001Um October 15th Brooklyn Cooperative School Board. Thank you. Where where are we today? Meeting to order at 61. Um uh so I've done that call to order. I can check that off my list. I'd like to do some introductions because I see we have a new face with us. So, I'd love to We're going to start over here so you can hear all of our introductions and we'll get to you. So, Cindy, go ahead. >> Cindy Vancone at school board. >> Linda Sherwood, director of business operations. >> I'm also tired. >> Yes, brains are our brains are fried. >> Lauren DJ Janeiro, assistant superintendent of student services. >> John Flity, assistant superintendent of curriculum instruction. >> Gene Barkskog, superintendent. Holly Derlo Babcock, um, co-op school board chair. >> Kate Stole, co-op, school board vice chair.
002>> There you go. >> Rob man, co-op. >> Patrick West, principal of the middle school. >> Jacob H, principal of the high school. >> Samantha Disco, student body vice president. >> Samantha >> Disco. >> And do you go by Samantha? >> A lot of people call me Sam. Okay. Yeah. >> Thank you. Thank you for joining us. Um, is this your first time with us? Okay. So, just so you know, um we will like ask for you to kind of give us a little bit of a student report usually following um the high school principal report around that time. And you're welcome to stay for the rest of the meeting. There's lots of times when it's great to have students, especially when we have conversations about like program of studies, classes, those kinds of things.
003Um but you're also welcome to leave after you do your report because you know, you have this thing called a life and probably homework and stuff like that. So, but welcome. Thanks for coming. >> Okay. Um, so I have agenda adjustments. Is there any? I have one. >> Should be >> Tom Solen is joining at six. >> I am recommending that we remove deliberative idea three. just unauthorized communication third read or fourth read or whatever we're on 27th read um of the policy just as the wrong version was linked and there's too much to really say verbally so I think okay >> it makes sense so just for everyone's to hear that again I think we're going to remove the cell phone policy deliberative item um and it will be on the it will be
004on the agenda for next month we have some things that we changed in policy that did not get reflected in the packet So, >> oh, I have another agenda justice. My apologies. >> Look at the face. Like, I promise you'll be able to dig into it next month. It'll be >> It's not that. I want to get it I want to get it approved. >> We do too. We really do too. So, hopefully next month we can do third and f third and adopt. >> Yeah. Uh my other request is that we remove FY26 quarter 1 revenue expense update. I um our revenues are not uh finalized yet and so we're going to have to move that to the November meeting. So that's number four. >> Number five. Oh, okay. >> FY26. >> So we're
005still going to talk about FY25 and retain fund balance. So remove five. Okay. >> So when we get there, make sure I don't do that. >> Okay. >> Is there any other comments or questions regarding the agenda adjustments and complaints? Whining. Nothing. Okay. >> It's okay if you want to whine. Holly, if you don't mind. >> I will whine all night long. Tom, >> I don't mind. I'm trying. So, um, notification of nominations, resignations, and correspondence. >> I have none. >> Great. None of those. Good. Moving on. I needed a a process observer. I know a few years ago I tried to create a schedule. It never worked anyway. So, I just need a volunteer at this point. >> I'll do it tonight. >> Thank you, Cindy. Cindy, did you do it last week, too?
006Last month, too. >> Tom did it last month. I've done it a couple months, but for some months, >> okay, so moving forward to some minutes that we need to approve. Um, I've got the school board minutes of September 17th, 2025, and the following amendments were offered. Page 2, line 48, correct the spelling of what? Page three, line four, phone shall be plural. Should be plural. Page 5, line 21, replace principles with principals. And page 12, line 32, district should be plural. Um, I need a motion to accept as amended. >> So moved. >> Moved by Kate and a second. >> Second. Seconded by Rob. Okay. At this point, are there any other amendments or comments or questions about the minutes from September 17th, 2025? Okay. All in favor? 5. That motion carries. I also
007have non-public minutes with no amendments. So, I need a motion to accept as presented. >> So, move. >> Moved by Kate, second by Rob. Are there any other comments or questions? All those in favor? 5. Motion carries. So, we are ahead of the game for um public input, but as you all know, um by RSA, we need to make sure that we set aside 30 minutes for public input. Since we're going to start public input a little bit early, we will do 30 minutes from our 610 original start time. So, that means that we will hold open the floor for public input at 6:06 and we will close the floor at 6:40. Um, we'll try to remember to close the floor if if if my um helpers can help me because I do not watch
008the clock. Um, and I don't think I see any public here. So, I'm just going to move on and say that the floor is open. If there's members of the viewing public who'd like to come down, we encourage you to come down in the next half hour if you have comments that you'd like to make. So, that was done. So, floor is open at 6:06 p.m. All right, moving on. We'll go on with the rest of our agenda. Um, and if someone comes in, we will interrupt or, you know, take their comments when we can. All right. So, athletic board report, we're going to start with that. I know, um, I don't know who's doing that today. >> We want to go with our Yeah. split up model. >> Yeah. >> Um, I'll start uh
009with the high school. We are wrapping up the fall season already. Uh, we just had our first tournament action as the golf team was up at the D2 state tournament at the Mount Washington. Uh they had a sixth place finish, very close. Um they did a really nice job up there. Field hockey is currently 92 and one and they sit in fifth place. Girls soccer is in first place and boys soccer and girls volleyball are looking to start their postseason action the week of the 27th. Cheer team will be competing at their state tournament Sunday, November 9th at Pinkerton Academy. Uh unified soccer team um had their senior night last Wednesday, October 8th, and the football team had its first win in over two years. They beat John Stark uh on the third. So, it's
010a it's been a really good fall and winter season starts in five weeks. Uh and it's it's happened very quickly. So, >> excellent. Thank you so much. >> Sounds like it's been a great season. >> For the high school, yep. For the middle school, it also has been a great season. Um they are also headed into the tournament season pretty quickly. Girls volleyball 7-1, girls soccer 6-1, boys soccer 42-1 are all on track to host first round games. Uh field hockey team has seen tremendous growth and development throughout the season uh and great success from last year. Uh cross country team is excited to compete in the Tri County Association Championship Mine Falls on October 18th. The winter sports middle school are scheduled to begin on Monday, November 3rd, which is not too far away.
011Looks like all the coaching positions at the middle school are filled up and the high school is still looking for quite a few. So winter sports start so soon November third middle school for the middle school middle school. That's >> because we I think we really end in February whereas the winter seasons of the high school continue on through February vacation and >> and like into March. Yeah. >> Yeah. >> Well, um does anybody have any questions on the athletic board report? We will talk about the concession trailer during discussion. So um we're not going to cover that even though the information about the trailer is part of his report. We'll come back to that. Um, so are there any questions related to the athletic board report? It sounds like it's been a great season
012and we finally got a little rain this week. So the the the dry weather which is bad for the crops has been good for our sports schedule. So all right. Okay. Moving on to the um middle school board report, middle principal report. uh Rocktober just uh highlighting a few of the things that have happened uh the first part of the year. So actually September mostly uh we actually put together a rock locker race this year to try and bring back students using their lockers a little bit more regularly in the middle school um with their laptops and all of their belongings uh and supporting executive functioning. Uh we we're trying to encourage students to use their lockers a little bit more and the top winning locker who still needs to be determined because we haven't
013had our finals race yet um will earn a breakfast uh from administration. Um but that has definitely helped our students accessing their lockers a little bit more this year. Um we've continued on with some friendly games of contextto whle daily tens uh which encourage collaboration, critical thinking across rock groups and some team building. Uh we did recognize Constitution Day on September 17th. Uh got a little Instagram uh shout out to to the students that won um because there was a cahoot that they competed in and the top three scores uh got a gift card to the local business. Just a few other fun things that have gone on this year. Looking forward to our Halloween costume contest on the 24th as well as our PTSA dance that night. October is actually anti-bullying awareness month. So
014we are uh putting together messages, discussions, activities and rock. Um and then at the end of the month, actually next week, we will be looking into uh starting up with our red ribbon week. Uh this year's theme is life as a puzzle, solve it. Um it just goes along with some of the YRBS uh data that we uh took a look at over the last few years um to just try and do our part in educating our students around some of the data that we've, you know, seen from from the YRBS. Uh we have our all school red ribbon photo that we do outside and SRO Trapanny will be bringing in the uh PD's really fancy drone to take the picture um which students get excited for. Uh again I mentioned the dance on the
01524th 7:00 to 9:00 p.m. looking for chaperon still. Uh highlighted some eighth grade art projects. Miss Arre's doing a really great job. I mean, if you guys get a chance, the main hallway here, um, I know these are just pictures, but um, a really creative, collaborative uh, circle project that students got to draw their own piece of the circle and then bring it together. Um, and these are eighth graders working on these projects and she's really instilling a love of art in our students. So, just wanted to give her a shout out. I've included my course request and average projections, which is linked there, which we can go through in a minute. Uh, and then all the important dates coming up. Thanks so much, Patrick. Of >> course. >> Sounds like it's been a busy
016couple of weeks here. Months. >> September felt like a couple months. >> Yeah. >> October is like halfway through already. >> That's crazy. Are there any questions on this portion of the board report? >> Thank you. Um, so I think we have a we have a discussion item to talk about uh enrollment numbers and the link to that is is the high school, but I think at that time we might want to just do everybody's. Is that okay? Are you willing to wait it out through that? >> It's pretty, as as I've said, I think every year for the last four years, uh pretty cookie cutter and prescribed and it's very different than the high school. And a lot of times the discussion is mostly focused on the high school. >> I'm just glad you're
017here. >> But it's good support. It's great to have. And you know, we might we have we always have questions about the middle school, too. So, we'll have some I'll try to think of one specifically. So >> just just to put you on the hot spot. >> Don't want to feel left out. >> Yeah. I don't want I don't want you to feel like Yeah, exactly. Okay. >> Um Okay. So, moving on to the high school principles report. Jake, that is you. So, we should be clicking on the October report, right? That's what we're Okay. >> Um you guys got a hard copy of the school profile. Um shout out to Chantel Clardy for the hard work she put into that to getting that together. So, it's always nice to see that. and see on
018nice card stock paper with color the great things that we're doing at HBHS. Um some of the highlights right now. Um last month we highlighted three National Merit semi- finalists. Uh and now I get to uh highlight six students who are the commended students. So they didn't quite make that level, but they're still in like the top like 5% of the nation with with their test scores. So Jackson Adams, Aiden Curley, Anakah Diversley, Ilio, sorry, Anakah, Max Frankle, Genevie Scales, and William Van Ert. Um, so congratulations to them. Just fantastic to see uh the great um stuff coming from them. Um we also uh are gearing up for Red Ribbon Week. Uh the school counseling department is putting together an advisory poster challenge. We're again going this year with the um theme of you know
019finding your natural high you know finding the passions and interests that drive kids. Um research shows that when young teenage kids find their passions and and are engaged um they see they're less likely to choose drugs drugs and alcohol. So we're we're highlighting that and going to do a cool poster challenge with that. They receive a nice prize for the winners. Um we have challenge day coming up next month. So, uh, we've started a little bit of a recruitment process with students and staff, um, to get, uh, 100 students, uh, plus about 25 student ambassadors who've done it before to participate in in this so we can really kind of talk a little bit about how more alike kids are in positive peer support and kind of move away from, you know, the our differences
020and and bullying and teasing and that sort of thing. So, we're we're excited to that ball is rolling and getting ready for November 19th. Um we'll do our course enrollment conversation today as well and then just to kind of highlight some uh upcoming dates. Uh we took the PSAT today at the high school. Um things went really really smoothly. So thanks to the admin team and uh Miss Flamino for for all the help with that and the school counselors and all of our proctors and teachers that helped out as we kind of moved classrooms around. So that that was really good. Um next week on the 22nd is an early release day at the high school, but it's also our college and career fair. I think we have about 75 college career uh military um
021internships and stuff. So, a lot of great things that are going to go in. All the students will have an opportunity to cycle through the uh college and career fair that day. And then on the 24th, we have Apply New Hampshire Day. So, free college applications to any New Hampshire institute or higher education. Um so, that's a really big day at the high school as well. So, a lot of good things coming up here in October. >> So, the college and career fairs during that half day, correct? Yes. Okay, great. There any questions for Jake? Um, so first of all, I want to congratulate those commended students. That's, you know, terrific. We love to see successful kids obviously and kids who are working hard. Um, and then the challenge day when you say you're recruiting
022kids, kids who want to join. >> Yeah. So, we do um we put out uh like kind of like an open enrollment as well. Um we ask teachers for like, hey, what kids do you think would be great at working together in groups and kind of put it out that way and so then they can join if they want, they can opt out. There's different options, but we aim for about 100 100 new students and then 25 that have been part of it before that kind of help with the with the program. >> And then just for anyone at home, the we got a hard copy of the school profile, which is great. But um I believe that if you want to see this online, it's under our school counseling. Yes. Um tab in the
023on the website. And this um this kind of lays out for colleges um or for you know applications what our school looks like for kids as they that goes along with their packet right when they apply to schools. This goes so that the school who's looking at the student can also look at what our high school offers and what they were able to take opportunity to and where they fit. So um if you have any interest at home you can find it under school the school counseling part of the website. Right. I'm just I'm saying that and I'm pretty sure that's where I found it in the past. Um and most schools have theirs posted which is great. Okay. Thank you very much. So we are going to move to um the we will do
024the class of sizes during discussion as well. >> I didn't know you were including this in >> Well, it was part of his question about it. >> Sure. >> Um the school rankings have we always been considered a Manchester area school? says we're number two. >> That's the first time I've ever heard us captured in that. >> Where do you see that paragraph? Yeah, >> it's in >> regional area. >> Yeah, >> it's US. >> That's how US News and Newsweek apparently ranks us. >> No, I'm just >> location wise. >> I guess that's how they I don't know. were either historic. I'd have to look at historic. >> We'd have to go back. But we have them. I mean, I have all of them. So, I can check for you. >> I can go
025look at last years and the year before and see what that says. >> Do these rankings, it's been a while since I looked at it. Are they all schools or just public schools? >> Um, good question. But I think in US it's public. I think they have different groupings. >> Public and charter schools. >> Public and charter would be together. >> Yeah. I I I think that's how US News does it. Like if you go into US News and you do private schools, it's like a different list and they have boarding schools and so but I don't know. >> And Holly, under the Holl Brookline High School website under resources, if you go to the counseling office, it's the third thing. >> Okay. Thank you. You're welcome. Thank you. >> It's also on the main
026high school page. >> Okay. I just wanted I just wanted to alert the public, anybody who's listening >> code out of the street. >> All right. So, thanks so much. So, moving on to discussion. Um, is there anything else? There's nothing else because you have the final underneath high school. It's called Oh, our >> student Samantha, thank you. I knew there was something else. Samantha, we would love to hear what's going on with uh student council. >> So, the junior class is preparing the Halloween pep rally right now, which is taking place on October 31st, which is Halloween. And we do like games like tugof-war, scavenger hunt, and then there's also a costume contest with like teachers and students like get voted in. And then for advisory, we're doing a door decorating contest again, which
027is when advisories like get together and they decorate their door and then teachers vote on who they think is like the best door and then that winner gets a prize. And then we're brainstorming policy ideas right now and we still haven't picked one yet. >> That's okay. That's great. Thank you so much. Does anybody have any questions for Sam? >> Okay. Thank you so much. You're welcome to stay. You're welcome to leave. It's really up to you. >> Thank you. >> Um and you can sneak out whenever. So, okay. All right. So, now we'll move on to discussion. >> So, we have the special education >> presentation. Um, I appreciate that done by Lauren and Tracy. >> Okay. >> Well, I figured Jake would have to get up anyway because of her. >> Should we
028do something with lights? Are we okay? >> Yes. >> Totally up to you. >> All right. Hi, everybody. So um Tracy and I are here to discuss special education in district pro programming for the co-op. Um so I'll be speaking a little bit kind of about an overview of the why and speak um a little bit about the middle school programs that we have. The presentation is going to focus on the the programming that we've developed and also how our staff has really grown in their collaboration and the services that they provide in order to create the most comp comprehensive programs as possible. Um and then Tracy will be speaking about the programs at the high school and then we'll wrap that up. Um, I just want to start by saying how proud I am
029to work in this school district that really prides itself on um, providing services to all students and including everybody within the community. Um, it is incredibly important to build the programming for the students. And we'll start with the why. So Jake, you can go to the next slide. So every student deserves a high quality education and to be involved in their local school community. And I'll let you guys read, you know, these why pieces as we go and I'll just give an overview. Um really what this provides it gives us the opportunity to build pro the programming that students need. So we are able to take each student do what's best for them um and be creative and build exactly what they need rather than sending them out of district where programs may not be
030able to meet all of what a student needs. But at the same time we're able to keep the ties to the community, keep the ties to their peers and have students um all have equal experiences together. Next slide. Um, so the students receive highly individualized support in their home community. It promotes inclusion and belonging and consistency and continuity in education. So we've done a lot of work across the SAU and we're talking preschool through grade 12 and we're going to obviously focus on the co-op, but the programs that we've been building, we're able to build them and think vertically for all students. So the same way that we look at curriculum, we're looking at that with special education pro programming and development as well. It strengthens the collaboration between our families and the staff. It
031builds long-term capacity with specialized staff and resources. So, we're able to really utilize our resources across all student services across the SAU. And we think um we think very holistically about that as we're looking each year at what all students need. In addition, it's cost-effective and we're obviously demonstrating compliance with all appropriate laws. Um, and we've talked about the cost to a certain extent, you know, here and what that means to have out of district versus the in district. Um, but obviously we want to do what's best for students. Um, and the cost is an extra component. Okay. Go ahead. So for the middle school, this pathways program has been developed um over the past few years. So it provides highly individualized support to students with complex learning profiles. It has um specialized instruction in
032the in curriculum areas as well as activities of daily living skills and social skills. Um there has been a growth with assist of technology as we work with students who have different communication needs as well. And then if you in the presentation you can click and link to the program profile ESY. So, Katherine has done a great job um building and expanding the ESY, that's extended school year, the programming in the summer. So, the current service delivery model is really looks at the whole student and it incorporates um a broader range of peers and students across all different development needs. And the program it it's been able to be streamlined to have reduced hours, but it has more re more robust services and interaction. So there's a greater student attendance and there's been a great
033response from families. Next, um the middle school has instituted cool cool down zones. So these cool down zones are places where students can go to regulate if they are heightened or if they experience frustration during school. It teaches coping skills and increases the therapeutic support. The staff that works with the students in the cool down zones are able to teach self-regulation skills. Students have different personalized toolkits based on what they need and the students dignity is maintained as they access these spaces. I believe we have two at the moment. Specialized writing course. So the board has seen this specialized writing course. We discussed it I believe last year or the year before. Um so there are three classes um in the 2526 academic year. The data that's been taken has shown an increase in student
034skill and there have been students who have been able to be incorporated back into the um grade level English class within one year and it's supported the middle school's ongoing focus on uh written expression. Um they've decided to really bring everybody in together. So we've been able to hire um in indist related service providers. So when I say related service we mean occupational therapy, BCBA. Um we still have a con contracted speech provider um but every other provider that we have is not con contracted. So Katherine has worked to have the um related service providers work more closely with the special education staff in a monthly collaborative PLC model where when we had contracted providers that didn't happen as much if at all. So being able to have all of these service providers in one
035place meeting monthly to talk about student needs and work on their programming has been vital. Um, and we're very excited, you know, in the hiring that we've had. Go to the next one. Oh, and we're on to the high school. I don't know if you want to do questions at the end or if you have questions about middle school. >> Does the board have a preference? >> I think we'll let you let you keep going and then we'll >> Thank you. >> Um, so some of these things might seem like I'm re reiterating because some of these awesome things are also happening at the high school. So, um, I did want to, and Lauren has already addressed this a little bit. When we talk about providing a continuum of services, I'm going to talk about
036our specific programs, but when we use that word continuum, it's really important because we're not fitting kids into programs. We're designing programs to meet the kids' needs. And so, that sometimes means that they might access a little bit of one program um, and have some skill development in another program. So, as I go through these, I want to make sure that everybody um even though I'll talk about the least restrictive to what we would consider a more restrictive um within our school is that all students have access to the general curriculum and all students have access to all of our community experiences. Um Lauren talked a little bit about staff. So, in that list right there all the way down to the bottom where it says contracted service providers, we are now all inhouse for
037all of those. And two years ago, that was not the case. Um and particularly if we look at the speech and language pathologist, occupational therapist and the a uh BCBA board certified behavior analyst or behavior specialist. Uh those three work as a really solid team. They work um both all of them not sure about the speech and language pathologist actually, but the occupational therapist and the BCBA all work at the middle school also. So that collaborative approach is um is really working out and it's just an awesome team. So, I wanted to stress the the staff. Um, next slide, please. Okay. Our directed study, probably more commonly known as a resource room. This is where um students would participate. They're they're all general education classes except for their directed study, and they would come in
038here to work on IEP goals. Um, these are students that are college and careerbound and are developing these skills that are transferable outside of high school. The focus is what are they going to do post-secary? Um, I'm not going to read through every single bullet point. Um, but these are it's about a 40m minute period a day. Some students have two during a day and they're working getting to know their IEP, working on self- advocacy skills, working with their um, school counselor on transition and direct instruction of executive functioning which we could all use. So, yeah. Um, I think there was one was there one before finus was that? No. Okay. Sorry, Fus. Um so the fus program was designed to meet the needs of our students who have emotional challenges. The program is based
039on uh DBT skills, dialectical behavioral therapy. It is um case managed by a social worker and a licensed mental health clinician. And these students it's they're absolutely thriving. And these are some students that we may um have needed to offer out of district supports uh if we didn't have this program. So, good work going on there. And this the ASD specialist team, this is another one of our resource rooms, but the the staff that works in this room, the case manager and the PAR educators, um all have uh strong skills to work with students that are on the spectrum. Um the students that access the this program are not students who experience cognitive challenges but have uh average to above average cognitive functioning um but working explicitly on social skills on regulation uh and they
040meet in there they have a directed study in that classroom. And they also have support during CAV block um and do what's called the five-point scale. Uh the zones of regulation, sorry, two very similar things. The zones of regulation where they're working together as a group on identifying their challenges and developing skills to cope with them. >> That's interesting. Next slide. So we have two life skills program life skills. One uh designed to meet our students who are identified with intellectual um and developmental disabilities. They are working on um some remedial academic skills and strengthening those as much as possible and in the community doing uh work that they we have popcorn. They make and sell popcorn. They do lunches for the staff. They go out into the community and practice everything from safety skills
041and restaurants and um navigating navigating life both in and out of school. um Life Skills 2, formerly known as the neck classroom. Um we so this year we closed the neck classroom and that was a big deal. So that was a contracted service that came in and supported our students with the most intensive needs. Uh again, a program that I think keeps our students in-house and in the community and this is an in-house program as well this year and focusing very it's similar to the life skills one um except that these students may need even more intense instruction uh to be prepared for post-secary experiences. And I think this >> um you know and like Tracy said you know when we look at developing the programming we're doing it with based on student needs. We're
042not developing programs and fitting students into them which is what truly kind of an added district sort of looks like is like we're picking a program and then you're trying to fit a student into it. We're able to have that flexibility in house when we design and we hire our own staff. So, we assess every year from PK from pre-K through 12 to look at what we need and to take a look as students as they grow um to prepare them for life after high school. Um so, this is us moving forward together and we um are really proud of the work that has been done of the teams that have been developed and the work that the staff and students are doing. >> Thank you. moving together. This um you know, Katherine Ransom and
043I have been working a lot to keep things aligned and in communication particularly about the 8th grade to 9th grade transition and to make that more successful for students. >> Thank you. >> Thanks so much. >> Thanks. Yeah, we have questions. Can we turn the lights on though for questions? I I'm not really good at the dark. Um does anyone have questions for Lauren Tracy? I have some too, Tom, but I'll let you Okay. No, I'll go first. Maybe maybe I'll cover all of Tom's and then he won't have any. Um, so I want to just kind of go back and look at a couple things. So the Pathways program, which I think is the middle school program, >> is that middle school? Is that a contained classroom or is that No. So that's just
044support for kids who are generally in the general >> correct >> general community. All of our programs access the regular education environment. It's just a varying levels of the day. Um but the pathways program the students are >> okay >> all pretty much in their regularized classes. >> Is that by choice or necessity? >> So every student has to access the general education curriculum to the extent that they need per their IEP and per their disabilities. So that's that's a given. But to what level is an IEP team decision disability decision? >> Okay. >> Yeah. >> Great. My next question is about the cool down zones. So, I mean, from what I was from what you were presenting, it sounds like that's mostly for kids who are struggling, but is that something that would uh
045a student who maybe isn't identified, would they be able to access that if we're seeing >> So, I'm going to defer to Patrick a little bit if they've started that. So, there are some buildings that do have students who are the cool down zones. Do you ever have students who are not identified sometimes access the tools in the cool down zones? I don't think we have >> I don't think they have yet, but it is possible to move in that direction. The whole the whole purpose though when you have a cool down zone is you want to make sure the students are using the tools appropriately and they have the instruction to use those tools. It's been in place for about a year, >> right? Or soish. >> Uh I do think we had a
046student last year. Yeah, we do have three cool down zones. There's one in class up to three now room and then there's one in a smaller classroom. >> This was definitely on the budget I think for last year. So, this is like a a new a relatively new >> new thing, >> but it definitely can move in that direction. Okay. >> Um, and I do know other districts that have >> Okay. >> variety of students using >> I think we're also trying to like naturally create those spaces for students, not just those designated cool down zones, but counseling and office. >> Okay. >> Just making more spaces for kids to >> access if and when they need. >> Okay. Thank you. Um, FIMUS is again I know students are accessing the general curriculum but is
047that also where stu students teachers will push into finus like correct. So a a any of the teachers many of the different teachers from all different places in the school come in. Right. >> Yes. So we have um in each of the four major major content areas we have a teacher who pushes into finance for one period of the day to provide instruction in that content area. Okay. >> See I I made a list of questions so I have a couple. Sorry. >> Yeah. No, it's great. Um, >> we want one more. I have a couple more. >> One of the things that we Oh, you go first. >> Well, I just wanted to add to that that those teachers that push into the Primus program come in for a training with the staff in
048that program this summer so that they are immersed in the skills that they use. >> Okay. >> And they have that training annually even if they are teachers that have taught in that program in the past. >> Okay. And then just, you know, it's great to see that we don't have as many contracts, but I want the public to understand that it's it's actually more cost effective to not have contracts. It's better for us to have folks on staff. The contracted contractors cost the district more. Is that right? Am I am I accurate? >> Nope. That's 100% accurate. So, we had a contracted middle school psychologist um the past year, potentially two, and the contract was a good $45,000 more. Okay. And that's another thing that I just want to clear. I know you said
049it, but I'm just gonna be clear on this that it's tricky to say it, but basically we're doing what's best for students, but our outofd district placements are significantly more expensive than providing inhouse programming that is better and more um built around >> for our students needs. Exactly. Because we're able to design specifically for our students versus the other district. So I can give you a cost comparison. So for one student in an out of district day placement when you look at the total for the tuition and transportation to get them there because many out of districts are could be anywhere from 40 to an hour 40 minutes to an hour away. Um so tuition ranges from $90,000 to $170,000 for a day placement and transportation is typically 120,000 to 200,000 a year. So that's
050just for one student. Um and then if you have to work your way up you know from from there depending on the school and you know with the programs that exist that we have you know you know the numbers of students that are in there if you do that multiplier you >> right and you can't tell us that's for privacy reasons you can't tell us how many students access these and then um finally the links I actually didn't see the links until you print them out so are those um I know that anybody can can get to the links through the agenda and go through the packet but are those available on the website as all for or are they something that you generally Katherine I know has so Katherine had put the links in.
051So the ESY is a is a brochure. It's a pamphlet. I'm not sure if we have that on the website, but we we can we can put that on the website. >> It's just those are things that you would when you're talking to a family, this is something that you can show them. >> So we do hand those things out and we talk Yeah. So we send that to parents, you know, who have students participating in the SY program or who are in the Pathways program. >> Thank you. I um I have no more for I have no further questions, your honor. >> Anyone else questions? Tom, go ahead. >> Thank you very much for the presentation. This is a big part of of what we uh we aim for. And >> Tom, can you
052put your mic? >> Certainly over the over the years, we found that individualized education benefits a much larger portion of our population than in my day and age it was uh aimed at. So that's great. Um I'm looking at the description for fus and I'm wondering is that only for identified students? >> Yes. Yes. >> Is the is the bar low? So that how uh how extreme does the emotional need have to be before they can get because we hear a lot about things like anxiety and other issues among a large portion of our population. I'm wondering to what degree the services offered through finess bleed into the general population of our of our school. >> So we've been having those discussions. I can't give you a quantifier unfortunately for the bar to qual to
053yeah meet the criteria to be in the finance program. But we've been talking a lot about what that kind of broader anxiety means for students and what kind of tier 2 supports. We've even discussed having the two providers um that that lead the services in FIMUS help with some tier 2 pieces for general education students and what that might look like at the high school level whether we start looking at other um groups or other needs working closely with the school counselor and with our social worker um Erin Sarah. We've been having those discussions to see what that looks like. But for the identification and the program itself, that's a it's hard to quantify that >> for plays into what Tracy was talking about the continuum. >> Yes. >> It it's not a black and
054white. >> Correct. It's not. You don't. And I'm wondering does does the staff benefit from the program as far as them understanding more about what tools are available in the school and are there things that they can do in their regular classroom to address those issues before it reaches the level that requires identification. Do you think? >> Yeah. I mean, you can speak more about what the M what the M MTSS, the multi-ter systems of supports, what that looks like and what that's doing because a lot of these providers are on a lot of the providers you see here are on those teams that are kind of a whole school resource piece. Um, we're also doing trainings on kind of reframing behavior and dis and deescalation strategies with staff. Um, and one of the providers
055in the finance program leads those trainings. So there's a lot of pieces, but I'll let you speak to the MTSS process and whether or not um what Tom is saying. >> I think a lot of what you just said was what I was thinking as you were speaking Tom. Um one of the things about and Lawrence had said this previously that to be um to access the private the the FIMUS program, it is a team decision. So most often that team decision arises when the emotional challenge is so great that the student isn't accessing school at all and that this is a foot in the door and then grows from there. Accessing program. As far as the as far as the skills, it is becoming um part of our culture because um the the people
056who practice in FAUS have taught some of these skills to all special educators. So, we do that during our PLC. So, it brings it into those classrooms. um they've worked during advisory with different groups and gone into advisory and they are a huge part of our NTSS process and we are really kind of revisioning that now and we have a big team together um that are working on what what can we do as far as and you you know you mentioned the anxiety um that's a little pervasive and really focusing on that right now >> can you just explain what MTSS is just really briefly for the for anybody who's listening at home >> multi-tered systems of supports um the supports two um MTSS academic that's been around for a while and MTSSV which is
057MTSS multi-tered system of supports for specifically for behavior. >> Okay, thank you. >> More questions. >> Um specialized writing course in the middle school. Is that the same program that was years ago as a an alternative that students could have instead of a foreign language? >> No. No, that's that's reading. So reading exists. Yep. Um in lie of the foreign language and then the writing course was what was started I believe last year. I the years >> two years actually Lauren I think you brought it to us two years ago. >> Yeah I think we brought it to you two years ago. I think it started last year. Yeah it got it got implemented last year and this year. So that course um students are pulled out of their um you know regular typical English
058class to really hone in on those writing skills and get those um as um up to par as possible and then move back into the English class. I'm just sort of curious what kind of what what kind of uh capabilities are you seeking to reach in that kind of a program >> in the writing course. >> Yeah. So, it's to really um work on students skills from the foundational level of even sentence writing and complex sentence writing to be able to write in um longer paragraphs and essays, but also in writing in response to reading to literature to those pieces. And it's really um when you have that targeted time, you could use different interventions and different curriculums to target those specifically to get the students up to where they would need to be to
059be successful in their class. >> Totally computer-based writing. >> No, >> they're learning how to actually write. >> Well, they they don't do everything on the computer is what I mean. That's what I mean. >> You know, I'm just wondering if this is going because Isn't it now required that I'll call it penmanship? >> Oh, cursive. >> Yeah. Isn't that a required capability? >> Not in middle school, but elementary school. >> Sit tight. >> I know. I was like, they're going to That's Doc's world. That's all. >> Anything else, Tom? >> Doc, you're ready for the curs of questions. >> I got it. I got an answer. >> The last question I have is on the the staff that long list of uh >> Yes. >> Gina, we'll go back to it. >> Uh >>
060yes. >> Yeah. Um, which of those are those staff members considered professional staff under teachers contracts? Are they individual? And are they um school year only or or year round? >> They are professional staff and allied health staff. So, professional staff who are under the teacher contract. Then there are some that are allied health staff that have separate contracts >> and support staff. >> And then support staff is the power, right? Is the power educators um that are on there. So, everyone is considered a school year employee, but we have work over the summer that we have that we do summer authorizations for for people that we need for extended school school year and many of our providers. We actually have I'm also very happy and proud to say we have not had to contract
061too much at all for summer providers either. Our staff has been very >> involved all year round. >> Allied Health, >> is that a separate contract or >> Yeah, it's not it's not on a collective bargaining. >> Correct. It's not the CBA. Yeah. >> Um and we did not mention in the slide although it is special education programming is the essentials of algebra course. Just so you know that is also a special education >> only course. >> Is there an English course as well or no? >> Not that's purely special education. No. >> And then we also haven't talked about um the choices program because that's not special ed. That's like an alternate >> correct >> route if you will for students. So that's something that we should need to remind the public about. And
062then um we also have a relationship with RSC, but that's not an in-house relationship. >> Correct. That's another district. >> And that would be a a really good thing for maybe the SAU governing board to hear more about. >> Do we have um homeschooled uh students who are accessing special education services? Currently, >> no. When a student is homeschooled, they are declining special education and a free and appropriate public education. So, they don't receive special ed services. >> Required to do their own >> I'm sorry, say again. charter schools required to do their own? >> No, charter schools. We have to provide special education to charter schools or students who are who live in our residence. >> Is that a New Hampshire thing? >> The reason I'm asking is my uh my daughter-in-law teaches in
063Massachusetts and I asked her and at her school >> she she teaches at charter school and they they have to provide the services in their school to their students. >> Yes. I have not looked into other states so I don't I'm not sure but I but in New Hampshire we have to provide special education for students who attend charter schools. >> Do are we having charter school kids coming into our school for special education services? >> No. Will we provide services in the charter school? >> Oh, you have Oh, the charter school. >> Yes, there are students in charter school. >> Is there much demand for that? >> Um enough. >> So does it depend on their pl. It's only on their residence not >> on their res correct. It's on their residence. Yeah. Private
064private schools is the opposite. If you have a nonprofit private school within your jurisdiction, so Hollis Montasaur is in our jurisdiction, we're responsible for child find and evaluations and those pieces for the private school because it's in our jurisdiction, but for charter school, it's based on our residents. It's all very exciting. It's based on our residents and what students live in our town. even if they go to a charter school say in Nashville or Windom or >> so we we bear the >> the cost of special education for charter school >> as well. >> Do we send people or do we just bear the cost or it depends? >> Depends. >> Okay. >> Yeah. I I try to be I try to be as fiscally responsive responsible and do what's best for the students. >>
065That's great. Thank you so much. Are there any other questions? >> Lauren, is the current staff that you have listed there districtwide or is it only middle school and high school? This is this is middle school and high school 7 7 through 12. The the two or three providers that are shared are the BCBA, the occupational therapist, and the social worker. >> Okay. >> Everybody else >> between between the two schools. This is only co-op. We only did co-op tonight. >> But I I wanted to reference the elementary schools though because they're doing amazing work as well. And again, we're thinking very vertically as we're programming and developing and looking at our students as they grow. So I want that's why I mentioned them briefly >> there as well. But this is all co-op. Any
066other questions? >> What didn't we ask? We should have. >> I don't know. >> What were you hoping we wouldn't ask? >> No. Nothing. Nothing. No. I'm so But we are so excited, honestly. Truly. And I I'm very honest, very honored, you know, to work with all the staff that we work with and just so proud of, you know, being involved in the district because when I when I came into this, like all this was growing and it's just been exciting to, you know, be a part of it since. So, thank you all. the degree to which this is now a public discussion and an an open discussion compared to 20 years ago when the administrative leaders of special education tried to keep it quiet. >> Sure. >> Tremendous. >> Well, I just want to
067thank you for it. It's a it was a great presentation. Really informative. I hope that people out there are paying attention. But what's great about this is that if if someone does have questions, we can say on October 15th, we had a great presentation and they can go and watch it and find it and that's terrific and >> direct them to us. We'll answer them. >> Yes, absolutely. Thank you both. Thank you so much. >> Okay, so that's that. Um it's now 6:50 and I am closing public input. 10 minutes late, but that's okay. I can be late. I can't be early. So, um, at this point, we're going to move on to the next item on the discussion portion of the agenda, which is an overview for ED 306, which this sounds exciting, too.
068It is exciting. It's overwhelming. Um, it is a lot of change. Uh, Mr. Hess and I have been um delving into this and trying to absorb it as are our colleagues across the state. He's meeting with his principal colleagues. I have a meeting this Friday um with the assistant superintendent um in our area um because it does lead to quite a lot of change um and there'll be a lot of work for you as a board as well um because there's going to be a lot of policy changes. But what I wanted to do this evening and we are probably about two weeks ahead of where you are. We just met on Tuesday to talk about some future planning. Um Mr. Hess has been working with his um staff, his department heads, but also his
069teachers as well um going through and doing some assessment work as to how we're already meeting some of the requirements that the new laws are going to um bring. So what uh 306 rule is is basically it's the minimum standards that oversee all of public schools in New Hampshire. It's a very thick document. Um it there's some very significant changes that have just come out, but for the most part, we have time to make sure that it's implemented the right way, and you'll see that as we go through the presentation. Um the intent for tonight was to kind of just have this be um the toe in the water. Uh we're just bringing it to your attention. It's an overview. We wanted you to see it's a K12 continuum. And so this will give you
070kind of an overview of the changes that are coming um from kindergarten all the way through high school with the biggest impact coming to the high school. Um and so we um put together kind of an overview of what we're talking about um what we're looking at and working at and when you may see things. And for tonight, if you have questions as we move through, we may not have the answers tonight because we're still working through it, but the plan is that we wanted to um provide a highlevel overview tonight in November. Um Mr. Hes will come forward with the program of studies and some of the changes that will um need to have board support um moving forward. So, Gina, you want to move forward? uh the all of the changes that were
071made, they were made with input from educators across the state of New Hampshire and they put a framework together and really put all of the changes falling into um seven key themes which included making sure that local control was still um a focus of the work that was going to be done. And so you'll see that while the state is mandating some things, it also gives uh local control as to how you may meet those requirements. There are going to be new graduation requirements and some significant um graduation requirements, but it is for the incoming 9th grade next year. So it's for the class of 2030. So when you see the program of studies come forward, you're going to see some framework changes and graduation requirement changes, but the actual work in the courses, we
072will have time um as the students progress through the high school in order to make sure that they're in compliance. They focused on um definitions key uh 11 key definitions that um they highlighted throughout the documents to make sure that um implementation was calibrated and that there was a consistent implementation as to uh what the understanding of the changes were. There's an emphasis throughout around parent engagement. And the biggest one of the biggest shifts is it's no longer um as much about seat time and grades as it is about building um competency based education system with very um clear expectations as to how students will demonstrate the competency of each of the courses and requirements that they're in. It does allow and it promotes for innovation and flexibility in learning design and really looking at
073more integrated courses also allowing for a lot of learning to take place outside of the traditional classroom and the school walls and um there's a increase to make sure that there's participation in CTE and ELLO programming and because of the increased graduation requirements um in the state standards They are also allowing for a reduction in the requirement of electives. That doesn't mean that we are looking at reducing any of our electives. It just means that some students schedules may not allow them to take as many electives as they may have in the past. So for kindergarten and as you see we go through some of the um bullets are bolded. That's to highlight for you changes that are coming that either are new in language or new in intent. So, we may have been doing
074it in the past, but it wasn't quantified in language or it may be a new requirement. If it's not bolded, it's um what we've already been doing and it's already um well established in the work that we're doing in our curriculum and instruction. So, for kindergarten, uh they do not address preschool. So, that's why we're starting at kindergarten. This is a K12 um change. So they want to make sure that we see unstructured um time built into the school day for discovery. We do that already through centers and um different types of play that happens throughout the day. They want child development and learning in all domains, physical, social, cognitive, and language. They want to make sure that we're building socialization skills for students. They did identify music solely. I don't know why they don't
075include art as well because it should be there. Um, and one of the things that I'm very excited to see is that they actually have identified the importance of play-based learning and it's something that we've been doing um for a very long time, but that is now um really qualified in the the language. So, they want to make sure that we're doing playbased learning that includes movement. They want students up and moving around creative expression and giving them time for exploration. And as we move reading right down into our kindergarten level, they want to make sure that it's based on this new science of reading and that it includes um work around phomic awareness, phonics, vocabulary, fluency, and comprehension. And the good news is is that the district um adopted a new reading program last
076year and CKLA and so we're already in compliance. This has to be done by um July 1st of 2027. Um for elementary visual arts comes back in. So they want them to have visual and music for um grades one through five, one through six if it's considered elementary. Um, again, by July 1st of 2027, you need to have that evidence-based reading instruction, which we already um have. And, uh, they want to make sure that we're working in digital literacy. Um, in addition to ELA in math, they want to make sure that there is Oh, um, I want to Tom, the first bullet up there, instruction in cursive handwriting has to be included by the end of grade five. And that is now a requirement. Um, math needs to make sure that they're doing multiplication tables
077by the end of grade five and that mathematical reasoning and calculation um, including fluency for all students um, is um, pro provided for all students through grade 5 by July of 2027. We also adopted a new um, math curriculum K2 um, Eureka 2 and so we are well on our way and are already meeting that requirement. Um the big change and you'll start to see this as a theme through all three levels is focused on social studies. They went crazy with social studies. There aren't any standards yet for social studies, but the requirements for um what we teach um is in all three levels. And so civics needs to be included as well as um education on the Holocaust and genocide no later than grade eight. and they're recommending um computer science program, although it
078is optional. For middle school, you'll see on the left all the bullets are the courses um that have been required and are still required. The one bolded area that you'll see for middle school again goes to the social studies area where we need to make sure that our students are being exposed to civics, government, economics, and history and as well as the Holocaust and genocide by grade 8. And world language is not required. It's optional, but we do include it for our middle school students. Now you see the high school. This is where the bulk of the changes um are coming. Uh it's where a lot of the conversations are happening and you'll see in another slide that they're increasing graduation requirements. However, all the areas that you see are bolded are going to be
079areas that we need to either um make mandatory and we already offer it such as writing. We have a writing course which is now an elective. It will need to be a mandatory course for all students. Um, but they're also allowing you to integrate the competency. So, it doesn't necessarily need to be a standalone course. It can be worked into um current courses that we already have. So, changes are coming in ELA because we need to um have writing. You'll also see the graduation requirement has increased for that. In mathematics, we're going to need to have um data or um statistics uh for students. Logic and rhetoric is a new requirement but is one that can be embedded into other courses. And again, you'll see uh their focus on social studies. And you'll see a
080better breakdown in a moment about how much social studies is going to need to be um incorporated. Some of it we already have, some of it can be um altered a little bit and some of it will be new requirements. And there is going to be a requirement that all students take personal finance competencies. You have to offer a minimum of 43 classes. But you heard from our profile, what was it, Jake?und was like 140 something 160 courses. So it's we're we are significantly above uh the minimum there. Our graduation requirements are already above the minimum which is going to be 20. and they ha you have to have at least 16 content areas which you see listed here. So competencies um can happen two ways and this works into the flexible um local control.
081You can either follow the state standards and they will tell you what the competencies for each area needs to be or you can design local competencies. But if you do that, you need to make sure that they match the rigor and the academic standards that are um listed in the state standards. If we're talking about um we need to make sure that anything that is a competency. And when we say competency, we mean we're talking about what students will know and be able to do by the time they finish that course. So it's not a matter of it make the time that they're in the class. If they can show the competency sooner then and they can demonstrate all of that that's going to be some flexibility that students have that all schools are still
082going to have to work through and will ultimately be the decision of the principal as to whether the student has um mastered those competencies or not. So, it's going to have some impact on scheduling because of um being able to alter how long or when you meet the competencies for that um for that course. And through the competencies, you can do that through either multiple forms of evidence. It could be project-based learning. It could be teacher observation. It can be traditional tests. It can be um a group performance. It could be um many different ways that a student can demonstrate their mastery of this the material. It could be an assessment uh that has been approved by the local district. So, it would be a sumitative at the end that you wanted to be able
083to pass in order to show that you've mastered all of the competency for the course. if a a local district doesn't have one, the state will have some that you can use as their um if you don't have a a test that you want to give. And other assessment evidence gained through prior learning opportunities. So, there are going to be ways to show that you've learned outside of school or you've taken another course or you've done work that can show that you've met all the competencies and you can put that in for review. that's all going to grow um with as the process unfolds. And again, co-curricular means that you've um demonstrated your achievement through other ways um other than a set course that shows that you've um met the competencies to earn graduation credit.
084So, in general for high school courses and credit, the changes include your program of studies must align to the graduation credit tables. Um, so you'll see um state of New Hampshire diploma moving to 20. We will have more than that, but you need to have a sidebyside comparison. Courses can be offered individually or through interdisciplinary learning. They need to be clearly identified and offered um some independent and online. So, our VLAC type courses um and how they will meet the graduation requirements, if you have students doing that in the school, you need to have a staff member that will be available to help support their learning. and students need to be even if you've met for an for an example if you've met all of the ELA competencies. That's one requirement. But the other is
085that you um are involved in courses that meet your ELA and math competencies every year that you're in school. So you can't just say I'm going to take all four English classes and get them out of the way by sophomore year and then I don't have to do English. You still need to be taking English courses every semester that you are in school here >> in math every year. >> In math, yes. >> So, that's an increase. >> You do. It is an increase and and you're going to see where that might come. >> It hasn't been >> experience has been there a while and there was a math experience requirement for all the years that you were in. >> So, it was four years. It was the math experience was one more year. >>
086Yeah. It's a math experience. >> It's a disciplinary thing, >> right? I understand. I remember the math experience thing. I just thought for some reason it was a we had but it's three years of math and then one year of math experience experience >> and that competencies. Yeah. >> And the competencies could be an experience. So as long as you're meeting math competencies >> so it could be filled out by classification requirements for the incoming nth grade class. Um, English must be explicitly delineated half credit for writing. >> Can I just interrupt you? I think we already require a happier, right? That's we're already in good shape for many of these. Okay. >> Um, and explicit doesn't necessarily mean separate because remember we're talking about being able to integrate now. So, we may be able
087to have um a civics or an economics requirement and embed it into coursework that we have currently. Um we do have there's an increase uh for mathematics that we need to make sure that we are um showing a half credit in statistics or data analysis. That's an area where we may be able to blend it into current courses. US history is now being um separated out that you have to have a half credit of US history and a half credit of New Hampshire history. Doesn't mean that it couldn't be in the same year-long course. So that's all conversations that are still happening right now and we won't have those answers for you until we come in November. >> In the high school >> they still have it in middle school. >> That's when you saw
088yes that they need to have some it doesn't necessarily say New Hampshire history but you need to have US and um some other forms of history that >> you don't explicitly require middle school. No, >> logic and rhetoric um will be a course that we and most districts are looking at incorporating into standing courses that are already present. Civics half a credit, economics half a credit, history, government and constitution of US and New Hampshire. So that's separate from the New Hampshire and US history course. um that is now a one credit that is um will be a new area for us as well as many other districts because then you also need to have a world history, global studies or geography one credit and that's an increase from a half a credit currently. >> So
089that's like four credits of that's every year you have to have social studies. >> Yes. >> So that so like the history government and constitution of us that could weave in the um like the naturalization exam. I think that's they're still working at how that's going to all look and we'll have those answers for you in November. We just wanted you to see kind of what the framework was going to be. And then new is the financial literacy is now mandatory for everybody. Um so for an example, and I don't know that this is going to be um how it's done, but um some districts are looking at making the financial literacy a standalone um half credit course. It could be a senior year course um before students leave to go away for college or
090um career um or it could be embedded into math courses that you currently have. So um those will all be coming when the in November when um Jake comes to present to the board. Um open electives decreased from six credits to four credits. That we're not saying we're dropping our um elective credits. That's the state standard. And minimally, um, students have to have a minimum of three credits every year unless there's some, um, excluding exception on an IEP or an alternative, um, education plan. Now, this is going to be all the work that you guys have in front of you, and it's going to be massive. Um, all of the eyes are around instruction, and they will be coming to the board in November. We wanted to keep them kind of grouped together as one.
091That's why we're trying to clear some of the policies that we have on the agenda um so that we can make room and that policy doesn't become two hours at each of your meetings. Um but you'll see that there is uh quite a lot that is coming forward. And we've broken them in from the New Hampshire um schoolboard association. They've limit they've listed them in three different categories. immediate which are things that need to happen because almost all of this will need to be in the program of studies um and on the website. Some of it we already do even though we we are going to do a review. So for an example policy accessibility we already have website access. So that's some of it will be quick but some of it will have um
092like graduation requirements will be I'm sure a very um detailed and lengthy discussion. I think it's an exciting time. It's a lot all at once, but it's been wonderful to sit down and have some in-depth discussions and thinking around curriculum and instruction. And so for me, it's been very exciting. >> Does the you go back? Does the IHB we have a we had a lot of policy discussion about ELO's? Is this a independent policy from the one that we had to work on to address the >> Are you asking do we already have IHB? >> You already have many of these um and some of them you've you've just reviewed recently and so there may be no changes or because of the new law there may be changes that we have to consider again. We
093do have that policy and we do have policy on ELO's, but whether or not the >> I just didn't know if this was an additional >> No, I think it's the same policy probably. It's just we're going to have to review the language to make sure it meets the law. >> Your your presentation doesn't have them highlighted, but in the board book it does and it's really helpful to see which one. >> You actually will. You haven't we haven't put any of these in front of you yet. >> Yeah. No, I The ones that are highlighted it it does show. >> We can click on them and see. Yes, it's really helpful to see on here. I'm just saying it's not on the slides presentation. So, it helps to see that. >> Um, and then
094as we move to the next page, you'll see that a lot of them are highlighted in yellow. >> Um, and those are policies. They may not all have been in front of you, but they have been in front of one of the boards. Um, and they are coming to you if they haven't already. >> Highlighted, but not linked. >> Okay. Um and then moderate is homework, summer activities and supervision of students and um you are getting JLIA. Um we just recently looked at um to the elementary schools have already looked at and adopted that one. So >> that's just kind of a high level. It's a lot of work. Um I think it's exciting work. it can be a little bit overwhelming um when you think about the impacts and the work that has to
095be done and and Jake and his um teachers and administrators are going to um get the brunt of a lot of the change that has to happen. But I think if we embrace it as a time to stand back and have really rich discussions around teaching and learning and alternative ways of learning, it could be a very exciting time. And we have the time to kind of embrace it because this is for next year's nth grade. So I think that um when at at first glance um my first meeting I went to I called Gina. I said I drove home in tears because it was like my second week at work and I went to an assistant superintendence meeting and they were talking about how they were implementing or they're going to do this and
096I had no idea what they were talking about and I'm like I can't do this but we we've got it. We're good. Um, and so more to come. And if you have individual questions or if there's something that pops up as you're looking at um, and thinking through things, just email them to us and we'll make sure that we include them in the presentation in November. >> So go ahead. >> I just want to add one thing. So dot mentioned this, but I just want to be very um, explicit. Um, we I I asked the two of them to put this together because there's so much and I didn't want it to come out for the first time with the program of studies because the program of studies conversation is always such a big conversation
097anyway. Um, so there's so many changes that need to take place and the way we like to do things is um like slow and steady. We don't like to just like, you know, throw everything up in the air and start fresh. And so despite the fact that it won't look the way we typically see it, I've really pushed um Dot and Jake to focus on next year. And so the program of studies is not going to be able to very explicitly state everything for next year's freshman class. It doesn't need to. What needs to happen is they need to know the changes that are in place for them in nth grade. and we'll take appropriate amount of time to be very thoughtful about all the different um ways we're meeting those competencies so we can
098do it right and we're not just rushing to hit a deadline. >> So the program of studies will just lay out what the class of 2030 will have to look at in terms of their requirements. >> We're going to see our current requirements and we're going to see new for class of 2030 and beyond. But um >> it's going to get phased in. it's going to get phased in. So, we're not overhauling every course because our existing courses are still um required for our rising sophomores, juniors, and seniors. So, it's going to look a little different. And I'm just giving you that warning because um because it's new and different. >> It's going to be like a fade in instead of a flash the screen changes, >> right? But what we what we've noticed in
099the program of studies in the last few years is then there's been a real attempt to lay out for kids like a pathway like if you take algebra 1 then you can take algebra this and you can like and you just kind of know but the that the freshman class of 2030 isn't going to be able to plug themselves into that chart. they're gonna have to just kind of get >> something that the content of the courses in that >> right >> may evolve to start to incorporate especially where we've got the overlap. >> So I'm getting the sense that if we have questions we should kind of think about this and and bring them to you next month. Um so this was just kind of a a a good thing for us >> just
100to let you know that that it's coming. >> So because I think if we try to get into >> I'm not looking to get in detail. I just have a general question. >> Okay. General overview. Remember, this is an overview, so we're allowing overview questions. >> Yeah. >> My turn. >> Yeah. >> What what is considered digital literacy? >> Digital literacy is a lot around um how you can be a good digital citizenship, how to um know whether information that you're looking online is fake or not fake, um what resources are safe. expertise with specific software necessary >> and we already do that. I mean, we already we have that all over. >> I just wasn't sure what to >> No, I just was like >> we have a lot of we're in really good
101shape as far as a lot of um the the K8 requirements. The big change is going to be um at the high school level >> on the the competency and it sounds like from what you're describing competency is not how much having spent time in the seat of the class, it's it's demonstrating it. And you acknowledge that there's other ways of demonstrating competency will I'm going to liken this to what I've seen in some colleges with like AP credits. Some places will give you placement and some places will give you credit. If someone comes in with the ability to demonstrate competency, will that enable them to not necessarily have to take a specific class to get competency or will they have to do something to get an alternative credit? >> I think that's an area
102where we're all still wrestling with what the intent of the law means. So those are some of the conversations that are still happening. Um because that will that could wreak havoc on who does that and um what do you do if students have met the competencies? If they come in and pass all the tests, do they need to go to high school? Um and so there could be just because you can pass the the learning objectives, there could be other things within a course that are important. Yeah. Um and so they still need to participate in the course in order to um get some of the learning experiences. It's not just about passing a test. >> And that's specifically something that we are I mean not just us but everyone's seeking clarification on because sometimes
103it's explicitly stated that credits are required um as opposed to demonstrating competency. Those are two different things. you know, some schools that have really shifted to competency um based learning, you can pass the course and fail the competencies or pass the competencies and fail the course. And you know, and what does that think of something like for instance um world languages or something? If someone's a native speaker of some other language and they've got multilingual capability, do they just not have to >> Well, it's not it's not required. So, yeah, >> get credit. Right. But but then there's also, you know, world language courses incorporate all of >> culture, >> the culture and the history. And so, you know, just because you're a native speaker doesn't mean you have all of that. So, there's there's
104just a lot. >> Yeah. I'm just wondering if we're expect if and you answered that we don't know yet whether it's um getting graduation credits for it or whether it's just placing out of it if you will. And I was just curious. And I think as we grow with competency based learning, some of that will change. I think our first hurdle and our first intent is to make sure that we're meeting the intent of what the law is and and making sure our courses and our competencies of what we want students to know and be able to do are solid. And then it's kind of like an onion. There will be other layers that peel back, but right now we have to deal with the first layer. >> So just really quick question. You said
105you got like a packet. Did that come to the department the New Hampshire DOE? Is that the minimum standards? Yeah, we I just printed I can link it in >> No, it's okay. It just it came from the new >> No, there's no there's no packet. You just search for it. It's just the ED306es. >> And ED 306 is a >> printed. So, it's the law in the law. So, this is all coming from the law. Correct. So, the New Hampshire Department of Education hasn't taken the law and like laid out the competencies, the standards, and have we gotten state standards for social studies yet? >> No. >> So, we So, we don't have standards. We don't have competencies. And when they say that like they're going to give us, didn't it say somewhere where
106they're going to give us like competencies or we can choose our own? Have they done that yet? >> No. >> So, so you're like kind of flying blind to develop and to revise curriculum for competencies that you don't know what those are yet. >> Correct. >> So, yeah. So, we'll pick courses >> aren't really standards. >> Correct. And the standards aren't standards. >> Yeah. And so that's why, you know, why I said, let's take a deep breath. We're going to go low and slow, whatever we think is best because we really have very little guidance. Um, we have to make sure our competencies are rigorous just like theirs that don't exist. So we >> the benefit of that is that they can't say you're not meeting it. >> Correct. Correct. So far, unless they throw
107out competencies like in February and then Yeah. like after we've already So yeah, so that's why we're going low and slow. So, so the first goal is to kind of develop the courses and the structure for the program of studies and then it's to dig into the curriculum and make sure that the competencies within each course are meeting our own standards and hopefully those will meet the state standards because we've generally been more rigorous than the state anyway. >> Correct. And if you recall going back to the other presentation, you said, "Well, didn't we see the writing course two years ago?" You're right. Because we took a year to develop it, right? And then we implemented it. We don't just >> come up with something quickly and say, "This is going to be great." cell
108phone policy. >> Like a cell phone. >> Okay. So, um are there any other questions on that? >> Thank you so much. >> When they say a credit or a half credit, is that does that equate to a number of hours or are they still keeping it as a competency? >> Yeah. >> Okay. Thank you so much. >> And that actually is a good thing because that allows us to embed it into coursework that we might already be doing because we're meeting those competencies there. >> Thanks. so much. Thank you very much. >> Thanks so much, Scott. That was great. We look forward to November. The principles can join us back at the table if you want to come back. I know you're >> Ollie, are you going are you are you going away in
109November? Is that why you're looking forward to it? >> I might be trying to think about it. So, that's a good thing. >> No, actually, I love the program studies conversation and I think this is really interesting and um I'm excited to hear more about it. Um but I don't know if the goal number one which was that it was that you said and I understand that you presented that the maintain the flexibility for local control. I'm not necessarily feeling that right now. So um but that's okay you know we'll see. Um okay so third item on the agenda class size. Um Patrick you can start with yours. That would be great. and we'll talk a little bit about your class sizes and then we'll So those are underneath the principal report. >> Yep. Linked
110on the second page near the end. >> Got it. Thank you. >> Uh I have just broken them down by uh department. So our first tab, I think we're all looking at the same thing. Uh is broken down by math. Um, I included my requests that came in the spring and how many targeted sections we had and the average uh predicted class size. Again, that was shared out in the spring. And then on the right side of that uh spreadsheet, you'll see the actual class sizes by each section. So, we have six uh sections of math, seven, and the first one is 15. Second one's 9 10 13 10. And that's just how I've broken down my report. Um, math seven pre-alggebra, we have four sections. Those are the numbers. Math seven, we have algebra,
111we have one section. Math 8, there are six. Math 8 algebra, there are four. Geometry 8, there are two. Sorry, there were two. Uh, we did get a request a student had um done what they needed to do to to get into geometry 8. And then over the summer that same student um did withdraw from HBMS. So we broke it into two sections. Um and there is actually uh I think a total of 25. So I'm not sure why that says 10 and 17. Uh but there's 25 students total in geometry 8 this year. >> It's >> and there are two sections. >> What's up? >> It's in base nine probably. >> Oh, there's only And there's only one section now. >> There there are still two sections. Sorry. We kept the two sections. >>
112Okay. Um and then we gave uh Miss Clemens um one section of math seven algebra. Um again just because we were in the uh boat in the spring to have 26 and then when the student withdrew this summer we were still having our two separate courses but there should only be uh 10 and 15. I'm not sure why it says 17. >> So there's two sections. >> There are two sections this year. Yes. >> Okay. >> I apologize for No, it's okay. I I'm just clarifying. So, >> uh, and you'll see we actually only have two sections of IMP. Uh, with the work that Katherine Ransom is doing with her case managers and a new hire of a case manager that that has some math intervention experience, we have gone with two IMP sections. Um,
113just because again, our case managers are providing more math interventions there. >> So, does that So, we've got 17. >> It should be 15, Tom. I'm sorry. It should be >> Okay. I'm talking about inp. Oh, sure. Those are the requests that come in in the spring. >> Okay. So, when you say case managers are providing more math interventions, does that mean that there are more than six students that are getting this curriculum, but they're some of them are getting it outside of a class, or does it mean that the 17 dropped down to six? >> Uh, that number is on the high end. uh those were based on recommendations from sixth grade and looking at where students actually needed math interventions. There isn't a higher number than uh than six. So >> So six
114is what it actually >> imp determined was number of students needing that. >> Correct. >> Okay. Thank you. >> Yep. >> Uh just going through quickly. English is pretty prescribed. Most students do take English. Um there is some pull out with uh our specialized reading and our specialized writing as you'll see as you get to the bottom. Um but grade seven English, 172 students in seventh grade English. And that's how classes are broken down. Uh between our two seventh grade English teachers, uh reading seven, uh there were 49 requests. We broke those into three courses. Grade eight, eighth grade has 190 students. That's our eight total sections between our two eighth grade English teachers. Uh reading eight, two sections. Read 180. There was only one section. Um again I think uh our case managers are
115providing um some reading instruction and reading interventions uh specialized reading and specialized writing. >> Which is the which is the one that's an alternative to >> reading >> to taking but which reading >> both the reading eighth grading reading and the seventh grade reading. >> Yes. Reading seven and reading eight are in place of world language. >> Oh okay. >> And that specialized writing is the course that Lauren spoke to. Um that's the second year that we're running it at the middle school. >> So do we have a seventh grade reading teacher and an eighth grade reading teacher or do we have one? >> We have three we have reading specialists. We have one uh teacher that does reading seven and reading eight. >> Okay. >> And our other reading specialists do >> it. I
116think >> it's always been my kids. He does not one. >> Oh no. There used to be two. used to be Mr. G and Miss Coo taught it. >> Yeah, that shifted a while ago. >> Yeah, >> when Mr. Thompson was there. >> Okay. Okay. Just asking >> something else to blame him. >> I'm so old. >> Any chance we get >> based on? Yeah. Yeah. Okay. Just I'm old. >> There's anybody who can take it. I think it's Mr. Dobson. >> Uh moving on to science. Again, that's very prescribed. We don't have any alternate offerings there. So, uh, all students take science at both seventh and eighth grade. There's the breakdown of our numbers. >> Is there a state maximum for science at the middle school? >> Our policy is 24. >> No, but
117there's 24. >> It's 24. >> Technically though, the size of some of our classrooms wouldn't allow for us to have 24, but >> square footage. >> We get creative. >> What's that? >> We get creative. >> We do get creative, but for labs, we need more square footage. >> Yes. Uh, social studies the same thing as science. >> No, it's not >> in terms of how we uh are breaking down our sections. Tom, thank you for being a math guy and being on top of my words here. >> Uh, and then our computer ed and technology ed breakdowns. Off to the right, you'll see the quarter 1 and quarter 2 notes. That's just showing that uh in seventh grade, they take technology and computer ed. Uh so if you take teched quarter one then you'll
118take computer ed quarter two and then as you scroll down you'll see the numbers for eighth grade uh technology ed and computer ed which they take in quarter three and quarter 4. >> Is that because the same staff members teaching seventh and eth >> correct? Yes. Just the way that we rotate so that each student uh follow the exploratory model in the middle school. So each stu every student can access those uh electives I guess. What's the complimentary set of courses for the when they're not in when they're not taking the computer and uh technology >> only do music, art? What are the specials? Those >> uh those are two tabs away. Visual and performing arts. Those are art and music. Sorry, art and uh health. >> So those are the complimentary parts of the
119year. >> Yes. Uh the next one is PE which again is like the way that we target our sections is the same way as science and social studies. Visual and performing arts. We have our art breakdown uh our music breakdown, our band and our chorus. You will see that we're starting to get uh numbers increased hopefully in band a little bit more than we've seen in previous years. and with chorus as well. Um both Miss Nalt and Miss Costa do a really great job in their programs and I think we're seeing an increase in those numbers uh over the last few years which has been great. Um and off to the right you can see a highlight that we had five sections targeted for general music 7 but we made six sections. Then same thing
120for uh general music 8. We targeted five but we actually did four sections. And that is uh to balance our teacher uh schedules and making sure that we're not overloading them and following their CBA. Uh world language is the breakdown uh for each grade. French 7, French 8, Spanish 7, Spanish 8. We have two Spanish teachers. That's why we're able to accommodate more requests for Spanish than in French. And I believe that's all I have. >> Great. >> The requests from the spring are at the last tab. open to questions. >> Any questions? I think we asked as we went along. Are there any additional questions? I mean, you've said it every year. I mean, you you have it's a team. We we have a team >> teacher teaching approach. So, not as much flexibility
121in how to make these class sizes change in any way. So, >> are there any other questions? >> Thank you, Patrick. >> Of course. >> Thank you, Patrick. Moving on to the high school. Um, >> and just for your information, Jake, this is part of policy that we do this every year. So, >> and my favorite thing about being a new principal in a building or district is presenting data that I had zero control over the decision- making. So, this is my favorite. Um, I heard good feedback about how Tim set it up last year, so I wanted to keep it in the same format that you guys were used to last year. Um, if I were to make one change on this chart, the fourth column, the targeted target sections offered, I'd put that
122right next to the requests. So, I would just move that so we knew how many requests, how many we're going to target, and then what it kind of turned out to be. Um but um I'm not exactly sure how you guys want me to walk through this or if you have had a chance to look and you just want to ask questions. I'm happy to kind of >> So since it wasn't you that made these decisions, it's pretty tricky, but usually we just get sort of like um highlights like let's take a look at some classes that yeah >> were a struggle to like there were decisions that were made and there were conversations when those decisions were made and what were those problems and how did we get them solved? A couple things that
123I that I'll say, you know, having principal experience before when you're setting the final master schedule, you make those decisions of what you're going to run and what you're not going to run. So, um I imagine a lot of those conversations happened. One thing that wasn't on Tim's list that I included on this were you'll see classes that have strikethroughs. So, those were courses that there were some requests, but we ended up not they were end up not run at the high school uh this year. So, you know, Project Lead the Way did electronics, there was five requests. we did not run that this year. Um so as you scroll down through English, there was a bunch of um elective courses that there were some requests for but not enough for us to run or
124we had to um value other required classes in order to make those happen. So um that's something that I that I wanted to kind of point out as we go through here. Um for the most part um the target sections offered is what we wound up with. However, there are some instances where um we either took away a section or we added a section. In our accelerated English 10, we were looking at five sections. We actually ended up only running four this year. Um and then there's some examples where um you know there was a target sections offered was one. It's two because it's a lower level course. We wanted to break those up so we could get that more individualized instruction with the students. Personal finance is considered an English class. >> It is
125not. It falls in the program of studies under uh math, but where it was on this chart and kind of how it was in there, that's where it was under nothing to do with who's teaching it. >> Um, who teaching? >> Is it an English teacher teaching it? >> Messiah is teaching it. >> Who? Right. >> I taught it last year. Sorry. Is it is it Chaz? >> Chaz teaching it this year. Um, so our band teachers teaching it, >> huh? >> It gets moved around a little bit. >> We've had socialized teachers teach it in the past. Miss I taught it last year. Do you anticipate with the new state requirement that there is going to be uh content if not a curriculum prescribed that will content that we choose if not a a
126curriculum prescribed that will uh align it clearly with a certain discipline. I mean I'm I'm used to finance being either in the same um area as econ economics is that social studies. >> Yeah. So um it is not coded as an English class or um a a band class. Um so when we report that to the state, those are courses where um it shows up as um an anomaly and we get a rejection and we acknowledge that nope, that teacher doesn't have a certification in the in the um area in which we are coding that class for for credit. Um but also within the state of New Hampshire, you can teach up to 50% outside of your certification area. So So it's okay if we do that. allowed to um but you know the way
127the course is right now u it we can be flexible with who teaches it um same thing with foods if you recall you know Mr. own taught food before. >> I didn't know that. >> Yeah. Um and and Chaz taught food. So So it's one of those courses if we we have so many students that want to take it >> and so we can move extra sections around. I envision a a revised course for financial literacy that um that probably varies a lot from what we're currently offering. um modernizes it a little bit and um is a little bit more clearly aligned but not necessarily in one area not necessarily just in math or you know more in line with economics or social studies but I'm not going you know I'm going to wait and
128see what um what we come up with and and what people you know feel strongly about and passionately about so we we develop a good course Great. >> Are there any other questions or any other things that you need to talk about? Jake, I'm sorry. Did we interrupt you? >> Uh, no. I I will say there are a couple of typos on this. I tried to fix them, but like so for example, algebra 1A, we do not have a section of 2009 students. That was a a typo on my part there. Um, so again, uh, I I'm happy to clean this up and and send it back to the board with with the updated, but as I was going through it today before the meeting, I did notice that I had a couple typos on
129here. So, I'm happy to clean that up and get you guys an updated version of this. >> Were there any any um, classes or are there any classes that you feel are currently over um, enrolled? So, you're getting the the feedback that classes are just unmanageably large or some sections are unmanageably large. >> I think we have some sections that are larger than others. I don't think we have anything that's unmanageably large. Um, you know, I think the school district has done a really good job um, keeping class sizes at a very manageable level where teachers are really able to work with students and students are allowed to get that personalized time from from teachers they can. Um, but I I I don't look at any of this, you know, except for the class with
1302009 kids that obviously I don't know where we're keeping it. Um, but no, I I don't think anything is overenrolled. I think we do a really nice job of of creating some really goodsized learning experiences for kids. the um in the science where you you've got uh is it the general general science and earth science is that that's a requirement that we have to offer that right >> so and that's actually so there's 11 students in that it's interesting because there's two ways that you can get class enrollments on power school one is running a report on enrollment through um sorted by courses and that's what I did for this thank you Patrick for walking me through that and that throws out a number of four for that class but there's Actually, if you check
131this teacher's roster, there's 11 students in that class. So, it's one of those weird power school anomalies where as I was double-checking my numbers before there, there are some numbers, and that's why I said there's a couple typos and some things that need to update. But, um, it's one of our lower level science classes. Um, but it's not uh it's not the same as like our our fundamental algebra one course, so to speak. But is that >> I remember just talking about there was a certain type of science that was the state I thought was going to require that we didn't we weren't originally addressing and we had to create a course for it. >> No. So this class is so the bulk of your ninth graders take physical science with earth science and maybe
132we'll see a shift away from earth. Who knows? Um, and for some students who have met the requirements, an A in algebra in eighth grade and an A in math in eighth grade, um, they could be eligible to take accelerated biology as nth graders. Um, and then those students who, um, have who struggle and need additional support um, and it's a handful of students would take general science in ninth grade. Sometimes those students will take them in 10th grade. We >> But wasn't there an issue with the accelerated kids were essentially skipping a a chunk that the state >> So they're not really So they're skipping physical science but physical science they had in eighth grade and >> okay >> and they would have chemistry as 10th grade. >> Do they have they have phys
133would physics fulfill that as well? >> So it's not that they um didn't meet a requirement. The requirement is around lab based sciences a life science and physical science. So >> okay >> so there wasn't it was just that the in 11th grade they were being assessed on physical earth space and life and we hadn't done earth space in many years. So we um after I left the science department we made some adjustments and wo in some earth science into physical science. Now the assessment is going to shift back to really just physical science and the earth science is being pulled. Is that one of those areas where our students sometimes suffer in the in the traditional state assessments because of the the gap between when they've had exposure and when they're being tested on
134it. >> So, um my feedback is that you could certainly change it around. I know I'm the person at policy who said that the way Tim um presented this to us was different a little bit than what Rick who was before him um in that he presented to us requests target and then like what actually happened. So it was like kind of like a budget like this was the plan and this is the actuals and that was um that was very helpful to us um for years because we get a lot of so you'll get to experience our um March meeting and and folks will get up and they'll talk about it and and our class sizes some of them look very small. >> Is that what March Madness means? >> Yes. Yes. Yes. Um
135yes actually it is. Um that's what we refer to it as. And so there's some classes that are very small. Some of those are because they are um for students who have IEPs. Some of them are because we have always focused on making sure that our students have choices. Um that's sort of the philosophy of the the education of the school district. It's also the philosophy of many of our families and parents and whatever. So there's there's reasons for it. Um but it's important for folks to understand that the planning goes on in May and then things kind of shake out in October or and especially by October and you know you can have a class that even in September September one 20 kids walk into it and they decide I'd rather have senior options
136first period and I'll drop my first period class. So like that happens too. So it's just important to see the progression but you can change the chart how you want. It's just that progression that I think I'm speaking on behalf of me, but I think many members of the board have expressed that that's helpful. >> The other the other thing that's helpful is to get a copy of it in spreadsheet format so we can sort. >> Oh, did I not attach it in regular? >> It came as a >> I thought I sent it to Emmy in both. I may not have. >> It came to us as a PDF. That may have been something to let Emmy know. >> Yeah. So, yeah, that that's helpful because we'll sort and whatever. But yeah, you can
137change it how she how you want, whatever makes you comfortable. But though that's the story that it we'd like it that I like for it to tell. That's me. >> When I edit it, I'll send it in spreadsheet format for you. >> That's okay. I mean, a lot of it is is, you know, we this has evolved a lot over the last five plus years. And I think that a lot of the things that were driving these desires for different formats were all of a sudden we were realizing there was information there we we hadn't really digested before. Um I think that the administration building administrators in particular are are doing a great job at respecting the input of the boards over the past years because we're not seeing a lot of the outliers. It
138used to be that there was some stuff in there that just wasn't getting addressed. Um, we'd have multiple classes that had extremely low content, I low enrollment, and we also had some that had really high and uh that was creep drawing a lot of attention. So, there was a desire to really hone in on where are these outliers? They're not there. Number one. Number two is we've been educated as a board better to understand there are certain classes that show up in the charts as being very low enrollment but that's just the way the data is presented. It's not the same thing. So I I think that uh whatever supports your story best allows you to communicate your goals and your impressions is probably ideal for us. >> Thank you. And it's certainly helpful to
139have us to It's really helpful to see that there were choices made where classes were eliminated. I mean, that was very helpful to cross off the classes that were offered, you know, the kids could choose and and that kind of thing because as much as >> see that than just not have them on the chart. >> Yeah, I think that's great. So, um, any other questions or comments for Jake? All right, moving on. Thank you, Jake. >> Thanks. >> Um, uh, we still have boo. When would the principles do they need to be here for the rest or what do you think? >> I'll stick around for the booster. >> Okay. >> Conversation. >> I know it's going to hang for the stipen committee update unless somebody's got that. >> I can do it. >>
140Do you want to swap them and just do those two now? >> Yeah. Why don't we do the st Why don't we do the stipen committee update now and then why don't we move right to number 10 if that's okay to adjust the agenda and then um >> you can do it if you're going to stay for it. >> You can do it. >> Well, no. I don't want to steal your thunder. I just was going to I wanted to be here just in case because I know the middle I kind of put in a little bit of a request. >> Yeah. >> For us to consider the middle school stipens. >> Just happy to speak to that if I need to. >> Just pull up what he actually put for sure. But >> no
141mention of middle school and then >> I now because we're the the main thing that the stipen committee is looking at right now for the next um meeting which we're having two weeks from now. Um, we were trying to make it kind of like a recipe where if you had 20 hours worth of time, you're going to be tier one. So, we're trying to kind of clean up the tiers um to make sure that everybody gives the same gets the same hours and a tier. Um and the other thing that we've talked about which we're still conversation is the middle school and that delay in two years before anybody gets paid. Um whether we >> I mean a new club. >> Yeah. I mean, you could put it. The conversation has been, we haven't made
142any recommendation, but the conversation has been, can we have a line item with, you know, 500 or $1,000 in it in the budget, and at the end of the year, if it's successful, can we, you know, retro that because it's really not fair to ask somebody to give up hundreds of hours for a year and not get anything for it. But we understand that you need some justification to see whether the students follow. You know, just because somebody has an interest in September, are they going to stay with it until May? Kind of is the conversation. >> Somebody being the student or the staff member, >> both. I mean, you know, the staff members have an interest in some stuff and the students are interested in it, but how long does that last? So, I
143think that's why it's been in that situation where they wanted the delay, but as we kind of pound through this, we think it's unfair that somebody's going to give two to three years before they get anything for it. And to put a line item in whether it may not get used, but to put something in the budget where we could go back and retro somebody because we have right now we have somebody who's done three years. Was that the the Dungeons and Dragons one? >> Three years? >> Yes. 26? >> Yeah. I mean, he's been >> And he hasn't been paid. >> No. >> He he doesn't get a stipen for it. So, those are the I mean, those are just food for thought. >> So, that's why you wanted to talk. So, that's what
144you wanted to mention. I'm uh so the Dungeon and Dragon is the high school piece, but um I part of my concern is that you know right now we have a group of students that are interested in starting a club and we have some teachers that are also interested in getting it going but >> year one they wouldn't you know receive a stipen just by the model that we have and that's somewhat deflating for staff that you know if they want to get this up and running and keep this going um get students excited it does take some energy and planning to get that going. Uh, and then for seventh graders that come in and want to start this club, if if they don't get that to happen in seventh grade, they miss out on
145that opportunity and then they might even not get it in eighth grade. So, I I do think it's, you know, worth exploring and a discussion. I'm not saying it's the answer to, you know, our stipen conversations, but uh at least a consideration and we had talked maybe even having like three stipens um kind of held in that that uh that line >> so that >> like pilot pilot program stipens, >> correct? Nothing major. It would be like probably tier one. Um and then to Cindy's point that we would have to, you know, collect some data on how many students are attending, how often they're attending. Um and again that that first year would always be tier one but at least it's showing um you know >> and that pilot program stipen wouldn't be paid out
146until >> the end of the year instead of the way regular the normal proof of conce basically that that it actually held and but the other thing that Patrick brought up is they've only got two years right >> and if we if they're interested in something at seventh grade and we lose that cohort then they don't have anything at ninth grade, then you know we've kind of let we've kind of failed them because they have an interest. They want to do something after school. They want the social, you know, part of it, but maybe they aren't interested in a sport. So, >> um the two-year wait to get paid something doesn't seem like it's really >> So, you guys are going to grapple with that a little bit and come to us with a recommendation.
147I mean, our recommendation probably more like we've kind of talked about, we just haven't written a we have one meeting in October and then I think Brian was planning on, you know, putting in a recommendation of some sort just maybe so that it gets in this year's budget. it. Um, and again, it's not something that we have to use, but it's available and it's not hidden somewhere and we don't have to try to find money somewhere else, which we have done in the past, like in, you know, in the summer, we've had people that we said maybe we should have paid them because they had that cohort of students all year. Do you do you think it's likely that at the outset there would be enough definition of the structure to allow for it to
148be formalized and categorized? I mean, because one of the things that I I know that I've heard in the past is the the incentive to do it as a club is there's no pressure to have a certain meeting schedule or that there's any minimum attendance. >> So, that's all stuff that I think >> we're working on through the survey. We're trying to create an algorithm for each tier. So, like tier one will be x amount of students x amount of hours and then each tier would be increased based on numbers, based on hour demands. Um, so then each club would fit into those tiers. We already have the tier tiers for our >> I'm just wondering if it would be a stifling effect if people >> Well, you're not you're not looking to eliminate the
149clubs just to have an alternate path if something is >> so if a seventh grader comes in like a >> we have a few that have expressed interest in a cooking club. Um we have other ways of supporting that cooking the students that want to cook because it's not a huge group but you know if they go around and ask students or teachers and I ask teachers and you some of them do ask will I get a stipen well year one is volunteer and if it keeps going year two then you know then you would uh sorry it would be year three uh that you would eventually get a stipen for. So what you're if I understand what you're thinking about is that someone says, "Yeah, I want to do it. Let's try it. Let's
150see what happens." If at the end of the year it had actually gelled, we could go back and say, "Look, this is what it was. Let's recognize it and and compensate. Is that the thought process?" >> Correct. I still think it being the first year being on tier one because I I mean maybe that is a possibility we could explore, but I think for budgetary purposes um and not overloading that line, we we wouldn't want to, you know, offer something that that the first year club could be a tier four club. >> We wouldn't want to do that. We want to keep it on tier one. So, I think that sounds like you guys have some work to do on it and you'll bring it back to us next month. And >> we're going to
151do another survey because the original survey we had a lot of comments. So, we're going to try to narrow that down to so we get rid of the >> data some get get real data and not all the comments for the second survey so that we can get a little bit better idea of where we want to put the tears. >> I'll just go on record saying that >> the idea sounds sounds reasonable and I would rather anticipate the possibility of great success >> and be positioned to um recognize and reward it >> than to put an artificial limit on it. >> Um because we're not you're not talking about budget busting money. And what you don't want is for someone to feel constrained to try and keep it small because we're we're starting out
152as tier one organization. >> I think if you got something with great momentum, >> pour gas on the fire. >> I agree. And it's so important. I mean, it's important in high school as well, but I know that in our middle school, our kids come from two different communities. They're trying to get together. Not everyone plays a sport. Not everybody wants to do a sport and they're looking for opportunities to be social and I think you know I think it's so to be social to connect to have interests and so yeah I think anything we can do to encourage that within reason anything we can do and it sounds reasonable to me so that's my feedback so you guys can go back. >> All right cool >> thank you. >> Anybody else have any feedback
153on that. >> Okay. All right. So you guys are welcome to Patrick you're welcome to stay. >> Thank you. >> You're welcome to leave whatever you want to do. Um, and Jake, you said you were staying. So, we're going to move to the um to number four. And it is again, I didn't know if you wanted to hit the booster for for >> Yeah. Actually, Jake, you are you saying for boosters? Yeah. Yeah. So, let's do that. And then, Linda, I feel bad though because that means that you're going to be waiting. >> Don't feel bad here. >> Okay. Okay. So, we're going to do You're welcome. We're going to do seven next, which is the Hollis Brookline Athletic Booster Club donation. Um, if you need to look look in your board report, it would
154be the information. Um, Brian did a good job kind of answering our questions under his athletic board report on page two or three of his report is the last page of his report. So, um, are you going over this for us, Jake? Well, I just, you know, I wanted to hit on, you know, the the information Brian attached at the bottom, I think covered all the questions that you had and that's outlined clearly that whoever owns the trailer is going to be responsible for all those things. And I think that the letter that the booster club um put forth was, hey, here was our idea behind it. You know, we want to continue working with you guys. So, again, after talking with Brian and stuff, um they're I think both sides are happy with whatever
155decision the board makes. Um, so I think that, you know, it's good to have all the information and just to kind of see where you guys fall with it. >> Do you see I get the sense from the from the letter from the booster club that they are only willing to go one way, which is that the school owns it. >> no. >> Well, if you read the statement, >> um, open it up, it says, where is it? The last paragraph, it's a charitable organization. And the booster club's mission is not to own assets, but to raise funds and provide the resources to strengthen athletics. To me, that's saying, "We don't want to own the trailer. We'll give it to you, but we don't want to own it." >> So, the athletic director had conversations
156with um who's your club president and they're more than happy with whatever way. I think the intent was to um follow our our procedures and you know what we typically do. They raise money and then they um let's say make a purchase and then we accept that donation. So I think it was all in good >> intent. >> Oh, I I don't doubt that. >> Yeah. And and I and to be honest, if um we choose not to accept it, it's one less thing for our athletic director to worry about and the booster club can maintain it. I mean, the conversations that go back a couple years um were all about how do we get a concession stand up there and that was just not part of our immediate capital improvement needs or desires because
157um you know it's just so expensive. But they still had a need to create an opportunity to sell concessions and raise money. And so this was um a conversation um that was had with a former superintendent who supported the idea and um so they move forward with it. Uh and the intent was when not if but when we move forward with a concession stand up by the turf field they would sell this. So that's also another reason why it makes sense for them to maintain it so that it's just a single transfer when they're >> when we move forward. I I think I was the probably the loudest noise maker last month and especially seeing what's outlined here. The uh health and safety regulations, the registration, um those two things alone, I continue to prefer
158that it not be a a school item. Two reasons. One is the the the time necessary, but the other is these become unbudgeted expenses that often are trigger items in discussions. um the logistics if if it is possible and reasonable to have this benefit. I I agree that this is a good thing and a nice thing, but if the booster club is willing to maintain ownership of it and take care of these elements, that would by far be my preference. >> Anyone else want to weigh in? >> It would be mine, too. I just like anytime I mean it's an incredible offer but just it's it's a lot to maintain and who's going to do it and the funds and and just it's still it would if we accept that and we're maintaining it it's
159still being used by non employees and parents and you know the food's supposed to be removed but maybe I forgot to remove like there's just so many variables so I think it's an incredible offer and gift but I I just think that it's opening us up to a lot of question like it's there's a lot and the health and safety is the big one for me too as well. But um but I think if it was only being used by our coaches or only be like some kind of other type of gift that it's a little different because our coaches go through training and they're employed and but this is used by parents and I've been I'm a sport parent like I'm not but I'm just I just do what I'm told to do out
160there. I don't know this is the checklist that's been provided. So I just think we're it's it's a lot and it's a it's a lot to put on the district too for somebody to maintain like Brian. But but that's my bigger issue is so many people be using it and don't understand these rules. So, >> anybody else? >> We're going to have some of the same questions when we have a permanent um food stand up there or even when we have temporary food stands up there. >> Yep. >> So, these questions should be coming up at any point >> if we have >> up there. >> If we have >> Yeah. I mean, honestly, it's a good question about whether or not we want a snack a snack shack or a a concession stand. Other
161districts have them um and parents have, >> right? I mean, >> right. We already have two, right? With the two. >> That's true. And one in the building. Yeah. >> I would say though, too, it's a little different though, too, cuz this being a trailer, it can be moved around everywhere. So, this opens up how many more people. So, if we did have a permanent concession stand, I agree the same questions like we still need a permit. We still need certain things, but we're, you know, it's going to be more limited. It can be posted a little bit better. Like, there's more space potentially. Like, this is really like this is going to be used by a lot of people. >> Are we overthinking this thing? Is the school pulling permits for the other concession
162stands right now? Health and safety permits. >> I doubt it. >> Tell you, I um organized the baseball concession stand and I did not. >> I mean, it's >> I mean, are but are we overthinking this? >> I don't think so. >> This this is a a gift. And in their last sentence, they say um that they, you know, in their offer continued support in caring for and maintaining the concession trailer. I understand that to be that if they gave it as a gift, they would still be part of that gift would be continuing to maintain it. That's that's how I'm reading this. I could be reading it wrong. Am I the only one? >> No, I think that's what they're saying. I mean, I've been very active in the booster club for many years.
163Sydney was active for years. I mean, we've been members of it because it's separate from the schools. I mean, this is definitely a group that are going to ensure that it's used appropriately, that they are they are, you know, um going to make sure that rules are followed. I mean, they're not going to like let it go nuts. Like, it's not like that at all. I share Tom's concerns and my big concern is we have such a great partnership with them and they do so much for us. I don't want them to be I don't want to hurt anyone's feelings. Like I really don't. That's si sounds silly, but that's part of what I'm thinking about. Like um I think we can certainly own this and and be fine with it, but I also think
164it's probably safer. And the one thing I think about is they're using it to raise funds for their organization. So, and that is those funds help our kids, but we don't control those funds. those funds are controlled by the booster club. So that's where it starts to get to me like well if they're going to be raising funds for this then um with this trailer and it isn't permanent, it's temporary. I feel like it's fine for them to own it and maintain it and manage it and um work with Brian to make sure it's used fairly and appropriately. But I mean I could probably go either way. >> I'll have to say that this concern I have is that it does move. So you know went to old home days. That's what I don't love.
165Who's moving it? We're not. >> Um and it when it's being set up, is it set up in a stable way? And I mean, >> this already exists. >> It exists. It's up by the field. >> Oh, yeah. >> It's already ready. It's they're using it. >> And who's been dealing with? >> So why does anything have to change? >> It doesn't. I think they wanted to donate it to us as a as an act of generosity. I mean, this group donated a lot of money to the turf field. They've donated like they are they are a generous group. their goal is to support our athletic teams and our ath athletes and our kids. And um I think they thought we have this, we should donate it to the school. Um I don't think they
166were trying to avoid any I'm totally assuming here any responsibility or anything like that. I think they were just like here this is for you. But um they ran into our board. So um >> no I think I don't think I don't think if we make a motion it'll pass. So, I think we need to um let them, you know, I'm I'm gonna not pull. >> I think we have to make a motion to accept it and then vote on that. >> Brought to us as a motion as a >> Well, technically, we'd have to um >> Take it off the table. So, if it's not taken off the table, >> yes, we should probably take it off the table is my >> I mean, we could just let it sit there indefinitely. It can
167die on the table. >> Yeah. I'm not sure that's really respectful either. You want to take an actual vote, not to provide an answer and just let it fall on death ears. I think it's more appropriate that we've heard it, we've considered it, and we've answered you. >> Okay. So, we're going to take a vote on it then. >> Well, we have to vote to take it off the table first >> or take a make it take up the question. I'll make a motion to take the donation of the concession stand off the table. >> Second. >> So, we're taking it off the table and we're taking it up, >> right? >> And then you have to make a motion to either accept it or not accept it. >> Okay. >> Or make a motion.
168>> So, Cindy's made the motion to take from the table the Hollisburg Athletic Booster Club donation of a concession trailer. >> Second. >> Beth seconded. All right. All in favor of taking it from the table. So that's um 6. And then I need a motion to accept with gratitude the Hollis Brookline Well, I'm just going to make a motion to accept the Hollis Brookline athletic booster club donation of concession trailer and associated implements having an approximate value of $26,000. >> Second. >> Who who I thought you moved it. I thought you said I'm moving it. Sorry. I thought >> I guess I moved it. Sure. I think I'm allowed to do that. >> I think you said that. Sorry. >> Sorry. Um, okay. Any more discussion on this? >> Yeah, I won't be um supporting
169this because I think it's there's a little too much unanswered questions. Um, and I'm concerned that, you know, they'll be we continue to operate it and getting funds from it and an asset that we would own. I don't like that. >> Okay. >> Um, but it's a very nice gesture and it's well appreciated. It's just complicated. I I also think that the the way that it's structured right now without us owning it actually serves its purposes better than if if we don't own it because then that might place restrictions on its use that would be contrary to the value of it. >> Yeah, agreed. >> Anyone else have a comment? Yeah, I just want to say that I fully understand why the vote is going to go the way it's going to go, but just
170in a show of good faith and support of the booster club, I might not vote that way. >> Yeah, I think I might vote with you. >> I I agree with you, Kate. I mean, it's it's such a generous thing and we've accepted things from the booster club for the last 25 years that I've been in the district and I'm not going to not appreciate it. >> All right. So, it's gonna be interesting. >> I know. >> I don't I don't want a vote in opposition to be automatically construed as a lack of appreciation of the gesture and the value of it. >> Yeah. No, I agree. >> It's particularly one of of the mechanics of ownership and where ownership would be most productive and beneficial to the community. And I think that the ownership
171resting outside the district is most beneficial to both the community and the district. >> And I think you have totally valid and I think there's totally valid. >> I'm just concerned if we're going to get a three- three vote that's an approval. >> Well, no. No. A three- three vote is the opposite. >> Are you sure? >> Yeah. It has to be it has to be it has to be majority to get an affirmative. >> Yeah, I'm pretty sure. >> That's what what I was just going through. >> Yeah. >> The three trainings I've gone through. >> Yeah. I think we look a majority. >> I think one thing too is if we own it, I mean the booster club changes constantly. >> Constantly. So I think if we have control, we have more to
172say about it than if it, you know, we have no idea who's going to be the booster club president next year or the year after that. And I think that has a weight on me that that means that anybody could be in charge of it and we have nothing we we don't know what's going on. At least if we have a hand in it, we know what's going on. We can get feedback. >> Yeah. So that actually >> that actually concerns me more because >> we need them to promise to do what they're going to do with it. And so that is more of a concern for me that like the group that's doing it now is very interested and very into doing it. >> If we if we take the donation >> and then
173they fall off then it's going to become 100% on us and then then so that actually convinces it's not going to be a three vote. So, I'm going to vote no as well. Yeah. So, um, anybody else? Okay. All those in favor? >> Oh, sorry. >> Two, all those opposed. Two, four. Motion doesn't carry, but we are very appreciative of all the efforts of the booster club. I do want everyone at the booster club to know that. Two, four. Okay, moving on. Uh, and Jake, have a good night. Enjoy. Take some candy for the road. Great. Thank you. Okay. Um, year end revenue and expense update. That would be our friend Linda. >> Okay. >> Have to find it now. >> So, our annual financial audit happened over the summer and we got our result
174the reports back uh last month and so this report you're seeing is reflecting those results from the audit. Our expenses ended up being $1,88,940 below budget, but we've been projecting all year a significant budget surplus. So, this was no surprise. And I just wanted to summarize since it's the year- end report, a few of the um a few areas. One is teacher lane changes. This occurs when teachers move to a higher level of education on the salary table with a corresponding higher salary. We saved over $50,000 because of fewer teachers making these changes. And I just wanted to point out like right now we're budgeting for a year from now on teacher lane changes. So the teachers will tell me I'm expecting to go from bachelor's to masters and then during the year it may
175or may not happen. So we we budget what we what they give us. Um we saved $170,000 in special education contracted and out of district services like Lauren alluded to earlier. And we did not use the 125,000 contingency fund which was in our budget. And finally, we saved money, which we've been saying all year, from hiring staff at lower salaries than the staff who leave and vacancies throughout the year, which also results in corresponding employer paid benefits for taxes and retirement. So on the revenue side, we ended the year with a surplus also in revenue bringing $486,288 more than budget and about half of that came from grants. Combining the expense savings and revenue surplus, the projected unassigned fund balance at the end of the year, $1,150,227 before funding the retained fund balance, which is
176next up on the discussion, >> right? >> The memo from our business administrator. >> Great. So are there any questions on the um end ofear report and explanation before we move to number six? >> The 1 million1 50227 is is a solid number and any the further discussion could deplete that number. >> Yes, the retained fund balance would lower that number. >> Thank you. >> Correct. Are there any other >> And just to remind you, uh, in the May meeting, you authorized the, um, expenditure of some of this money for, um, uh, ADA changes to the middle school as well as, um, starting the middle school roof. And so this number 1, million 15227 includes already encumbering those funds for those items. Well, obviously the middle school's already done. So, >> okay. So, moving on
177to the business office memo number six, retain fund balance memo. >> Gina, are you do you want me to read that or >> I will leave it that? I'll leave it with you. As you can see, um the report that Linda just went through showed that we have um an unassigned fund balance of 1,150 227 and the business administrator's recommendation is to approve a retained fund balance of 500,000 for FY26, which is approximately 2% of the net assessment. Um and then he also identified um different amounts. Last year, if you recall, we had a conversation um if the middle school boiler were to fail mid year. Andy's recommen recommendation was um to have a retained fund balance of um higher than this number, but you guys didn't like it and you wanted to have something
178solid, so we switched it to a closest percentage as possible and we went with the 2%. But he identified various numbers if you don't like his recommendation of the 500,000. um you know, if you wanted, well, what would 1% be, etc. The 2% um gives us some flexibility if something were to occur, if you know, the high school elevator were to break sooner. We've been we've been saving over time, but if it were to go, right now, our maintenance trust does not have enough to to um repair it. So, uh so it gives us the ability to have a a pool of money if there was some emergency. And you know, year over year, we not used it. So we are sort of true to to what we say that we only use it in
179emergency. >> So now please remind me does this lapse? >> So we're not we're not accumulating from prior years. >> Yeah. >> But the recommendation is based on more on availability than on identified need at this time. >> Correct. Yeah. So, it's more of that emergency um that is not in the budget. Uh certainly, we always look to utilizing budgeted funds first, but if the stars are aligned in the wrong direction and um we are maxing out all of our lines, there's no place to go and sometimes there are things we we simply just have to move forward with, such as an elevator of the high school. Um if we need to utilize the funds, we have a public hearing. You know, we we get your permission. It's a it's um a noticed conversation so
180other people can participate in that conversation. Um and then if we don't use it, which we haven't been, it falls to the lapses and it becomes part of the balance for the next year. >> And for reference purposes, we had been using 340,000 previously. So this is 500,000 is a little increase from that, >> but it's still at the 2% level. >> Correct. Um, >> what when was the last time we needed to use these funds? >> Um, I believe the last time we used this these funds were prior to my position here, but I want to say it was when I was on the board. So, between 2013 and 2016 when the elevator at the high school broke the day before. >> Yeah. So, it's been >> and at that time it was a
181little different. We had to petition to the state to be able to utilize it. >> I I recall that. >> So, it's it's been 12 12 years. So why is the motion on the bottom of the memo >> that says there? >> No, but it's different. The sum of 284,000. >> Oh, because that was probably >> from um the Brooklyn memo. >> So it is so the motion that Dawn has is it's a 500. Okay. And so, so just to clarify, if we retain $500,000, it's one 1.150227 minus 500. So 65027 goes back to the taxpayers. Is that what happens? >> Correct. >> In the form of a >> like a in the next year's budget in the reduction of the budget for next year. Reduction >> reduction of it. >> Taxes. Okay. Okay. I
182don't know about anyone else, but I've seen in at the town levels and stuff, a lot of concern um about the the budgets and some of the health care stuff that's come through and and various things. Um I'm a little uncomfortable without defined needs of of going this high. Uh I would be much more comfortable supporting the 1.5 range number. >> That's that's me. >> Yeah. Is anybody else in the same >> I was going to say exactly the same thing. >> So you want to make the motion to be for 376 443 or for 375 or for three like can we make it can we make it like a nice even number >> in in that range but I I I'm generally supportive of the consensus. Um, so if I'm an outlier, I'm I'm
183more than willing to hear, but if other people share that view, um, that's the direction that I I would tend to opt to opt for, especially in line of in light of the fact of numbers we've had in the past >> and the great budgeting that we've had to date that um, has allowed us to get by without having to tap these resources recently. How comfortable are the is the business office is are you with a 375? >> No, I think you know I agree with Tom's point. There's not one item that I feel is imminent. Um and even if the elevator did go, we've already put aside two, you know, one of four, two of four. So, um it wouldn't be the entire amount anyway. So, I feel very comfortable with um with the
184one and a half%. Um, we went with 2% because that's what you have to do in the pre-estion, but there was a identified need of a boiler in the middle school if it were to go in the middle of the year and we don't have that this year because our boiler is up and running. >> How about you, Linda? You go with >> So, is the is 375 a good number to put out as a motion? >> I I like using the the actual 1.5%. >> And I'm willing to make that motion right now. >> Okay. Go ahead. So I I will motion to retain up to the sum of $376,443 uh in the retain fund balance for two uh fiscal year 2025 which um represents 1.5%. >> Second. >> Okay. Motion by Rob, second
185by Beth. Any other discussion on that? All those in favor? 6. Motion carries. >> Okay. And Linda, you know that you're free to >> step away. >> TSA. >> Thank you for waiting through all that other stuff. Okay. Um, facilities committee update. Is that where we are now? 8. Because we are at >> 8:22. So, we're about a half hour. >> Five, right? >> What? >> We're skipping five. >> We skipped five. Yes. >> She said this. >> We didn't meet. That was the agenda. >> So, facilities good didn't meet. the fastest update. >> The co-op or the sorry, the middle school boiler is up and running. >> That's excellent. >> Um we've ordered um all the materials for the solar. So that's underway. Um we've paid lots of bills and we're shifting to a
186quarterly meeting schedule for the facilities committee as we're really just providing updates. >> Just a question, Gina. Do you know um approximately what percentage of the bond amount >> and do you know what's what's covered in that? What what's what's being purchased? >> Um one battery and um all the panels for both groups >> because they're separate projects. So we need to make sure that we um >> get 5% on both projects. >> 5% on both projects. But um based on the um concern about about the where we purchase materials from. We made the decision to purchase all of the panels for both roof projects. Um now before um you know the hope >> before we can't. Exactly. >> Great. >> Do we have Do we know where we're going to store them? >> We
187have to store them and they'll be stored on site. They have to be on site um in containers. >> We're bringing it Do we have to get that rent them separately? >> Um the the EI is taking care of all that. >> Okay. Great. Thank you. >> Thank you. And then a budget committee update. >> Um it was a not an overly uh momentous meeting. However, there was one big topic that came up which wasn't even part of the agenda and that was that uh triggered by one particular member discussion of how How can the budget committee be included in the conversation about the negotiated contracts? In the past, they have um met around the time that we actually start negotiations and the budget committee has offered suggested topics or guidance, but they've done it
188with no context. They're not a they're not particularly familiar with the contract nor with the goals or strategies of the school board or an awareness of what has been discussed in the past. Um, so this being an off year, they are asking, is there the ability for them to somehow be brought into a strategic conversation outside of an explicit negotiation? Um towards that end I have reached out to Tom Clawson to find out what the legal limitations are of having any involvement with them. Um because I think that in and of itself may be a restriction. But if permitted by law under certain conditions, if if we could have a discussion with with uh the budget committee or a representative of the budget committee and certainly I don't think we'd want it to be >>
189oh no >> a quorum. >> Um I think that there's potential benefits if you think about what happens in a community that doesn't have a uh an official budget committee. The budgeting and the financial um goals are inextricably linked to the strategy in a situation like ours. They are not and and the way the conversation goes is that with a couple of days often at most of of notice they're presented with a tenative agreement and being asked to support it or non or not support it and that creates uh tension unnecessarily I in in my opinion. So uh what's interesting is and and it was a public discussion so you can you can watch it. Uh the person who was bringing it forward was really upset that we weren't paying our teachers enough and thought
190that uh we should be paying our teachers the same kind of money that they can get if they take their services to industry. >> And and okay, the situation being what it is, >> that's interesting. I'm in in as as the schoolboard member of the budget committee, I'm in no position to to even discuss that topic with them. I can just listen and I would very much like to help them understand some of the things that go into the discussion. >> So, I just want to say that I think it's super important. you're very good at taking this to the higher level and to to making sure that you're talking about like broader strategy. My concern is that it cannot it can't get into specifics like it's so clear and and then also my other
191concern is that that's a very financial view and as you know our contract is so much more than the finances and so but those conversations can't really go on in a public setting with the public committee. So, I am concerned. I'm not saying no. I don't have a right to just say no. I I mean, I can vote no, whatever. But I'm concerned because you're good at making sure it's high level, but I I don't know if everyone else and I'm not saying they're not good at that, but the understanding would have to be like we can't talk about specifics. We just talk about how negotiations work >> like and that's do you? >> Yeah. So what we've done in the in the in the Hollist school district is when we're about to begin discussions
192and set up a date for ground rules and stuff like that, I would signal to this to the budget committee that we're entering into this phase. And from a high level, what are the high-level financially related issues that you would like us to consider as we build our strategy, negotiation strategy? I offered that up once. I didn't want to get into a deep long debate. >> So, you just listen to them. >> Just tell me what's important to you, >> right? >> And we'll take it back. And if we can build it into a strategy, we will. If we can't, we can't. And that's as far as we went. We did not get into are we paying the teachers enough or not or any of this operational stuff. Absolutely not. Can't do. And you gave
193you then went back to the board in your non-meating and went through like what as you went through your strategy and you might not have actually >> taken everything that they said. >> Usually that comes up once we have a tenative agreement and we're bringing it forward. I would recall that input and said this is where we took your input and weaved it in and this was what we're able to achieve. >> This is what we couldn't do. And so I'm making sure that they had a little bit of skin in the game. So they they're going on the journey rather than me kind to sell them an agreement that they had nothing to say about. >> And if they said nothing at the time we offered, then I was kind of like, well, I
194don't want to hear any crying then at the end when I bring what we were able to do. You had your opportunity. You gave us nothing. So we went with what we had. >> I think this is a a different goal and it was it was framed specifically in the context of it being in a non-negotiating time frame to understand the um the goals and and and and values. So I would I would see the conversation first of all >> it would ha it would have to take place in a non-meating or non-public environment because it pertains to strategy. >> Absolutely. >> Second of all it would be a schoolboard meeting with a guest. >> I gota >> as opposed to a joint meeting of any type. >> Okay. >> But whether or not it
195occurs is dependent on two things in my mind. One is that it's permissible because I don't want it to be labeled as unfair labor practice. >> And if that's not there, then it needs to be supported by at least the majority and preferably by the the full board. Okay. That there be value in in doing it. >> So So we'll wait and see what Tom Clawson has to say and we can talk more about this at a because we are running up against the clock here. So yeah. All right. Thank you. >> So that that was complicated. >> It is complicated and that's all I wanted to say. Okay. So, moving on to deliberations. We already did number one, so we're moving to the um policy memo. It's a little complicated. So, I mean, the
196policy memo isn't complicated. The deliberations are a little more complicated. So, um I need I'm going to put the we're going to make a motion to Where's the motion? Oh, I need a motion to approve the recommendations identified in the policy memo as presented. Oh. Can we talk about the policy memo first and then do the motion? >> Yeah. >> Can we do it that way? >> Yeah, we have some changes to make. So, let's >> because we're probably going to amend some things. So, we're going to Is that Can we do it that way? Like talk about the memo, amend it, and then we'll make a motion. So, I'm not going to I'm not asking for that motion right now. Um first thing we had um we reviewed two policies that this would be
197for fourth reading and adopt with minor changes. JIC student conduct. Um, what were those minor changes? Do we know? Amy's not here and Amy really does a better job tracking things than I do. Um, but Dodd said she had it right. >> Y >> my copy so small I can't read. >> I know. here. Can I Oh, is that the policy memo? >> Oh, it this was just to remove the live links in the hand. Okay, that was the only change. >> Yeah. So, um I think you asked to Tom last time. You asked us to remove some of the live links in case they didn't work. So, we did. Um and then IHM was also minor changes. Um >> that I have a I have a question about about it. >> I am AAM.
198>> Yeah. >> Okay. It it incorporated the the item that I asked about which is students over the age of 18, >> right? >> Um the only additional minor grammatical change in that same section. This is part of the opt- out procedure. uh in the first sentence it now is parents who do not want their child to participate in a particular blah blah I would suggest inserting the word minor before child so that if they have a child that's over 18 you don't have a conflict between that and the added sentence >> are you okay with um making the adopting it and trusting us to make that change >> adding the word minor child to it like we'll amend it right now and and change it to minor child. >> Yeah. I I don't I
199don't care what the procedure is. I I just think that it would be a potential >> We can add the word minor we can add the word minor to that. That's easy. That's easy. But we're going to we're going to we're going to we're going to make that change right now and then that's what we'll that's what we're going to be presenting. Okay. Um so IHBA IHBA and IHBAM we had no changes. So we didn't get any changes from the from the first two readings from any well we might have gotten it between first and second but between second and third there were no changes. So that's a third reading and adopt. Um second reading and adopt with no changes is JJR. >> That's the one that we need to >> Okay. So we have
200a change. >> So it's going to be second reading and adopt with minor changes. And the >> committee still adopt. >> Yeah it's going to be second reading and adopt with minor changes. Right. Or do you want to adopt it? This was the committee adopted changes that the um school committee talked about in the last meeting. They just didn't technically get into the so if we can adopt we will make the two changes and they were um in number five on page two Tom had asked and we supported um striking our expected and putting in the word must. >> Okay. >> And then in number six to take out athletic and put in extra and co-curricular. So those were changes that were suggested to us last time and we we agreed to make those changes.
201So we just put it in the policy memo incorrectly. We did make those changes and we also linked it incorrectly. So um so the new policy will have those changes that were recommended last month by you Tom. >> This is JJR. >> JJR. It should be linked on the on the agenda. I'm looking at I don't >> I don't see >> so so if you go down under >> number five >> C section C number five >> right so section C number five it's participating non-district students instead of are expected to abide it would be must >> and then the very okay so that's the those were changes that you actually recommended that we made we just didn't do the policy memo right >> caught in the print >> and then we have um first
202reading with well first reading never has changes so the for first reading it's parental bill of rights which is AB um let's just go over that >> brand new law >> it's a brand new policy it this is directly from the law and it's been um I believe this was crafted by our attorneys or was this from NHB SBA >> it's just the law and came through the schoolboard association but it's just directly from um what the legislator >> did anyone else read it Mhm. >> It's the law. >> I understand that. That's That's even scarier. >> Well, that's that's a nice comment. That's good. >> EB. >> And then um I've lost the memo now. Okay. And then we had first reading with minor changes EBB and EBC. So I It's like a lot
203of flopping back and forth here. Um what did we change in the school? EB was just to take out the um phrase in number two on page one, students during school hours and school sponsored activities. And above it, it we added in property as defined by those laws during school hours and during school sponsored activities whether or not on school property. >> Okay. >> So again, this is directly like due to law changes. And then um we have >> and then in ABC >> ABC um we will there is a sentence at the very end um that is being added in that says the copies of the updated plan and procedures should be provided to the board no later than the start of each school year. recommendations requiring board policy change should be brought to
204the board policy committee as soon as reasonably practical and we also need to add a sentence in here that we will um use our own templates and bring those to the board. >> So we'll do that change the next time. >> Okay. In the next meeting. So this is for first read. Yes. >> Just out of curiosity, where are we in having a person to do it? We we we created the stipen for it, right? >> Yep. So, we um uh hired the person last year. So, we were in compliance before anyone even knew what a um chemical hygiene plan was. So, we had the plan, we had the individual who stayed on board this year as well. >> Cool. >> Might be because we used to have like our superintendent used to be a
205chemistry teacher. Um, >> um, I do want the board to know that when we put these kinds of things in where it says board no later than the start of each school year, we've been updating a Google Doc calendar for the principles so that they can see that these policy like these kind of policies that trigger these reviews so that we know that they're coming up. Um, so we did that on at the last meeting. Okay. And then so that's for first read. Those were for first read and we will make one change obviously and if there's any others and then we are we need to rescend IHBG um because we rewrote we basically what was the policy that >> JJR is basically that. >> So are there any comments or questions at this point
206because we have a lot we have a very big policy thing to do. A really nitpicky thing just in general, the use of the word between is technically when you only have two things >> and when it's more than two things, it should be among >> and I've seen a couple instances where talk about it will be done between and there's five different groups listed. So just something grammatically different. >> Okay. Well, we will keep that in mind. We'll have someone do a search for the word between on all of our policies and we'll check check. No, I'm kidding. I'm really kidding. Um, so I need a motion >> only on all the ones in the memo >> because I forget which one it was on. >> So, um, I need a motion to approve
207the recommendations identified in the policy and memo as amended. >> So, >> moved by Beth, second by Rob. Okay, any further discussion? All those in favor? 6. Okay. So, moving on to we we're not doing cell phones, just so you know. >> A question about moving to next month. We we have we had some mistakes in there. So, >> I'm just kind of curious in general, what beyond what was distributed, what kind of things are you still looking at? >> It's not that we really have to look at anything additional. Um the wrong policy was linked in the memo and so there were going to be too many changes to try to do it here. thought it would be cleaner to bring you a cleaned policy. >> I will tell you the major change that
208we the policy committee is doing out of after having conversation is removing the consequences. >> All of them >> removing the consequences and making it about policy and not procedure. So that's what we're recommending. So that's where you'll probably have a debate. We'll probably discuss that next month, but that's what we decided to throw out here. Um, >> could I ask that you not wait until the packet comes out to circulate it to send if you've got >> We'll send you the corrected version tomorrow. >> Yeah, that's great. >> Okay, so moving on. So, how are we managing these? >> So, where's the motion? >> Looks complicated, but it really isn't. Um if you see the first five um items AC aca AC ac what we need to do because of our court ruling last
209um winter they struck down the changes that came to the title n law and so we have to revert back to the policy that we had in place in 2023. So all those policies are your 2023 policies >> from from the 2020 law >> and it doesn't mean that we can't review them in the future. But right now it's just going back to what you had in place in 2023 and then the next grouping is to rescend the ones that were passed after the 2024. So it looks like a lot but it isn't. actually >> it isn't as long as we can agree to do a first reading wave subsequent readings and adopt even though >> we haven't presented these um and we haven't talked about them but it's basically >> we have we did
210the whole discussion back in 2023 and we approved them in 2023 um and it's the law and we are um >> we're out of compliance right now >> and and we could have a complaint so against us you know we don't have one I don't know if we have one but um we could. So, we want to make sure we have the right policies there. >> Just a general question. Did because it's been a while since we looked at this. >> Is it true that the the current policies violate the law or just include things that are no longer necessary? >> It Do you want to go? Okay. Yeah. No, it does violate the law in that it includes things that are not supposed to be included. So, if we followed those policies, if I
211received a complaint and I needed to follow up, I can't present this policy that we currently have, I I would have to present an old procedure. >> Now, wasn't part of the change redirecting who was responsible for things? >> No, I don't think that's >> um it was a broader >> but I mean that wasn't that included. My question is does it now take away >> your the authority? >> No, I'm still the No, I'm I've been a title n person for every through every my favorite. >> So fun. Um yes. No, it doesn't change any of that. It has certain kind of um recommendations for investigators, decision makers, etc. But that's not necessarily part of what qualifies something to become >> okay >> harassment or discrimination >> aspect that changed um that that is
212like a black and white change is the timelines and so all the R1 R2s that we u need to resend are all procedural documents outlining timelines. >> Does it does it lengthen the timeline or make it ambiguous? >> It makes it stricter. So the the 2020 which we're reverting back to is actually a stricter um burden of proof and definition and the timelines are much stricter and they're actually are slightly longer in in time frame. Um the 2024 included more um broad components and kind of made it I don't want to say easier but easier in some ways to to have a finding of harassment and discrimination. >> Oh really? >> Mhm. So, it's getting harder to prove. >> It's going backwards to being harder to prove. Correct. >> Okay. >> Yeah. >> Or or
213yeah, the burden of proof is on the >> the burden of proof is stricter. So, so the the definitions of harassment and discrimination are stricter under what we're going back to for 2020. >> Do these also include student stuff or is it okay? >> Yep. >> Okay. >> Can we do a blanket approval? So, we're going to do a we're going to do a one motion to accept the first reading, wave subsequent readings, and adopt policy ACA, ACAB, ACA-R, and ACAB-R as presented. >> So, move by >> three, four, five. >> So, none of the ones with the numbers after them, >> right? Correct. >> Those are all going to be. >> Okay. So, um any more discussion? All those >> we did. Beth Rob second. Sorry. >> Yeah, >> Beth was the first. >>
214I first did and the second. >> All those in favor 6. Motion carries. All right. And now we need to resend the And we've already gone over why. So I need a motion to rescend ACA-R1, ACA-R2, ACAB-R1, and ACAB-R2. So moved. >> Moved by Beth, second by Rob. And are there any more comments on that? >> Yes. >> I just want to thank all our administrators for helping walk us through this because you make a very complicated process understandable and supportable. >> Yeah. Thank you. >> In the short time that we have to digest it all. >> Yeah. Um Yeah. And um yeah, all those in favor 6. I just want to say as a member of the policy committee that um we will be seeing this kind of procedure a little bit more. Um
215unfortunately so much is really just driven by um legal and then we have our attorneys reviewing it. So even when we get it in policy committee it's a lot of like we don't want to play with it because the attorneys already written it. So we don't want to we're not attorneys. So um we're going to be seeing a little bit more of this. No, but it I think it's really important that we've got people who do understand it in the details here and we're not rubber stamping. >> We are delegating our um investigatory things. >> Yes. Well, and I have to say the the team is doing a lot of work like they are doing a lot of work including our compliance and um communications coordinator is doing a lot of the the just the
216digging through and sifting through and dot and you know so they're doing a lot of work. We do really appreciate that. Thank you. >> Okay. So, >> we need to take a vote though. >> We did take a vote. We did. >> You did. >> We did. You voted. >> I thought the discussion was before the vote. >> No, I I mentioned the policy committee thing after. I took the vote and then I talked about how >> really confusing. >> I totally went off the agenda for a second. >> What did you say? >> Keeping him on his toes. >> Okay. >> Keeping him on his toes. >> Okay. And I just need a report out from the process observer. >> We got through it a lot faster than I thought we did. we would
217um I thought that the special ed program and DOT's presentations are very helpful for us to be able to really help us dive into and understand what's going on here in the next few months. Um and everything else went pretty smoothly. The class size discussion probably is the one thing that went a little bit long than what we had agend on the agenda, but good job everyone. >> Thank you very much. And we do not have a non-public. So I will enter motion to >> adjourn. Motion to by Rob, second by Beth and Kate. All in favor of the hero. All right. There we go.