the title nines and then were the ones at three the ones that we were rescending. So would those be from 2024? >> Yes. The ones you're rescending are the 2024 ones. >> Okay. So, we have to first adopt the 2023 ones and put them back into place. And then the next list um is the 2024

106and there's one less because they combined some things into their 2024 versions. >> Thank you. >> There any questions? Any conversation we need to have around this? I wouldn't say tonight, but I appreciate the fact that we can come back to it if we, you know, if we go through it. >> Okay. So, I'm going to just because this is a legal thing, I'm going to read this. Um, so I will make a motion to accept the first reading, wave subsequent readings and adopt ACA, ACAB, ACA-R and AC-R as presented. I'll >> second. >> Excellent. All in favor. Thank you. >> So, now that that's been done, I will ask, does anybody for the next policy meeting in November, are there any of these policies that you want us to look at? >> Okay. Yeah,

107start there. That's fine. >> I'm sorry. At the next policy meeting in November, would you like the policy committee to review any of the policies we just received? >> Yes. I Well, I wasn't sure where it was, but when we I'm sure there's something about the two identified genders, whichever one that was. >> This doesn't change any of the gender language. >> The only thing that was different. >> The other one it just said federal. I think it was just said >> I thought we had one word. So warrants are title nine. >> I know. I can't answer if you want >> because I was I thought we did have one that changed the definitions. >> Yes, that was the one that we just rescended. >> We haven't yet. >> I'm sorry. Just kidding. That's

108what's going to be rescended. So what happens is that the 2024 Title 9 regulations included the gender identity um and all of the um additional um sexual components. So and gender components. Going back to the 2020 version, it takes those away. 2023 version. Well, >> so it comes from the law of 2020. You adopted them in 2023. >> Got it. >> But it comes right out of the RSA. >> Whatever is related to that in any of these policies. Um I didn't have a chance. I I understand that it is federal law. It is state law. It is mandated. Um but I think just to just to look at it to see what we are clearly what we are clearly rescending and what we are adopting. Um, I think I would just like to have

109a short conversation about it. >> Sure. >> So, maybe we can just put them on the policy agenda and then we can just bring them back to the board in November. >> That's fair. Um, do you want to speak to any of the ones that are being rescended or you want me to just make a motion to resend? >> Make a motion to resend. So, I'm going to make a motion to resend ACA-R1, ACA-R2, ACAB-R1, and ACAB-R2. May I get a second? Thank you. All in favor? All opposed? Thank you. All right. And then, um, we'll review them in the next policy meeting. Um there there there is laws surrounding it though. So I you know we'll review we'll do what we can. >> Okay. >> Um yeah I mean if you guys do get

110a chance to just like read through I know Allison you included the policy agenda from October which does have all of these laid out. So absolutely like please feel free to read those. Send your notes to Allison. She can pass it on. She's also on the policy committee so she can either bring it to the meeting or pass it on to Don or to Emmy so that we can make sure we talk. And I and I think looking at the agenda from tonight, I think that helps too because section two, the way they're grouped. Two is what we have now readopted from our policy back in 2023 that was in place and section three for all these is what we just rescended. Um so Tracy, I think that's where you're going to find the differences

111in language. Okay. >> If you would like me to either attend that policy and or create I can create very easily a chart that explains >> that would be >> what the difference is between the two. >> That might be easier. Um, and if you'd like, I could bring that to policy and or attend, whatever you prefer. >> I mean, if you want to attend, we that would be great, but a chart would be fantastic. >> Even just a chart send any it would be wonderful. >> And this way you can see kind of the key differences. There's some definition differences, the timeline differences, and some additions um that were in the 2024 to the nature of what falls under the categories. >> Yeah. Thank you. Because trying to go through them, I I wouldn't

112wish that on anybody where things were going. >> Yep. I'm I'm happy to to give you that cheat sheet. Yeah. >> Thank you. >> All right. Um, no non-public this evening. So, all right. So, >> one quick question about the policies though. So, um, obviously they're federal like so we have to adopt the language. >> Um, and this is silly. As long as you have the bare minimum, can you add to it if you want it like or just No, >> no, we can't go over. >> Okay. >> No. >> So, we're just going to talk about it. We're going to do our best to to be as flexible as we can within the limits of the law. >> Well, so I >> Okay, go ahead. >> I I I will say this. I having

113worked with our school district now for a number of years. While I know it might be disconcerting that certain language is being removed based on law. I have the utmost trust and faith in our school district that they will continue to serve all of our students however they arrive to us um in the same manner. And I don't I don't think that our staff and our administration here needs a policy to treat our students in the manner in which they they should be and have been treated. I I don't think that's going to change. Though I understand the excuse me the concern with the removing of language. I just want to go on record and say I have the utmost faith and trust in our our our staff um that they will always do right

114by our kids. And I can explain that if you know regardless of what is identified as a title 9 violation or title 7 or title six they all have different um different components whatever behaviors may or may not occur or things may or may not occur we will handle them accordingly according to a variety of policies of behavior not only this if that helps. I don't know if that helps address what your concern is. Okay. It's sort of like sometimes we look at behavior and um it it we're doing a bullying investigating investigation. So maybe it's not bullying. Maybe it's not determined to be bullying, but it's certainly inappropriate behavior and the behavior needs to be addressed regardless of the the label we put on it. >> Sure. Okay, that makes sense. Yeah. >> I

115didn't have a specific concern. I was just trying to again thank you for pointing out the differences. That's helpful. And then just understanding I can promise you we had a I had a long conversation with Don about this. I was like, "These are the problems I have." She was like, "I hear that. We agree. We're going to do our Yeah. And I totally concur with what Allison said. I think we as a district are very engaged in making sure this is a safe space for everybody." >> And now we're in compliance with the law, so we won't get sued. That's right. >> So, that's where we're at with that. >> All right. Anything else? Okay. Who wants to do the honors? >> I will make a motion to adjourn. >> Uh, so we'll do that.

116Um, >> isn't that what we're doing? >> Yeah. >> Yes. I was gonna go by roll call, but we don't need to because we're adjourning. So, all in favor? >> Thank you for the second. >> Oh, yeah. Thank you, Tracy. Thank you. I jump the gun on that every time. I'm gonna be I am so excited. I'm gonna be known for this that I don't ever look for a second. Goodness gracious.