Brookline School Board Meeting 9/24/2025

001this meeting of the Brookline School Board for September 24th. Um, we have an agenda adjustment. >> We have two agenda adjustments to make. >> Okay. >> Um, do you want me to make >> either way? >> Okay. So, I'm going to make a motion to remove from the agenda read 180. Uh, may I get a a second? >> I have a second. >> Thank you. All in favor? Excellent. And then I'm adding this then I want to make an agenda adjustment to add the uh discussion. What do we need to do? >> We'll need um a discussion and an actual deliberative item. >> A discussion and a deliberative item surrounding the retained fund balance. >> Motion second. >> Thank you. All in favor? >> Fabulous. Excellent. Okay. Do you have any nominations, resilations? >> I

002have none >> for correspond. We have none. >> That's lovely. All right, moving right on to the approval of minutes then. Um, from the Brookline School Board meeting dated August 26, 2025, the following amendments were offered. Page seven, line 17, to insert a space between school and board. Page seven, line 21, replace may or not with may or may not. Page eight, line 33, delete We aren't certain as it is repetitive. Line 10. Page 10, line 38. Replace the comma with a period. Page 14, line 44, replace rules with a rolls. Page 18, line 14, replace note with noted. Page 23, line 27, correct the spelling of if. Page 24, line 25, replace Corey with Birks. Page 27, line 10, correct the spelling of powers. I make a motion to approve the minutes. Second. All

003in favor? Excellent. All right. Do we have nonpublic? >> No, I said I think we have non-public minutes to approve as well. >> Oh, is that what this? Yeah. Okay. Um, do we >> We had a nonpublic last time. >> Okay. So, can I make a motion to approve the non-public minutes from August 26, 2025? >> I make a motion. >> Thank you. >> I'll second. >> Thank you. All in favor? Excellent. Move that right along. Okay. I'm going to open for public input at 6:08. Uh there is nobody here. If anybody joins us, we have got 30 minutes. we will allow them to participate. All right, moving on to our discussion. We will go into the building goals presentation or do you want to do the business memo first? >> Building goals. All right,

004>> hold on. Did you guys want us to delay this until Jan? >> Oh, we could. She she said she's >> running away. >> I know. I wonder what she thinks it's going to be at like 35. >> We can wait. We can wait. >> We can move on to Lauren's conversation of the LEA. >> Yeah, that sounds good. Okay, >> we like Jen to be here. So, >> that's fine. We can wait for Jenna to be here. We'll I'll push the building goals to the end of the discussion. That's fine. >> So, Lauren, you're doing LA? >> Yeah. So this big binder which you have the um PDF in your packet. This is our special education policies and procedures manual. So this is updated every year but this um past year we decided to

005do a major overhaul of it. This is truly every single law procedure practice policy form that we use in the special education world. Um in your plan you see a lot that is hyperl. The binder has all the components. Oh thank you. Oh that actually echoed. Um, the binder has all of the hyperlinks actually printed out. So, if you look, we see all the we have all the tabs here. This is housed in the SAU if anybody ever needs to come and see it in person or if any member of the public ever wants to see it. Um, it's also posted on our website, so it's all there. Um, I want to thank Christine Height, my assistant director, who, you know, took a role in getting into all the minutia and nitty-gritty. This has not

006been truly overhauled, overhauled since probably 2017. So that's why we wanted to make sure that we had every single portion um thorough and up to date. So if anyone has any questions, I'm happy to take any. There's a lot of reading. Um the a lot of it is right out of RSA and law. Um but then you'll see more specific pieces to our SAU towards the back and the appendices, our program placements, um our own individual forms, uh all those components. So there are some pieces that are unique to us and then the rest is the overall state and federal law that go into special education. >> Awesome. >> That's it. >> Maybe you kind of already explained this, but like were there particular things that got majorly overhauled from how they've been in the

007past? >> Updates to um to some RSAs that maybe were not kind of dug into. There were some pieces with grants that um were able to be made more readable and clear in the binder. I I wouldn't say that there was it was really overhauled for readability and for believe it or not concis conciseness um shockingly um and really the way that the overall manual was organized. Um we really wanted to make it as user friendly as possible. >> Okay. >> For a bunch of different pieces. >> Were there any new like RSAs that got passed that needed to be added to this? >> Not for us. Everything has been up to date for law. All the legal pieces that pertain to any changes are always updated. Our own programs were always updated. um you

008know and our our forms have been updated recently um for some functionality and some different reasons. So those are all now printed out and put in here as well and now and making the manual. So back in 2017 it was not really hyperl how it was for formatted was not friendly um to kind of move into the electronic world. So we made it very user friendly. >> This is great. So >> congratulations. Did you guys find the typo in it? >> I know. I'm like, did you guys read it from cover to cover? >> I'm just saying I see it's 82 pages of policy and procedure. So, >> and printed. It's about I think it's about 460 something printed. So, it's all >> all there. So, it's good. >> There isn't a type. I'm just

009saying. >> No, there's I hope not. >> If there is, we do. Thank you. Thank you. We appreciate that. There any other questions or >> thoughts on that? Okay. Excellent. Um, Gina, co-op study. Okay. >> Got some information for us? >> Sure. So, if you recall, there was um on the uh 2025 warrant, there was an article put forward by the board to um engage in a study to see, you know, pros and cons of having the Brooklyn School District join the co-op and what that would entail and what that would look like financially. Um so we um at this time finally have some communication from our attorneys as to like to guide the process. We already um in our reorganization meeting appointed some members but this would be a formal appointment. The direction would

010be um today if we could have two members formally appointed and then it gives us a timeline of what work should be done you know by whom and how would we how we would then report back to the board what our findings were. >> Okay. Do they give any indication of like how heavy of a lift or role it would be for the board members involved? >> Yeah. So I think no and I think it would be as heavy as the committee wanted it to be. Um certainly some of this is going to take some time to do some research. So I would imagine it would look like monthly meetings with homework. >> Awesome. Okay. So at our reorg meeting, I know think Tracy you were on the Are you interested in still doing that?

011>> Yeah. Yeah. I I would love to to do it if it's all right with everyone else just because doing the facilities I think it kind of goes hand in hand. >> Agreed. Is there And we can have two, right? >> And I think was Lynn the other one. Yeah, I was going to say I would love to not do it. >> Okay, then are you are you interested in participating in that? >> Because I'm on the budget. I don't know like how long to Yeah. Oh, okay. >> I promise that I say you budget one is you'll be I promise it's not a huge >> That's a quick one. It's not a huge lift. Yeah. >> Yeah. >> Are you interested? >> I'm Yeah, I'm open. >> What? >> Willing interested. >> Don't be

012Don't feel pressureured. >> No, I actually I think it's kind of an interesting project. So, yeah, I think it's a All right. >> Awesome. Then yeah, then we'll point Tracy and Lynn to that. >> Great. Appreciate it. Thank you. >> Thank you. Ask a quick question about this one. So, >> is Hollis This is a question, but is is Hollis kind of doing the same type of survey? >> No. Brookline becoming part of the co-op, but like Hollis, at least for now, outside of the study. >> Yeah. So we can't control what Hollis does and we can study all we want but then co-op would have to agree to >> to take us. So a lot of things have to happen and this I think oversimplifies it to some degree. Um, but Hollis, just anecdotally,

013board members have said that they're not necessarily opposed to the idea, but certainly you guys do the leg work and figure out what >> that that's kind of how the conversation I think anecdotally went. Um, was that if we were to show the interest and kind of take the lead that they would be interested in following along at some point and seeing seeing what the impacts are, pros, cons. >> Sure. So, >> okay. >> There there's not a straight we would never be interested. It's a >> Let's see how it flushes out. >> You guys are going to do the the homework. >> Well, because it does say here that like purpose of the study is to for all Hollis and Brooklyn students. So, he would >> Yeah. And so, that's just a memo from

014our attorney, but um but we the warrant article was specific to Brooklyn. We can't really >> do anything. I just wanted to make sure that that language wasn't going to like me like >> Yeah. >> So, I have a question about this. So, um, now that the study committee has looks like they need to meet by November 19th, >> that's bolded. So, I assume that's what they need to do. Um, so then how does what are the steps after that? So, like I mean lots of like reported fine, but it doesn't tell me how they're getting the findings. I guess that's what I'm curious about. So, like because I know I've heard in the past we've like hired a vendor, right, to do the study or >> Yeah. And so we said um in the

015language of the warrant article, it said that the we would not spend more than $10,000 and we weren't going to create a new line item for it. It was going to come from the general fund. >> Um so the idea is uh we're not we're not hiring an expensive person because that would $10,000. But I know all the things that we have to consider. Okay. And so I have individual um people to consult >> to to try to dig into this. So we would probably delegate some of the work and have you know a committee member focused on getting the answer to this piece and then pulled it pulled together. >> Okay. >> And is this kind of taking into consideration having a recommend because I I do see it. I'm just bear with me

016here. Um to present this for example at like town meeting like a year and a half from now. Is that right? >> Potentially. I mean, we would have a report by the end of the school year and then the board could sit on that and contemplate >> how to move forward. But, you know, it it's it's such I I think that and correct me if I'm wrong, Alison, but I feel like the board wanted to do something because for the past decade, various members of the governing board have said it would be so much easier if we were one school board. It would be so much easier. Um, but we've never done anything about it. Yeah. So it was like let's just actually study it. >> Sure. >> So yeah, it was a combination of

017things. It was yes, it would be easier, but then from a financial v standpoint, it was what does it look like to have between all three? What does that look like financially? What is that impact of if we share subs across both towns, right? In the on days when we've got big needs and maybe another school doesn't, maybe it's easier to pull. Um but also um this came up because particularly when we were talking about some of the administrative overhead um the town's not really understanding that our administrators SAU uh carry the load of three because it's three different districts and so um trying to when a lot of conversations about um contracts and salaries and whatnot were coming up we there was a lot of explaining to the towns of like they're doing everything

018in triplicate and this would perhaps also save in that arena. between the two. So there there's a lot of >> yeah, >> you know, kind of obvious benefits there. There may be some not so obvious uh pitfalls in it. There may be some un not obvious pros and cons. So I think it's just good to to look at. I think that conversation's kind of happened multiple times over the years. >> So is is this committee going to I open this can work? Is this committee going to be diving into what would be needed to amend the aortionment? Like would that be part of the study? >> Oh, I think you're way ahead of yourself, but yeah, prompt. But that's a good it's a good question. >> No, they have nothing to do with each other.

019That's a different component of the articles of agreement. This would look to >> step by step by like way down the road, the co-op would have to have a special district meeting where they amend the articles of agreement and that amendment would be to include K to 12 or preK to 12. >> Okay. So, I think my question just kind of thinking it through is that might be important information for people to know before they >> Well, that's why we're Yeah. So all of those steps would be part of what's presented as a final product. Like >> okay, >> not only these are the pros and cons, but these are all the steps that would have to go through. >> Yeah. No, I just want to make sure that like as a voter I particularly

020would want to know the answers to like that question like how is it going to shift like the like on the facilities but also how's it going to shift financially. So I just want to make sure that if that's something we need to get a news this year. It sounds like it's not, but I just want to make sure that we're thinking about that if we do because I don't I think that would be one of the first questions we get without any sort of intervation is that financial piece. >> And awesome. I think that this is a great idea and definitely was on board just I just was kind of getting an idea like if these if these dates that were embedded were focusing on, you know, being able to make a recommendation for

021a certain period to be able to move it forward or basically to to kill it, right? You know what I mean? So that's that's all I was asking. But nope, this is awesome. Great. >> More to come and we can have, you know, periodic updates. >> Who will be the contact like I mean once who do we contact to start? Like who are we? >> You're looking at her. >> Yeah. >> Attorney or if like you know >> you'll hear from me. >> Hey. Is that really what his signature looks like? >> Isn't that lovely? >> I'm like that's like a doctor's. >> All right. Anything else surrounding the cops? >> All right. We have a facilities We have a facilities committee update. Was that Tracy or Gina? >> Oh, either one. >> Go ahead.

022Okay. So, uh, the facilities committee met. It was a good meeting. Tracy was there. Um, Daniel, I've been pronouncing his name wrong for many, many years, but Canig was there representing the finance committee. Brian Rder was there representing um the the select board. uh business administrator Lance Famino was there, director of facilities Lance Finemore was there, I was there, and um Dan was present. And so we talked about the charter, we talked about the purpose of like what we were doing. We we looked over our um capital improvement plan as it stands and what we've been able to accomplish thus far, what we still have like slated in the future to do from the capital improvement plan, but yet still in fiscal year 26. And then um you know there were some big conversations and

023discussions and then we decided the best thing to do moving forward was have um Dan get a headset and put on for us a um historical guided tour through the schools of Brooklyn. >> I will be preparing >> no no headset but but we'll we'll really go through all the nooks and crannies without a headset here. >> Yes. Um of the schools and they're open to the public so anyone can join us for this tour. We're starting at RMS at 400 p.m. on October 1st, I believe it is. It's on the charter. >> You just stay off the roof. >> And um so then everyone can have a better understanding of what it is that we're talking about um when we're looking at the capital improvement plan. So that's where we are. The uh this

024charter was updated just with some names, um some typos. We realized there was already a Brookline facilities committee in town, so we amended it to Brookline School District Facilities Committee just for to clarify. And um that was pretty much it for for feedback for changes. Uh any questions, followup, wonderings, concerns? Okay. >> Should we go back to the >> we Yeah, let's finish the section and I'll go back to the president board. Um the New Hampshire School Board delegate assembly. I left this on here. I know um when we last met, Heather and Lynn were going to get together, look at the look at the call for resolutions. I also know the date had changed, so I just wanted I left on here just so you could kind of update. >> I I did. Well,

025no. >> Okay. Well, okay. So, no worries. Um, so what we're going to do is we're not we don't have anything to talk about today. Does it sound like Lynn may be interested in going? I cannot attend. We will be away that weekend. Um, so we're going to talk about that and then we do have a school board meeting before the October 25th um delegate assembly. So, if she can attend, what we'll do, uh, Allison, is we'll put this on the next agenda and we can run through the recommendations at that point. >> That works. Okay. I have to move a couple things. So, it's it just depends if I can get them switched, >> but we'll get together and, you know, present that if necessary at that time. >> Perfect. So, we'll just add

026it to the next agenda for now. Let's just plan on having that and then um, we can always do an agenda adjustment to remove if necessary. Awesome. And then last, let's do the retained fund balance and then we'll backtrack to the princ principal's report. >> Okay. So, um this is a memo that typically comes um a little bit earlier. It usually comes in our August meeting, but because we were so down to the wire, um we're seeing it now in our September meeting. So, essentially, um we are finalizing the audit with the last little receipts here and there. Um, but we are looking at approximately $250,000 in a fund balance. We um did not have to go into the retained fund balance from last year and we did not have to go into the special

027ed trust even though you gave us permission to do so so that we would make sure we ended up in the red. So, we didn't end up needing either of those. Um, the business administrator is recommending that we retain up to $250,000. Um, and that is just under what we're legally author what the board has legally authorized us to do, which is the 2% of the budget. Um, and I think it's important to do. So, if you recall this $250,000, the retained fund balance can be used only by um a public hearing and a vote by the board to do to use for emergency types things. So we know that Dan has quite a few things in his building that might go at any time in terms of some of the aging systems. So being

028able to have access to these funds on an emergency basis would certainly help us out. Um also as we move forward in the budget and you know we do have some contracted Paris that were budgeted as paras not contracted paras. So we're starting the year um uh in not the best spot financially. So this would also allow us to level out at the end of the year if we u weren't able to uh you know >> roughly how many parents do we have that are contracted that we didn't >> okay so >> how many do we contract how many do we plan for >> zero zero >> so how did how did we get from zero to six >> so we never want to contract a parah because they cost three times as much as

029hiring our own parah so our special ed administrators um they're either in meetings or uh interviewing doing for Paris uh pretty much all year round >> and or you know obviously other things but um but we work really hard to hire our own but we just uh have a difficult time hiring pair of professionals for between the wages and the lack of health insurance benefits that are offered. It's difficult for us to to attract the right folks for that those positions. So, um, so they're in the budget as positions, but when we can't fulfill those legally mandated needs, we have to then contract out. >> Okay. >> Where are the contracts from? Who who's >> Well, and I just want to chime in um on one other piece of that, too, is that also when

030we plan the budget, we're planning the budget, as you know, almost 18 months ahead of time. So, there are also needs that arise over the course of a year that we don't have necessarily budgeted. So we may have more power educator needs come the start of a new school year. Um so there's a few contracting agencies that we work with to um you know to contract with different PAR educators you know and we do interview and vet those um those powers as well as our own pool of applicants. So it isn't like we're just accepting any contractor who we you know connect with. We do interview and we are discerning through that process also. So, um, one of the companies that we work with is White White Birch. Um, and then we go through a

031kind of an umbrella company, Blazer Works, that, uh, works with different contracting agencies and creates pools of power candidates. >> So, is that six contractor pairs over both buildings? >> Correct. >> Okay. So, because I know when we've asked about like staffing like RMMS, we were told I thought that they were fully staffed >> Other than pairs. Okay. See, I had thought that we had pairs for No. Okay. I can't remember the last time we >> in our principal report. I think it still shares I think it still lists that um we have like we're two powers short that those have been contracted. >> Yes. Okay. >> Yeah. So, we're going to meet the Yeah, it says two and two. Um >> No, sorry. I was just kind of surprised like how we went from

032budgeting for zero to six having six. I think I I just didn't >> So, the positions are in the budget, >> right? No, I got that. But we never we never budget for a contractor >> because your goal is to hire. >> So I think I'm just trying to understand my brain is just trying to understand like okay so we had six pair of positions. How much more over what we budgeted are we paying? >> We're paying three times as much per person. >> Can you give me a general number? >> So we're paying about 75,000 for a contracted para depend for one. >> It depends >> because they're the they're the extended day ones. Um so and it would have been around 22,000. So we we budgeted 22,000 and we're paying >> that's why

033we've been struggling the past five years. Yeah. I mean that's one of the many reasons but Yep. >> I think I think I think the biggest thing is back to Lauren's point is >> we budget like a year we budget for these but it was last year and then over the time we're either getting new students or there's new referrals so all that changes. >> Yeah. No, I I completely understand the need for parents. Like I get that we need to meet compliance and we I just I wasn't aware that like there was that much of a discrepancy. No, I am. So, I'm just gonna sit with that for a minute and figure out >> Yeah. I mean, I believe I feel like Tracy spoke to it last year um at the deliberative session. >>

034Um and you know, it it w it if Hollis faced it as well and we talk about it every time that we have a revenue expense report that doesn't look pretty. Uh but it's really when you sit down and think about it, oh my goodness, for every one this is how much we're spending. And so it's September and we're starting um we're not starting the year financially great because we know that we're overspending in those lines. >> So question, I'm sorry. >> No, no, go ahead. >> So just to be clear, so we're paying about $50,000 more perah, right? And and we budgeted for 22,000 each. So six times 50, it's 300. Does that come directly out of this? >> No. So, what we do is we um you know, to Lauren's point, uh we

035budget 18 months in advance. In our next meeting, we're going to start to look at some of the new items that we're going to be looking at for the FY27 budget. Um we do our very best to figure out what we're going to need. Some of them are estimates. We don't know how many substitutes we're going to need to hire in a given year. We don't know how many. Um I vote for no snow removal, but sometimes we still get snow. And so we have a line for snow removal. We have a line for all these things, right? And as we go throughout the year, you know, on a light year, we don't get that much snow. And so we um underrun that line. So then there's money in the general fund that we we

036always look to our general fund first before we start l that talking about these other funds. as we get to the springtime, you know, and we're looking at the revenue and expense, we're thinking, hey, giving you a heads up, things are, you know, we're in the red, giving you a heads up, we might need to go tap into this special ed trust or we might need to tap into the retained pun balance, whatever. Um, and then in our June meeting, we have a public hearing saying we are going to need to go into the special ed trust or we're going to need to access retain fund balance. And that's what we did this June and we voted to allow us to do so. But then bills are still just because the year ends on June

03730th, you know, we're still processing bills and what things carry over, what things don't. Then our audit is done in August and they look at every single transaction. And so when all is said and done, we realize where we actually are. >> Um because you you have some money encumbered and you're not sure if the bill's going to come going to come and then you know, finally it's like release those that money. So this year we released um there was about 300 thou plus or minus $300,000 that was released at the end of June end of July and some of those are based on um you know changes in student needs. Some of those are based on changes in teacher needs or teacher requests like they were going to do these graduate courses and then

038they chose not to. So then that money is released. So lots of things are happening at the end of the year um which makes that dollar amount fluctuate. Um, so that might mean which is this past year, we thought we were going to need to go into the retained fund balance because last year we had that the same number of contracted paras, but we were able to just use the general fund. >> Gotcha. >> So, >> um, just a clarifying question so that just because I know we have also have some new new board members. If we don't agree to um retain $250,000 here, where does that money then go? So it we say it goes back to the taxpayers, but no one's getting a check in the mail. It just reduces the um the

039tax rate. >> Okay. And if we do use all this, then how do we refill it? Is it then raised by just to be clear or does the general fund feed into it or how you know? >> So the FY25 budget was um you know approved by the voters. We got the money. We went through the year. Uh so this money was already taxed. >> Sure. Um, so it's sitting theoretically just sitting in a bank and the question is, do we hang on to it, not spend it, but hang on to it in an emergency account that is protected by a public hearing or do we just give it back to the taxpayers? Um, another thing to note is whether or not we give money to the back to the taxpayers impacts our um tax

040cap calculation >> um for as we're building the FY27 budget. >> Sure. So, there are a lot of different pieces to this that have impacts on where we've been and impacts on where we're going. Um, obviously, like I said, my recommendation is to um authorize us to retain up to and I and I say up to 250 because it might end up being 245 625 or something. Um, and that way we have knowing that we're starting the year sort of in the negative, that gives us a little bit of wiggle room because we have we don't have a contingency fund this year. We have nothing it um to help us out if the budget gets extremely tight. So, it's, you know, it it goes back to the taxpayers eventually. We can only retain it for

041one year. >> Okay. I guess I was just asking like if we were to tap into this whole thing and spend all of whatever we have, you know, and then we did want to retain up to the 250, you know, and refill refill, you know. >> You're asking how this gets refilled later if we were to spend it. Okay. So, it would be like a similar scenario. So, like next year's budget, if there was money left over, we could then vote to put it back in. I do believe, and correct me if I'm wrong, there have been times in the past maybe, where we've had a warrant article to fund a re a balance. No, that's a different balance. Just too many. Too many. >> Yeah. But retain fund, it's just like when all is

042said and done and we funded all the warrant articles, this is where we stand. Do we give it back or do we retain it? If we don't use it, >> so for example, last year we retained 140,000, >> right? >> So we didn't use it. So it just fell to the fell to the bottom of the general fund. Like it's just part of the balance now. So you can think of it as like we gave the 140,000 back and now we're asking you to take it again. >> Okay. Got it. >> So it's like we can only borrow it for one year. >> Makes sense. >> Whereas the town has the authority to hold on to money as long as they want. The school district does not. >> Understood. Okay. >> Any other questions or

043wonderings about the the >> No, no. I I I just wanted to um make sure we really understood about the the contract. um you know the contract positions versus the staff positions. Lynn had mentioned that it was you know about 50,000 or $53,000 you know extra between that difference. So that comes out to $318,000. >> Yeah. >> Um I think that's a huge and and I I'm I'm just really trying to say that so that we're aware of this expense. you know, we we put so much effort into finding the paras and and all of that process and it's something that, you know, can't be helped. Um, but I just want everyone to be aware that that's, you know, that's even more than this like 2%. >> It's a huge number. >> Yeah. So, just

044to make sure everybody's aware. >> And if you want an exact number, just so you know, what we currently have encumbered for a contract of powers is $335,000. Just so you know um what the actual number is right now. Should we have to keep all of those powers for the year? >> That's over. >> That's No, right now we're paying $335,000. So we have budgeted a third of that. >> Okay. Yes, Jen. >> I was just going to say, can you hear me? Um this is happening all over the state. There was just an article the school district that there's fewer and fewer people interested in these roles. So districts across the state are contracting to fill these roles and this is the challenge and I think some districts have more appealing, you know, bargaining

045units or whatever where they're able to attract powers, but we're just not able to get any applicants at this point. But I I just wanted to share that it is a a statewide issue right now. Yeah. And I think it's especially important too to let everyone know um that we are negotiating our um our contract this year for the that include the PAR educators and um it's something for us to really keep in mind when we're negotiating that contract. I think um the the difference of having somebody who is here all the time working with the kids, you know, um and being a part of the district versus, you know, hiring someone that would be great and lovely but not part of the community for maybe more than six months or a year. And I

046think to go off of that though, also from a cost perspective, um it actually might be lower cost just to be able to get to a good place where we're giving them the benefits needed or the wages needed. Um it'll it'll probably still be less than what we're paying a contractor, right? And then getting that benefit that you just spoke about, too. >> It will. Um we're just going to have to be mindful of the tax cap because that's going to be what comes back to us. >> Okay. Um all really good points. Just one more quick question just to clarify for >> so it's a federally mandated position >> right correct >> and there is there any funds that come from the state to supply for a fally >> what are we talking about

047special education for for these position >> it's generally unfunded to support >> so um Lauren you can speak to it but I think it we're mixing up some words a little bit yeah >> yeah I mean so we have idea grants okay so we have grants foration but which is a federal grant but we can spend that money and apply for grants to be used in multiple different ways. We could use it for this piece. I mean, so there's different factors. So, um, we do get a certain amount of IDEIDA money that can be used for special education. >> Understood. Okay. >> Um, and then I think you were talking about the reduced percentage that the state is reimbursing for um >> Oh, that's a whole different thing. >> Yeah, that's a whole different thing.

048But those that's that's a reimbursement that's well after the fact and only um certain expenses above a minimum are eligible for uh for us to submit for reimbursement. >> Yeah. So the so the other aid that we get is called special education aid. So for students whose pro whose programs cost over a certain amount of money this year if it costs over $75,000. This is not position specific. We're just talking about the money that we get back. Um, so when students pro programs cost X amount of money um, over what the state deems to be a cap, we'll get a percentage of that back in reimbursement, but we get it back um, a year and a half later >> from, you know, from that. But so those are the two different types of kind of

049aid or grants that you would see as revenue in our >> sometimes we reimburse for Medicaid, right? Are we still doing >> Medicaid re reimbursement is a whole separate piece, but yes, which wouldn't have anything to do with positions or student programming um, on that same level. >> Yeah. Okay. Right. Special education is generally very mandated and very underfunded. >> Right. Well, that's what I'm trying to make clear is like this is a required, you know, so when we get to this point down the road, you know, it's clear that this we have no choice to do this >> and it's not funded, right? Like it's not a funded >> correct. We have to do it. And if we're and if we're needing to pay three times more than what we're budgeting for and bring

050it back to the retained fund balance, if something else catastrophic happens like we to our buildings, we there's no cushion, right? Because we're already starting the year. So >> all of that then to say >> there any other go bring it back to the retained fund balance or any other questions or concerns about this? Okay, then can I make a motion now >> on this? So, or do I have to wait for deliberations? I'll wait. >> Let's wait for deliberations to make it clean. Sorry. >> All right. Any other questions or this is a really good and healthy conversation. I appreciate it. >> I just wanted to just ask or remind me one thing. The portion that the state is is reimbursing us is going down. Is that true? >> This special ed aid this

051past year, yes, was funded at about 66%. There was um recent information given that they're going to be minimally funding it 80 80% I think it was 80. I'm looking at Gen 2. We both got both reading the same. So I believe it's going to be 80%. They're going to be trying to guarantee districts get 80% of what should be 100% back. Um so we'll see. >> Okay. >> But but again but that'll be from this you know so this special ed aid ends July 31st. So that won't be till next year to see that year's amount. Interesting. >> Thank you. >> Any other Okay. All right. I think that was all we had for our discussion portion. All right. So, um because we're waiting for um to have a everybody here. We're going to

052backtrack now to the um principal report. I believe you guys are focusing on your building goals, right? >> Yes. >> Good evening. We're first going to start with the principles report because I think that was first on the >> agenda. Um, so for uh tonight we have the uh we call it the MDS squared team, myself, Mr. Miller, Mrs. Dolof, and Mrs. Peterson. Um, but for we've had a great start to the school year. We're starting the year off in Brooklyn with the exact same enrollment we started off last year with, which was 554 students at RMS. Just some key uh dates to to be on the lookout for. We have the Lions Club comes every year and they um we're very fortunate to have them support our school at both RMS and CSA. They

053do the vision screenings for all students. So that's going to be happening in October. Additionally, we have an evacuation drill um in October. The whole school does an evac drill. It's part of our emergency operation plan where we um evacuate the building and we go to an off-site location for to practice our reunification. And um our staff does a great job with it. our students do fantastic. In addition, uh starting midocctober through mid November are the parent teacher conferences. So, be on the lookout for those signups. Uh it's a good midyear or a good mid-trime check-in with the classroom teachers. And then on Halloween, we're excited to share that we will have our annual Halloween parade. So, those are some fun events to be looking forward to at RMS. >> Great. Um our enrollment has

054stayed uh pretty consistent as well. I think it's maybe off by one or two kids. Um and uh um it's been a been a really great opening. We got some cool dates coming up. A lot of them I I've mirrored Dan's Dan's been such a great help mirroring Dan's um emergency drills. Um and uh so I'm doing mine off of his calendar as well a couple days before or after his. Um so he's been a great help with that. Um uh we have uh a very special event coming up in October, but I'm not going to tell you what it is yet. you're gonna hear about it very soon. So, I'm just gonna leave you hanging with that wonderful thing there at the end of October. So, I'll leave you with that. >> I'm excited.

055>> So exciting. >> I didn't even tell Dan yet. >> So, you good? >> Yeah, I'm good. >> All right. So, uh tonight we have a slideshow that we put together for all of you just to kickstart our school year. Um and we will start right here. So, welcome back everybody. This was working. Rich, you were there. You wait. >> I'm just kidding. I'm sorry. >> Sorry, Rich. There was this last time I was looking at you and your Sorry. >> The next time your computer breaks your computer >> screen. >> How's that bus? >> Me can be Vanna. >> No, she does not want to. I will do that. I will do that. I will do that. Swipe over your mouse and touch the screen. >> I'll do it. >> There is a mic

056there. Just use that mic toward >> everybody. This is Rich >> who is not sleeping. >> It's because his head was down like >> he's just currently cleaning the bus. I don't think it's >> now I'm trying. >> You are so good. Thank you. Nice. Good job. >> All right, that was it. >> Thank you. >> Great. So, um we worked before the school year started and um created a a mission and vision statement and I think what we wanted to do was really focus on um the whole child. And I think when you look at this, it really is grounded in the whole child and and what they represent and what they can become and and their potential. Um, you know, I'll read it, but consistent with the mission of SAU41, we will ensure

057a strong, supportive uh learning environment focused on academic excellence. And then the vision statement with our focus on the whole child, we foster capable, confident, lifelong learners who will serve as a productive citizens in a global society. We are passionate about creating an environment that supports a love of learning, embraces active intellectual engagement and promotes high expectations for all. And I think both of those really encompass um from what I can understand in my short time here of of what the community um you know wants children to become and how they envision the whole child as well. So I I really like that mission and vision statement very very much. >> Well done. Thank you, Dan. >> Um, moving on. So, both schools have a highlight slide to show. Um, so for RMS, we had

058a our annual flag pole ceremony. It was great. We I think I shared this last time. We had all of our new students introduced, kindergarten, new staff, and then um we usually have Wings the Blue Jay out there. Um, sometimes we have some special guests and we had this year Dr. Flity who came and visit us that day. So, that was great. But, it's a great way to get the whole school community out there um on the second day of school. Um we're excited to share that we've started environmental science. It's one of our new unified arts and it's going great. Mrs. Alam who was a previously a third grade teacher here and a second grade teacher. Um she's loving the role. She's really highly engaging with the students. The students are looking forward to

059it each week going. Um she's been taking the kids outdoors. They've been going to be the building a little bit doing some um going into the garden in the classroom. So Rich, she's done a great job so far and we're looking forward to seeing how that um where it goes. We had a wonderful um group of Blue Jay awards already shared. We had like 75 last week. We had another 45 this past week. Um, so students are really adhering well to our standards and our expectations at the school behaviorally and our teachers are doing a great job of creating the connections with the kids in the classroom during morning meeting, trying to create good relationships, showing them how to do routines in the classroom, how to walk the hallways, how to go to the cafeteria,

060how to behave in the playground. So really that's a tribute to the staff but also to the students who are following the schoolwide expectations. Um, all of the staff, all the classroom teachers did a Constitution Day lesson. That was last Wednesday and that's just a federal requirement for all of our schools to do. Um, and if you look at our Instagram page, you'll see some like a little post about that. One of our first grade classes, actually all of them did like little feather pens and um, it was great. And then uh, open house, we had a great showing of families. Um, we really like the format and hopefully families feel the same way. We've received good feedback. Um, the staff like it and I think it allows our students to feel empowered and get

061a chance to highlight their school to their parents and their other siblings by touring them around the building, participating in the scavenger hunt. Um, it allows the parents to kind of see the students day. Um, you know, by being with their kids on that night. So, we had a great open house, great showing. And then we're excited to share that um we got approved to do our new rock wall. Uh we're going to be hopefully installing that by the winter time. Um we hoping to do it sooner. Um if you haven't seen our gym, it's been newly painted this summer. The two walls, we have like a an accent wall. We've taken down all the acoustic panels so that we can prepare for this rock wall. But it's going to be a great um feature

062to have at our building. Mr. Mars is excited because he can now teach a lot of the skills that the kids are trying to do outside the playground during gym class, which is great um to help ensure the safety of all the students. And um I want to thank the PTO um because they've been a huge supporter with this project. They've raised um a good sum of money to help us with the funding of that. Um and also Mr. Mars has some funds that he received through like jump rope or heart and we have some money through that but mostly the PTO is to be um you know to show our appreciation for that. So those are some of our RS highlights. Oh and I forgot to mention the middle one is whole school recess.

063So um each morning we try to do a whole school recess and if you do carline you'll see the students going right outside and it's really a good opportunity for our older students to be leaders to the younger students and for the younger students to have some role models to look after and it's really cute seeing our third graders playing with our kindergarteners or our second graders playing with the kid, you know, what have you. Um, but it's a great time of day because the students, um, it allows all students to enter the classroom at the same time because normally when students get off the bus, we've worked together for a few years now, so I know that I'm sorry, that sounds so much better. Wow. Um, so if you look at carpool and buses,

064students arrive at different points in the day into the classroom, but through morning recess, all students are entering the classroom at the same time, right? so that they're all able to start morning work at the same time, what have you. Um, the other piece that this allows is it allows the students to activate their brains and get their bodies moving before they go into the classroom. Um, and it's allowing our teachers to have opportunities to collaborate together because we're trying to provide all students with a common experience throughout the day. So, um, >> so I just have two. >> Yes. >> So, with environmental science, is there a place where we can like look at just like what the general curriculum is? >> Yeah. So part of it is it's still in its I would

065say initial beginnings like because it's a new program to us >> and I will say that Mrs. Laflam is partnering a little bit with um the environmental science in Hollis. Um but that will be something we can share more like highlights throughout the year. Absolutely. >> Brady wanted to know because like what is environmental science? >> Yeah. I mean it's it's a little mix of different >> I figured but it might be nice if we had like a place where people could just go and be like what is the and then in terms of like the school recess. Is that something like are there accommodations that are made of people are finding that overwhelming? Is that something that all children are expected to attend? >> So, one accommodation we did do at the beginning of

066the year um and that's a great question is kindergarten felt that because it was all the students were new to our building that they wanted to do a slow um like a gradual um process to it. So, the kindergarters didn't start morning recess until I think the after the second week of school like we did the two days. So, it was probably the seventh day of school day. >> Okay. So, it's a slow building. >> It's a slow build for the kindergarten. So, now they're out there. Um, but we do have a lot of staff out there. We've got um like our power educators that are one-on-one with students. They're out there or keeping an eye on them. Um, so we've got a lot of hands-on deck to support. Um, the other thing I'm glad

067you asked that question, too, because the other thing we're implementing is Ashley Sty does a great job in our library, our school librarian. um she is doing she's allowing for students to come in when they get off the bus on like I think it's Fridays she's going to meet students off the bus if they want to come down and check out books during the morning recess and then on Mondays students that do carpool will get the opportunity to do the same just so she can gather students so that's another feature we have during the morning recess >> um for going back to the environmental science question you know some of it some of the curriculum I can tell you right now is they there'll be a gardening project they they're doing some trails recently they've

068been looking at um the leaves, right? So, um there's gonna be a little bit of, you know, life science in there and some physical science, but mostly we're trying to get outdoors when we can. >> Right. So, just kind of using like what's already around following the seasons through that kind of thing. >> Yep. And and Mrs. Leflum is also partnering with the teachers to support them with their curriculum in the classroom. >> Great. >> So, which is I think a win-win all the way around. So, >> I now have what I was going to say. >> Oh, >> I I now have leaves on my desk at home for my child. brought leaves home for me cuz she thought that they were beautiful and I would and she learned about them that day and

069so now they're on my desk. Thank you. >> Well, it was cute because yesterday I was with one of the class I was meeting one of the classes outside and they were just talking about that tree looks like it's alive. That one looks dead. It was it was great. It was it was like that's awesome. So, and yeah. So, so that's going >> anecdotally my son that's literally the only thing my son has talked about is the the leaf project. It's like I ask him every day. I'm like, "What'd you learn?" Like he'll talk a little bit, but like the leaf project he went into like detail about like what they did and how they and like loved it. So I just like 10 out of 10 feedback. >> This is great feedback because this

070is a new position for us. >> So I think getting that feedback is important for us to like mention here as well. People are enjoying it >> and we're lucky to be in the area that we have with the beautiful bullies that we have. So >> yeah, I've gotten the leaves and I got the feather. Oh, >> imagine what we could do with environmental science at CSDA >> if that were to go there. >> That would be amazing. >> I'm on board. >> Okay. >> Thank you, Dad. >> All right. So, on to CSDA where they're rocking it there. >> Uh, great. So, um, still acclimating myself with a few things, but um, one of the things that was really important for me to get started right away, especially with this age group, was the

071Wolfpack Council. So, it's our um student council and we're actually meeting on Friday for the first time. The kids are really jazzed up. So, we had our uh voting for that last week. Um what I told the kids is we're going to focus on this year's school spirit and building community. Um and I think that's going to be a theme for the year with not only the kids, but the staff and kind of who we are, finding out who we are and and and what we want to become as a school and what our identity could be. Um and the kids and their voices are going to be a huge part of that. So, they're really excited for that. Um, it's gonna sound trivial, football, gaga ball, and whiffle ball, but the recess area is

072one of the highest leverage areas to build community within a school. And um, one thing I noticed is that putting structure around this for kids, and these are three examples, but putting structure around this for kids really helps them develop a very positive identity. and it helps them develop a positive identity within groups. A lot of times negativity can be um the seeds of it can be planted within a football game or within a gaga ball pit or within a whiffle ball or a basketball game or things like that or a tag game. Um and I'm out at at all the recesses and so I'm able to watch and support them. Not only get to know them but also support them and that they know they can come right to me and say, "Oh, Mr.

073Miller, we have this problem with this rule. Can you help us?" Sure. and help build their leadership out there to say, "Okay, how are we going to solve this problem? What do you guys think?" And that translates directly into how they act in the cafeteria and how they act in the hallways and how they act in their classrooms with their friends. Um because what happens is they build these habits through these games that all of a sudden become who they are. So, I'm seeing really great dividends with that this year, which is really great. Uh academically we continue to focus on um kids talking and processing their learning in the classroom. And you'll see that reflected in our Instagram reels, but it's really about them talking about their learning because it takes it from the

074the the frontal lobe all the way back to the hippocampus. So it it sits in their brain and and so much more learning is done when kids are able to talk about it. Had a great staff meeting today. Teachers are fully on board with this. They're rocking the turn and talk in their classroom. So I'm super super excited. Um and then uh open house I I think went really great. I didn't have a um a framework or a marker for what it was in previous years, but um all the chairs were filled in the gym and there were people on the bleachers. So I'm I'm thinking that was a pretty good turnout for us. So um uh I spoke for a bit um and introduced to myself and some of the things we were doing

075and then had uh the teachers go to or had the parents go to the classrooms and talk with teachers and I think that went really well. Uh kudos to my teachers for doing such a good job. There are lots of smiling faces and everything as I talked to them when they when they left. I will give you one quick story. So, it's it's not just I know I picked out some sporting things here, but there's other stuff going on at recess, too. So, um there was there was a group of five or six girls that that were doing origami the other day out there, right? And so, they were making the usual stuff, you know, little dogs and things like that. And then one girl comes up to me and she has like a piece

076of paper. It's like probably the size of like the top of a pen. And I looked at it and I said, "What is that?" And she said, "It's a dog." And I'm like, "Really?" So I took a picture of it and I'm thinking, "Oh, she probably knows it's a little piece of paper looked like a dog." It was like a dog. Like I have no idea how she made that. Um and I'm thinking like she had regular hands and I'm like, "I have no idea." Like how did you get something so small? Like she didn't have tweezers or anything. And it did. I I was like, "Oh my gosh, that's looks that looks like a dog." It it was incredible. So you know, it's not just it's not just football or gaga ball or or

077whiffle ball. It's it's kids interacting with each other in just super positive ways and sharing their gifts with with other kids and just building that that camaraderie of you know this is who we are and this is who we want to become. >> So I have a question. >> Yeah. >> Um with the Wolfpack council I know you had mentioned elections if students wanted to participate are is there a way for all students to participate even if they're like not elected by their works? >> Yeah in the process. So um there the and and the way I'm going to explain it to them on Friday, I explained it a little bit in the forms they got sent home, but um they're going they are representing their peers. So they are not president of their peers.

078That's why specifically we don't have a president, a vice president because no one person is above another one person, but they are representative. So they're the voice. So whatever we do in the Wolfpack Council, they bring back to their classroom. They have discussions within their classroom and then it goes back to that person and back to the council and then we make a decision. So um other kids have asked that same question and my response has been you all are going to be leaders and you all are going to step up to be leaders because when they come back and they ask a question it's up to you to have that voice and and to give that feedback in your perspective. So >> so there is a way that everyone can feel >> Oh 100%.

079Yep. Absolutely. >> All right we're excited to share that. If you haven't already seen u Mr. the Mars, our PE and health teacher at RMS. Um we um nominated him last year and um he was chosen as the um PE teacher of the year through the Neapford um organization. So we want to congratulate Mr. Mars on being the New Hampshire State Teacher of the Year for PE. So that's great. Congratulations. >> What is he doing is he >> um so that was a picture I took of him a couple weeks ago. And he was he was doing he was doing some dance with the kids just like touching their heels, touching their toes. >> I was like >> no Irish step. >> It was it does look like it. He might have >> but I

080was like I'm just trying to grab this picture quick and then the one you chose. >> Yeah, we you know but um but uh Mr. Mars does a great job if you know if you I've had the opportunities to see him in action. Um all of our staff see him in action. He's great with making connections with students and um getting down to the levels breaking down steps of like for instance how to throw a ball. He breaks down things very developmentally appropriate. Um he's engaging. He uses music. He's um he uses the outdoors. He uses all parts of the gym. But then in addition to this, he does things outside. He does things above and beyond. So for instance, he has found opportunities to work with our preschool, which is not, you know, a

081required class, but he's tried to help them with that transition when they do come to kindergarten, how to um do PE. He's also worked with our um he's done some adaptive special ed um or adapted um PE classes, which has been phenomenal. Um but then he supports us in the building in other ways, you know, finding opportunities for students that need a break or need some sensory stimulation or movement to help them get back into class. he's doing that, too. So, he's he's very versatile player and he's very well deserving of that. So, congratulations, Mr. Marters. >> Yeah. I mean, I can say having someone who just did that transition, having it in the preschool is actually very helpful because it does give them kind of like a structure that they already know. Um, I

082also think it's really great because he's very perceptive to the fact that Jim can be very overwhelming and very loud. It's very echoey in that space, especially for the littles. And so I just want to commend him on that because that's got to be tricky too to try and manage when everyone's like noise overload. >> Yeah. >> Too much noise to kind of still make it engaging and make it fun I think is a skill. >> So um and the neat part about this is when we found out that he received the award it was also on his birthday. So it was a it was nice little birthday too. So happy bloody birthday Mars. >> Huge congratulations to him for sure. >> Amazing. >> For sure. Okay. So, I get to do the goals. Um,

083so we kind of focused our goals this year on three main areas. One for Whoops. So, I can see it. One for curriculum, instruction, and assessments, one for student well-being, and one for culture and climate. Um, the numbers that go along with the bubbles kind of go along with the district goals under those areas. So, if you want to refer back to that, you can see it. Um, our big one for curriculum is to kind of refine our schoolwide MTSS models to effectively address all academic subject areas and meet the diverse academic needs of all students. So, we're looking in both buildings on where are our students currently academically? What are our next best steps for instruction? How do we support that? What are the resources, people, items that we put into place to meet

084those needs? Um, we're in right now we're in the midst of data meeting season. That's what that's my life this week and next week. Um, so we're looking at our beginning of the year benchmarking, seeing where our strengths and weaknesses are for students, how we're going to address that in the classroom, how we're addressing that outside of the classroom. Um, and then what we're going to do for next steps to kind of progress monitor that growth and see what we need to do in the next four, five, six weeks. Um, so that's been we did a work today at the staff meeting at CSDA to kind of look at, you know, what does that tier one look like? What are we doing for all students? Um, it's some great work and our teachers are just

085rocking it right now. they're they're all in, ready to go. Like it's been a phenomenal start to the year. Um similarly is we're going to review our second one for student well-being is to kind of review and strengthen our schoolwide um MTSS for behavior to ensure consistent effective teaching and reinforcement of behavior expectations and routines. So we've done I mean it's only I think we're on day 18 19. I need a kindergarten teacher who knows like what day of the year it is. Um, we are we it's September 24th, but we've done a lot of work really already. We've had UNH come in down here at RMMS to work on some tier one strategies and classroom management strategies how we can best address some of the um social emotional behavioral needs that are, you know,

086some of our kiddos it's their first time in a school ever. So, how do we help them? We're making it a new verb, right? How do we student? How do we act like a human when we're here at school? And what does that look like compared to being at home or being at a daycare or what have you? Um, so we've been working a lot on that at CSDA. We spent the last 90 minutes at the end of the day looking at what are our kind of Wolfpack expectations. What does it mean to be in the hallway, in the cafeteria, in the bathroom, at an assembly, on the playground? What does that look like? And what is it that we want to have the students understand, the parents understand, the families understand that this is

087what we need to do to be a productive Wolfpack member, a productive student, a meeting your goals. So, we're doing a ton of work on that. Um, we've had meetings and PD and whatnot already throughout the year to see how, you know, for some students who may need some extra support, how are we providing that? Who's providing that? Um, how are we making the decisions about that moving forward? So, even though it's only day 1819, we've been a lot of check boxes already on on work for our student well-being. And then finally, also a lot of work already been on this. Um, the Brookline School District will review and refine lines of communication to students, staff, and families and the community in an effort to ensure its effectiveness. So, we had a similar goal for

088this last year, and a big push for that was Parent Square being that that was new for us last year. This year, we want to continue kind of letting the community in and being able to have effective communication with students, families, and the community at large so we can kind of brag and show all the cool things and great work that we're doing. Um, and a big part of that this year in the push is our Instagram reels. So, we're going to, as you notice, we have quite we we're doing pretty well with the amount of posts that we've got going on. Um, and we try to keep Dan off the roof as much as possible. So, but >> first real that I saw. >> Yes. The kids were like, "Mrs. Peterson, he's on the

089roof." I'm like, I know. >> He hadn't watched the slip, strips, and falls video. >> Yes. He had not done that yet. >> And I actually watched the entire video. >> Yeah. He was full send. like full full send. Um so that's one of the goals that we were working on just to kind of portray what the work that we're doing in a different manner. So there are our goals. Can I ask a question about your first the curriculum instruction assessment one? Typically MTSS I think um the perception is that it particularly with curriculum it's to really support those students who aren't maybe quite where they need to be. This says all students. So, are we then going to be looking at those students who maybe are ahead of where they need to be and

090making sure that they're challenged? >> Yep. That was a huge part of our discussions this week at data meetings. So, we kind of looked at um all of the data as a whole in both ELA and math and saw, okay, what are we looking at for those students who are right on target? What are we doing for them? What are we doing for the students who might be a little bit behind and need a little bit extra support? But then additionally, we have a decent cohort of students who are above the expectations already. and what are we doing for them to continue to enrich their learning, extend their learning um and to have them be challenged at school. So, that was an ongoing discussion point all week and we'll be next week at CSDA. >>

091Perfect. Appreciate. And I was just going to add um Meg and I and Abby have already had a conversation around we're going to be doing some um looking at the um assessment tool that we're using because one of the things that um sticks out is that we need more data that can make the um assessment tool push those kids that are on the upper level. So we're going to be looking at trying to find a new product that would allow us to have adaptive testing. >> That would be great. Yeah, that was actually one of my questions as well is like there are obviously going to be some students that may not be able to take like the assessments first. So, how are we getting the data we need to support them? >> Yeah, so

092I mean our main data right now our kind of universal screener is the Ames web plus. Um we also at RMS do additional data kind of collection with we do QPS and letter spelling inventory and other things in the ELA realm. Um but then it's also what are the students doing in the classroom because not all kids can sit and take a time test and have it effectively show us what they know and we know that. Um so kind of on a student by student basis if needed we look at okay how can they show us what they know and then we can adjust and direct their instructional best practices so we're meeting where they meeting them where they are and moving them forward. So um it's not kind of one set thing it's what

093the kids need. So, have has everyone kind of gone through this assessment period? Like, have we given like the beginning? >> Yes, we're finally done with benchmarking. Um, so that's that's my my reading and math team at RMS and the teachers at C like they're just amazing. So, they've been living e eating breathing it for the last week. So, now we're in the okay, now we have all the data. Now, what? And um we'll be kind of launching groups at RMS next week and CSDA the following week. >> Thank you. >> All right. So, um I'm gonna let Chaz mostly take this, but um at RMS we we have quite the following. You've got like 243 followers at RMS. And I will say um our MD Squared group had a video on there if you

094haven't seen it that has like I don't I'm not sure if this is the name for it, but we've had 1,600 Insta hits. We call it hits. >> Sure. Inst. I like Insta hits. >> Call it whatever you want. Uh yeah, views. But anyways, um it's the one >> you can't be on Instagram unless you know what >> Yeah. Yeah. Yeah. But but anyways, um >> he's a lifelong learner. >> But yeah, but I've enjoyed it and I thank Chaz for helping me and also Emmy from the SAU helped me as well like learn how to use this cutting edge technology. Um but anyways, so one thing I want to highlight from ours is um we've had we've had quite a few posts and um one of my goals right now is to really highlight

095the staff that we have here on top of the learning because we're going into a negotiation year. Our staff does a great job and we don't and a lot of people just sometimes don't know who our staff are. So I'm trying to highlight a different staff member. So each week in the newsletter you'll see click here for the spotlight or go to Instagram. So you'll be able to see um we started with Mr. artists. Uh we did Mrs. Boddet, we did Mrs. Buchet, and actually Johanna, you can tell um your husband this that uh we'll have Mrs. Leaflam, the environmental science. Maybe she'll give a little >> taste of what environmental science looks like. >> Yeah. Anyway, that's one of our that's one of our weekly things we're going to do through. >> Uh yeah,

096and I want to give Dan props because uh he has and in the whole SAU, you have the most followers. >> Oh, is that right? >> Yeah, that is that's you. >> Um jealous. >> I'm a close second. I'm a very close second. >> Very close second. >> Jealous. >> No, not at all. >> Very close. Yeah, no kidding, right? >> Oh, you follow me? >> He just listens for the little dings. Um, ding. Got another one. Chaz. Um, >> no. Meanwhile, they're all his accounts that he's created. >> Um, it's great. And I think, uh, Dan and I have been really playing off each other's ideas. really good with this and I'm not going on the roof, but um him with the way he's spotlighted staff, I I want to start copying that. I

097think that's a really cool idea. We may do it more as grade levels rather than individual people, but I think it's an amazing idea to do. And and both Dan and I, I think, have wanted to give have Instagram be a view of, for instance, when we are walking around on our rounds and going into classrooms every day, you know, we bring our phones with us. take pictures of things and we put it out there so that you can see, you know, this is like our view, like the amazing learning that's going on in these classrooms. And sometimes I'm I'm I'm really blown away by what I'm seeing and what they're learning. And so, it's really cool that we're able to capture this here and put it put out the little tidbits to parents. And

098the feedback I've gotten is, you know, thank you so much. This is great. It's helping us see inside the school a little bit. So, we'll continue to evolve that and have some fun reels mixed in along with it, too. >> Stay off of Snapchat. Yeah. >> Oh god. No. There is no way. There is zero chance of that. And if you haven't seen Chaz's academic, like the academic ones that CSD has, those are great. I think those are to your point, it's a good snapshot of what the students are seeing and do in the classroom. So those are great. >> Dance competition. >> Oh. Oh, we forgot to tell about that. We'll talk about that at the end. >> So I do have one. >> Let's save it. >> Separate for the dance off. I

099do have a question about Instagram. So just in terms of like students like is how are we like because we don't want to post students obviously without permission on Instagram. So >> So that's a great question um and thank you for bringing that up because that's something we're going to look more to as a district going further. But um what we're trying to do is capture um you know like Chaz had a great example one week he had students at recess dancing with the boom walk so he got their feet like I've been um like there was one time I did blue J awards and they all put their certificates in front of their face or you'll see like a hand or you'll see like a little small finger >> um >> origami really >>

100origami. So, we're trying to avoid putting student faces on there. Yeah. >> Just because we don't have those permissions really. >> Um but um to Chad's point, capturing the war, capturing the staff right now, just so we can >> at one of the schools, they did do like an interview, but it was with the students permission and the parents done. >> And there was one post there was one post that I did have students, but I had already asked the parents, would you be okay? >> Yeah. >> If we had them in there because I thought it was an important piece of it. But >> Madison looked lovely coming off the bus. Sorry. >> Oh, I did. I did ask her a parent. Um, >> but anyways, >> yeah, it's something too. I there's uh

101really easy tricks to doing that. So, if I take pictures of student work, I make sure there's never names on it. Um, you see hands you can see kids doing or um, for instance, I'm putting up um, I put up a couple reels about turn and talk because I wanted parents to hear that learning. So, what I do is I just focus on the the board where the thing is and then you could just hear the sounds of the kids and listen to their learning. So yeah, there's really easy ways to >> I think we're all just concerned about privacy because >> Oh, 100%. >> Yeah, it's a it's it's a really valid concern and >> um so we're trying to be really careful, but it's something we're going to flush out, I think, right,

102Gina at some point. >> Yeah. I would also say like >> keeping faces off is probably a good idea because if I gave permission initially or one year and then I retract that, you'd have to go through the accounts to remove and make sure, you know what I mean? So, I think it's just >> safer in the long run just >> from a legal perspective to just >> keep our kids. >> Are there any other items that you'd like Chaz and I or Megan and Jen to maybe highlight in the future with any Instagrams >> or >> I mean I think it might it might be really helpful for parents to get a sense of what the specials are because, you know, especially as we're building those programs. I think that like even just having

103them do like almost like your staff spotlight but like a spotlight on the specials. So like art class, music class, you know, that that could be really interesting. >> Environmental science. Yeah. >> Maybe maybe a project that they're doing, something like that. >> Yeah, exactly. Or just like this is what we do in art. This is what we try. >> Yeah. So we could do more of that. Like that third picture over where Mrs. Buché is. Um there's um I think it's [Music] >> Oh, yes. I saw >> it was that open house. Yeah. >> Yeah. I can't pronounce right now, but I can pronounce when I see it. >> Yeah. But that that flowery looking project, all the students did that in our class. >> Yeah. >> So, you know, >> stuff like that

104would be great. >> Yeah, sure. We can certainly do that. >> And one of the things that was impressive about that is that the teacher actually has an explanation of it and the artist that they're mirroring and gives them some autobio autobiographical information about the artist um that they're working to mirror. >> Yeah. But this team right here had our video that we made, if you hadn't seen it, has the most hits >> of anything ever in the history of anything. >> It's top 10. Top 10 Instagram. It will be tonight >> cuz everybody's watching this right now. >> What's that? >> I said you took down Taylor Swift. I mean, her engagement on >> Oh, is that on there? Do I have that on there, too? I do have >> Instagram. >> No, but

105I we have one through the school, too. >> No, we don't. >> I just didn't post it. Come on. All right. Good. All right. Mrs. Doof and Mrs. Peterson, what are we doing in planning? >> All righty. So, what are we doing and what are we planning? Um, short answer, a lot. Um, so lot of curriculum stuff happening from last year into this year and moving forward. So, we're going to be continuing their implementation and refinement of all of our all of our responsive classroom pieces in classrooms, especially K to 5 in into six um morning meeting, closing circle. But we're also doing a lot of work with um our behavior specialists and BCBA kind of talking about logical consequences and academic choice and how do we model model model model some more. So, we're

106working on that. We have the roll out of our MTSS interventionist position at she shared between the two buildings. She's been tremendously helpful the last few weeks of the last you couple weeks of school so far. Um she's great. And then we have a school psychologist intern fellow. Did I get that all right? Okay. Um and she's also shared between both buildings. So she's been kind of Dr. Walker's right hand. So we have um school psych availability more so than just having Bethany running back and forth between the buildings. Yeah. Um it's our first full year of implementation of the full deployment of amplifi amplify CKLA in grades K to three. So we did the full deployment at CSDA last year. We're deploying it fully at RMS this year. It's been really cool because the

107like we're doing units on fairy tales and animal habitations and it's just been um the content has been um super exciting for the kids to learn about and it's been fun to kind of think about some interdisciplinary projects there. Um we're in our second year of implementation and refinement of Eureka math squared at RMS. Um and then we're kind of in that second year of refinement of CKLA in grades four through five and amplify ELA at grade six. One of a lot of the work we did over the summer regarding math at CSDA was looking at our Envisions math program um which we've had for a number of years now and kind of refining it and doing a reset of okay what are we we've had a lot of new staff in that time. we've

108had just a lot of changes one way or the other. So, we looked at kind of our non-negotiables of like what is our data showing us? What did the SAS data show us? Where are some areas of strength? Where are our areas of weakness? And then how we're addressing that um both in the core in our pacing and in our MTSS um pieces. So, a lot of lot of curriculum work. >> Yeah. So, I I'm still acclimating, but I can say that um as far as professional development for tier one, um the district has brought in somebody from UNH, and she's done two sessions, and she's really done a nice job teaching classroom teachers. Um you know, the the benefit of having a classroom that's inclusive and supportive of all students and how to react

109when a student is disregulated. Um I don't know she's got another session I believe coming up but the class I wanted to add also that as far as schools go it's probably one of the more um positive climates and cultures that I've experienced. So um students you know struggle with behaviors at times but the setup right now with the positive teachers and the support from the administration and so forth is really is really something. um the the the group that um has been um sort of presenting with the uh UNH person started this summer to develop a new behavior response and crisis team. So that's being rolled out so that if a student is in crisis or is disregulated, there's a group of staff that can respond appropriately. And then finally, um we're creating um

110sort of regulation spaces spaces in each building. So, um, we have a new staff member, Mrs. Mariano at CSDA, and she's really developed a nice classroom. It's sort of a rest bit for kids who need space to go to when they're disregulated. Um, to enable them to be present in the classroom, so they can go to this space um, and she is their case manager, but it's a very comfortable, safe space. The lighting is dimmed. Um, there's spaces where they can go and regulate if they need to. they can use clay and sort of get grounded before the start of the day. Um, and we're and we're rolling that out at um, ARMAS as well. Um, we've just selected a classroom and we're setting that up. So, we're seeing some really positive results. Um, sort

111of approaching kids as developing the ability to self-regulate and teaching them how to do it. Um, and we're really hopeful to see some significant improvements. >> I just Oh, sorry. Before we leave, can I ask a question or are we saving question? Okay. Um, could you help me learn a little bit about the behavior response and crisis team? Are those two separate teams to or together? Um, and then just what um what types of things I guess would be behavior response andor crisis, you know. >> So, so I'm I'm relatively new, so I'll tell you from my perspective. We have for individual students, we have behavior plans as part of their IEP. Um and um sometimes very specific about how to respond to a child that's disregulated or having a big behavior or an emotion.

112Um there's also um MTSS that is addressing behaviors and then there's um then a crisis plan for for students unanticipated. I I guess is that the best way to say it? there's sort of a sequence of staff that respond. Um but so there's individual and then there's sort of um schoolwide responses. >> And again, it's new to me, so I'm not really >> Yeah, these these are more for like our significant behaviors like crisis type situations. >> Okay. >> Very highly escalated behaviors. And to to what Jen was sharing, we have a nice team of support, you know, built at RMS. So if there's a, you know, a student is disregulated and it's a crisis situation, we've got a call list of who's going to respond. There's backups in place, there's supports to allow the

113teacher a break, tap in and out. Um, so we've really worked hard the last year or so to put that into place. >> Yeah. And I think I mean it's not and it's not always a crisis. So we are really nicely staffed. We've got two school psychologists, a BCBA, and a behaviorist. So um, you know, students are learning how to manage their behaviors. Um, and so if it gets really challenging, as Dan said, you know, there's a call made and different staff can go down, but it's sort of part of the culture to address and support students as they're moving throughout the day. >> Yeah. And I think the other piece too that we really haven't touched on is like we've got some really really skilled staff here. And and it starts really with our

114classroom teachers, but also our par educators are phenomenal. Like they're able to mitigate a lot of things that could arise in a crisis. and um they're essential part of our school that they don't you know they don't get enough um you know thanks for what they do um but we have a great team and and a great skill set there's a lot of expert staff here that could be out you know presenting but we're fortunate enough to have them here so um we're very fortunate in that respect >> yeah so it sounds too like these would be students that potential needs would possibly have already been identified plans would be like this wouldn't be necessarily a student that had not given you guys any warning or that you weren't aware of? >> I would say

11590% of the time. >> Yeah, I would say 90. Yeah, once in a while you get that, whoa, where did that one come from? Yeah, like but um >> most of the time that we're >> Yeah, we've already identified it and we have a plan in place and then if something does happen, we're then revisiting the plan and adjusting it to make sure we meet their needs. >> Okay. >> I would say would you guys agree like 90% of the time already know about it? >> Yeah, I think so. And I and again I think the word crisis is sort of a heavy word. This is all part of you know learning to be students. >> So the crisis part of it. Okay. So we have a behavior response. So it some of the people

116that are on our behavior response are the same that are on the crisis team. The crisis team would be a group that would come together if um if there's >> something more significant. >> More significant. Yeah. Just Yeah. Just you know >> something that would very much disrupt the day. So >> yeah. No, thank you. And then um for the regulation spaces, these sound very nice. I wish I had one at work. Um are are those uh open for kind of any or all students or is it kind of like what I'm hearing is the behavior response is really more for maybe a student who's on an IEP and they have something kind of identified. Crisis is for, you know, that very much, you know, kind of bigger thing. and and MTSS is really more

117for all of the students who may be like having a disregulated moment. Um so again for the regulation space is that really more um for user for everyone or >> so so the regulation spaces are really um to address a need for students with IEPs. We're really fortunate we've got a a behaviorist from NSHA who's come on board as a classroom teacher uh and she's got some amazing strategies. So, so those are really for identified for students with IEPs and they're staffed by um special educators and par profofessionals, but we encourage all kids because we want it to be, you know, a place that's comfortable and engaging and they're very very appealing. Um so students without IEPs are eager to go in as well. >> Oh, that's awesome. Thank you. And just to jump in

118on that too, like the the group that met over the summer and started this work over the summer, um they are very invested in kind of creating mini spaces within each classroom and providing each classroom teacher with a set of tools. And I know that that team is going to be working as the year goes on to discuss those strategies and resources for the to support the classroom teachers in each grade level to kind of make mini regulation spaces in their room like calm calm down zones are sometimes called, you know. Um, and I believe that team is still working on that process for this year. And >> and I think I'd add too, the two psych school psychologists have made it a focus to work on supporting staff as well because the work is

119hard being a classroom teacher. So they're they're really putting some time into that which is a nice touch. >> That's awesome. >> Yeah. Oh, thank you. We do ask a lot of our teachers, I think, not only to educate, but also to help teach some of those um, you know, relationship buildings or being a student as you said. So just thank you to to them and and to all the work that has gone into a lot of this kind of helping students be students as you said. >> It's great. >> Great. It's great. >> Thank you. >> So for FY27 our budget focus uh Chaz and I are going to talk a little bit about this. >> Um so uh I believe at RM at RMS um there is a a lunch recess monitor right

120now. Um uh I'm out there by choice. Um, and we also have teachers with coverage. It would be um beneficial to have a constant person out there as well, not for safety reasons, but to maybe ease the burden of the um uh of that duty. Um, so that's something we're we're looking at, Dan, and you know, you can speak a little bit more about. >> So, we have we have the lunch monitor uh position here at RMS. Um, it's kind of a split role because the person who does it does a great job with the lunches. Um, that person's made wonderful connections with the students. They enjoy seeing uh our monitor at the lunch, but uh he's also our security um officer like in during you know when it's not lunchtime. So um oftentimes he'll

121buzz you into the building um as an extra checkpoint. So that's been really beneficial to have. The other position we're looking to have um in our budget um or to propose is um unified arts at both buildings having 1.0 special. So right now um at RMS we have a 1.0 PE teacher, we have a 1.0 librarian and we have our environmental sciences 1.0, but our music and art is 0.5 at RMS and.5 at CSDA. Um so we're looking to see how we can increase those roles to be full-time um at both buildings because we there's extra added benefits by having a full-time art teacher, music teacher. Um they're more they can become more collaborative with all of our teachers. um to help maybe do more interdisciplinary uh units of study. They can support with some

122interventions. Um they they can develop some stronger connections with students. Uh there's there's a lot of pros to it. Um it will also help with retention of our staff as well because we've seen in the last few years, music, for example, we've had three new music teachers in the past three years and it's because of how tight the schedule is for them because they're at RMS in the morning. they they travel to CSDA and then they're at CSDA. So, it's >> something we'd like to explore. >> May I ask um just clarifying question? So, on the lunch recess monitor for CSDA at ARMS, it's a split role between safety, lunch, recess, same kind of is that a full-time is that what are we looking at for CSDA? Is it would it also be a similar

123split >> position? What are we looking for? >> RMS is not a full-time just so you know. It's RMS is it's uh it's 10:30. >> Okay. >> To about uh 2:30ish. So it's >> So what would the intention then be at CSDA? >> Yeah. And I think the what I've worked with in the past and and Dan and I have talked about this a little bit, but what I've worked with in the past is having somebody out there who can be trained to work with games and and I don't know if you if you're familiar with play works and of that of that type of organization, but somebody who is familiar with games and um uh teaching social skills and things like that or training that person to be that to be kind of a

124um a person who oversees that part and goes and just goes to different groups of kids. So, it's not just another body out there, but it's actually somebody to help kids learn. This is how we interact together. So, >> so, well, I guess my question is, would you only want them for like lunch and recess, or would you be looking to expand that from like a 10:30 to 2 and and utilize them in another way in the building? >> Well, if you're offering No, >> I'm asking what you're looking to hear. I'm asking you what you want. So what we can look forward um uh like what >> I think I ideally I'd take the most that anybody can give. I'd be like yeah that'd be great. I think um looking at just the way

125things are and and realistically um having somebody for that time would be phenomenal. Yeah. >> The other piece I wanted to share about that role too is the reason why we initially put in a lunch recess monitor is having the same person do those lunches. It allowed for the students to have the same expectations between each lunch too and it was just a consistency piece too. >> Okay. And then my last question and I apologize team. Um for the unified arts fulltime we understand the art, we understand the music. They're split between both buildings. It is a huge ask. Um makes sense environmental science is only at >> RMS. Would we be seeking a third full-time for CSDA? So, would we really instead of be looking for two full-time unified arts to make sure we've

126got art and music full-time, would we also be perhaps looking for a third environmental science CSDA? >> Do you want me to kind of go ahead? >> I want to know what you're looking for so that we can >> truly like >> Yeah. So, the It's a great question and it's kind of a loaded question because the two schools are we try to be so similar in a lot of respects, but we're too different. So I think environment science would be extremely beneficial at CSDA. It helps us to have the environment science right now at RMS because we need five unified arts teachers so that all of our teachers got a common planning. Right. >> So I want to give that background but other than that I'm going to let it go to Chaz and

127me for >> Yeah. No, because it's funny because Megan and I were talking about this recently actually uh a couple weeks ago, but um having a full-time librarian would be really great. um uh you know she does things I was just talking to her about uh the spelling bee and about these other things and um she wants to take initiative to do these things um uh she is only parttime so there's only so much but um it would be great to have to have that >> I think I didn't realize that >> yeah looking at that we were just kind of coding back and forth I think like number it would be wonderful to have environmental science grow to CSDA I think maybe not next year but in future years um but our probably first

128blush would be bringing the librarian to full-time time so we have more opportunities because >> she's I don't I'm not sure if she's a six. She's a six. >> So either way, we're still looking for we want three full-timers is what we're looking for >> to start. The priority would be art, music. >> Okay. Sorry. Sorry. Go ahead. >> Oh, yeah. No, that's okay. You Yeah. Library would be something I think we would love to fill. >> Yeah. >> And all of like this is just like a little like like a preview of what's to come in the new item spreadsheet for next month. So that's what we're going to really dig into. um what they've identified. >> I love it. >> It's it's like a whole story that just unfolds. >> There could be

129more, but we know we can't. >> Yeah. Don't give many ideas. >> We got to tell the story this year. So, >> I'm just saying so so Chad, you're saying your priority would be the library, but so technically that would still be three full-time positions. >> Yeah. >> Right. Okay. >> So, priority isn't really >> uh It wouldn't be. She's 6. So, it would be 2.4. >> But the point4 is expensive. That includes benefits, right? 2.4. Yeah. >> Yeah. >> Okay. >> It would be 1.4 additional on top of what currently staff. >> Okay. >> Well, no, we need another music and another art and then >> our music and are both full-time right now, but we would need a full-time music and a full-time art >> on top of >> 2.4. >> It's 12

130by the end of this conversation. >> I know it is a little confusing, but yeah. >> Okay. And then the lunch recess monitor, that would be more of like a part time. >> Sure. like an hourly. >> Hourly. Hourly. >> Okay. >> Great for someone >> who has school age children. >> Yeah. >> Would like to find something during the day. >> Are you plugging? >> So, next I just want to share uh just a thank you to the PTO. We kind of already touched on it earlier. They, in case you don't know, the PTO does a ton of fundraising um for our schools and um in addition to the operating budget that we have that our town's people help support, the PTO helps supplement other things such as our program. So, for instance, um

131you know, first grade will go to Stone Zoo for a field trip or um this year third grade is going to be going to the aquarium or in years past um CSA has had the Brown Center. So, a lot of these um programs have been supported by the PTO. Um, additionally, they also support with um some small little projects that we'll have in the classroom. So, just a thank you to the PTO because um they have a meeting once a month and they're constantly um trying to find ways to support our teachers just like the school board did for the opening days um in addition to the schoolboard lunch for the teachers. Uh the next day the PTO um did like a breakfast like coffee and breakfast items. So we appreciate the support of of

132both. But I wanted to re you know thank you to the PTO. And then what Chaz and I were sharing is we are playing around with the idea of in November there's going to be a book fair here and it's going to be a family night and in the gym Mr. Miller and I are going to have a friendly competition. So, it's gonna be a danceoff and pie eating. >> Yes. >> Right. And we both juggle. So, we're gonna have a juggling contest. >> Of course you do. >> How weird is that? How weird and random. Yes. >> We didn't tell you guys. We were related. Just kidding. >> My brother Dan. >> Brother. Brother. >> Okay. >> Can I make a suggestion for this? >> Ready? The loser. The kids get to pie the

133loser. >> I don't care. Oh, how I'll purposely lose. Love it. >> I'll purposely lose. >> The winner can also get >> Yeah. So, tell your friends. >> This is gonna have a lot of insta hits. >> I don't know what they are, but yes, I'm sure that will happen. >> Sure. >> That's awesome. That'll be great. >> And Jen, you are last. >> I I don't have anything else to say. >> It's going to be a great year. >> That was the tough one question just that we did. How is the bus going? >> How's the bus going? >> Yeah. How's behavior on the bus? Oh, good question. Um, so I would say I've probably had maybe four writeups so far this year. >> There's still time to >> Yeah. And here's the thing,

134and I will say that I wouldn't say that's an accurate piece because sometimes I get write ups. We have reports from families >> and then we have reports in the from the bus drivers because they have to drive that whale of a thing >> and they can't see everything. So, um, but I will say our bus company does a great job um, communicating with us. So, if there's an issue, they're always um accommodating us to come over to the bus barn to review a video if they have the video. Um and um we're in constant communication with them, but when we get it right up, we address it. But I would say it's been >> from what we've heard, I mean, there's been incidents, but nothing. >> No, but I just know we've been trying

135to like build a more positive culture. Like, I know there's been like very So, I'm just curious like if we're seeing that pay off, it sounds like we might be seeing that pay off a little bit. >> Yeah. I mean, so I'm I'm with the um I'm in dismissal with the buses every day. I have the kids in the gym and I'll do reminders like today I did a reminder with the whole uh all the buses in the gym just about my expectations and first and foremost being kind and showing kindness and this kind of good stuff. But I've been on every bus and I've talked to them uh multiple times not because things are going wrong but because things are going right and I want them to know this is exactly what's going on.

136Thank you for following this. So I think that proactivity is also something that if I continually kind of just step on the bus for three seconds if I walk them out and get on say hey guys remember when we talk with somebody we're using kind words right? Yeah. We're making people feel good. All right. And actually you're the kids at RMS are so cute. I think they don't know what to make of me because I think they think I'm you. >> Yeah. >> Because they kind of take a double take like, "Did you grow hair? What's on?" I don't have any. I'm saying I just have a little more than you. But it's they've been really cute and they've been really good. And they'll listen intently and I'll say, you know, "Hey, my RMS friends,

137RMMS friends. Look forward to seeing you guys soon." And they're very they're very cute. So yeah, it's been it's been going pretty good. >> My my little thing is your brothers. >> We think I've had a corrector. >> We're gonna >> Yeah, he is. But like this much. Jan's the taller one, but Chaz has the hair, so I don't know. >> I do miss my hair, John. >> I saw the picture. I knew you had hair. >> All right. >> Well, thank you guys for everything that you do. We appreciate it tremendously. >> Yeah. Great job. >> Thank you. >> Okay. Moving on to deliberations. Um the first is to see what action the board will take regarding the facilities committee charter. Um, so I'll go ahead and I'll make a motion to approve the

138charter of the Brooklyn School District Facilities Committee. >> I second. >> Excellent. All in favor? >> Thank you. Great. >> Um, I also would like to um see what action the board will take regarding the unretain unretained fund. Yeah, the unretained fund balance. Um, so I will make a motion to retain up to the sum of $250,000 of school fund balance from the FY 25 school year as the endofear available funds allow. >> Thank you. All in favor? >> Thank you. >> Excellent. Thank you. Um, next is to see what action the board will take regarding the proposed policy memo. Um, so we've got a number of policies to go through tonight. We're gonna, and just so that everybody is on the same page, we have a memo for the majority of all of the

139policies. We'll take a vote on that one. And then we do have a separate um motion in here somewhere for another for a standalone memo um from the policy committee. So I will turn that over to who to present the policy memo. >> Doc, that's yours. >> Okay, there you go. floor. All right. I think we have this broken down into categories. So, I will read through all of it and then if there's one that you want to go back to, then we can do that. All right. So, we do have two sections of the memo. Section A is the bulk of the policies and we're presenting two for uh a second reading and adopt because there are only minor um grammatical changes. So, we have BDE board committees. This change was just to add

140um two words to the um first sentence board and subcommittees and then JICJ which is the unauthorized communication devices also known as the um belltoell um cell phone. We had no changes um actually I think there was one minor change to that where it was just a word that was added but no substantive changes. We are then presenting. Why don't we do those two first because the rest of them are new. New new >> say first times. >> Yeah. So if we could have a motion. Um >> wait there was changes on the GIS. >> There was >> I was going to say I have a couple qu I had a couple things about >> there were more than just a couple words just making >> on JCJ >> like on under like D4. We

141just we added the we had talked about that at the last meeting that we wanted the to add the fourth consequence in so that it reflected the language that was in the student handbook. So that is what the change is. >> It's just the grammar you have to take off where it says third offenses. It should just be offense. >> So you just need to take off the yes. >> That's a good catch. >> Yeah, we had caught that before. It just didn't make it into the final. >> Cool. So I think there's some additional language. So this one's ch tricky because we're adopting a brand new policy in all three districts and then one district makes a change and then it's like well that's a good idea. So, I don't know that JICJ is

142ready for adopt, but certainly second read. There was some language that we needed to add to another district that I think makes sense to go ahead and add um in both Hollis and Brooklyn, and that just has to do with the process for exceptions and just making sure the language is aligned legally um across the three. So, >> I mean, one of the discussions that we had certainly had in policy committee about this one in particular was like whether or not we wanted to include like what the consequences were. We decided, I think that it was helpful for at least the first year that those may come out in the second year. But given that this is a brand new policy, we wanted to kind of have everything very clearly labeled. So, that might be

143where some of you are seeing some of the most changes is just return. >> Yeah. No, for for D, I just had the one the one grammar because I'm a grammar nerd. Um the other one though I think to to Gina's point too is is see the exceptions. Um I wasn't clear where in the last sentence so I know that there are you know exceptions for you know students X Y and Z. Um, it says, "Additionally, the superintendent blah blah blah may approve additional exceptions on a case-by- case basis or through an administr administrative decision." Um, with respect to student, medical, disability, or language proficiency needs, are those the only exceptions by law that we're allowed to um approve or deny? So, it it can't be like, I just want my kid to have a

144cell phone. >> Correct. Correct. Okay. Okay. And so yeah, so we'll I'll share some of the language changes. The other piece um so that so that sentence is clarified in some of the update that I'd like to share um with the policy committee. Also the sentence right before that um where it talks about pursuing to title six of the civil rights act of 1964 instead of saying shall be exempt from this policy I that's very kind of black and white and it talks about the whole policy. I you know we want to alter that to be maybe exempt from portions of this policy like because again there's you know specific exceptions or or accommodations but it's only if if let's say the device is allowed to be used for an exception it's only allowed to

145be used for that exception. So if the student is using it for something else that's not the exception they still are um held accountable for the rest of the policy pieces. So we want to just try to sharpen up that language a little bit so you'll see those changes next time. >> So will you get us that language? >> Um so and also question on the consequences section D. So the second offense is con confiscation of the device for the remainder of the school day and then the third offense is also confiscation of the device >> but the parent has to pick it up. >> Oh. So it adds to it. >> It's progressive. >> Okay, I understand. But so this would be just to be clear because I think we talked about this at

146the last meeting too. It doesn't clarify if this if these consequences are daily, weekly, monthly, annually, you know, I'm just saying so it it should be clear because if it's confiscated for the day, they can't go to the third offense. >> Yeah. >> We had talked about Yeah. So we had verbally maybe I think >> but I'm saying it should be in here. >> Yeah. >> And there was also discussion and we have some language for it of identifying exactly what the definition of an electronic communication device is. Um and there's some information in the tech technical advisory about that. So we'll have that language recommended as well for the policy committee. We haven't had any feed like no one came. Alison, did you close? >> I didn't close public input. >> Um, so I'm

147just, you know, I was just saying I know that we we had been curious if we have we've gotten really any feedback from like any concerns or feedback. >> Everyone's been in our district >> from Brooklyn. I don't believe so. >> We had a lot of preschoolers. >> We've had some feedback >> um from our other two districts a little bit. I think less than I expected. Um but none from Brooklyn. >> So no like serious concerns that have been brought by parents that we would >> Great. I would recommend then that we take we vote on these separately. So uh we're looking for BDE board committees for to move to adopt. >> So do we need >> second read and adopt? All right. I'll make a motion for a second. >> Great. All in

148favor? Thank you. And then we can do JICJ just for second reading. Just for second reading. >> I'll make a motion for JICJ for a second. >> Do we need to make motion for that or just or just >> a second reading? Yeah. >> So do we need Well, we're going to move it to a third reading because this is the second reading, >> right? But we have to vote on the second reading, >> right? Yeah. So >> Okay. So I'll motion to second Yes. at the second grade >> except the second move to third. >> Second it. Great. All in favor? >> We'll clunk our way through this. I'm not worried about it. >> All right. So then AB >> then these are new policies um that came um from the spring update and

149we're trying to get through these because the fall ones will be coming out um very shortly. >> Um and so AB uh the committee is recommending to go to first and adopt because this is just um accepting the law that went into effect this summer. >> Yes. There's literally no changes. No changes. >> I just I just had a question if you could just um educate me. Are we not or we are a title one or a title three school? >> We are not. Okay. Either >> the only title um funds that we receive right now a title 2A which is from professional development. >> And the one change that we will make um with any of them that come through is to remove the hyperlinks. So we have to have that updated at the

150back. I'm not going to keep the hyperlinks. Are we You want to vote on these individually? Okay. So, I will make a motion to complete the first read and adopt policy AB, New Hampshire Parental Bill of Rights. >> Thank you. All in favor? Excellent. [Music] The next two we're that are being recommended are for um a first reading in adopt because they're very minor changes. Um for school safety program, it is um a sentence that's being added in in three places, but it refers to the same area in each of the three places. And that's to add in um that's >> that's the next one. Yeah, this is just one um law reference that's being added in and expanding the definition of school property. >> So it's in number two. >> And so the committee

151did have a pretty robust conversation about like what that would look like, what proper supervision would look like. I think we had questions about liability. We were going to check in on like liability issues, right? Am I remembering that correctly? >> Is that around the ad? >> Part of that is part of it. And then just like about like when like outside like fields or like >> community events like they're Yeah, they're not considered school. >> Okay. >> So I can give you an update on ad. So actually the principles and I we all met today and um in our facility use that we share out with all the groups that use our schools. We share with them the different annexes like the different safety procedures. But in there, we also listed where each school's

152AED is located. So that okay, >> there's no question. >> Are they able to get into the building though? Like if it's in the gym >> and they're >> we would No, they wouldn't have access to it outside like the elementary schools, they would. >> So we but we wouldn't be required to >> schools that are using the inside of our building. >> So if they're outside, are we required to provide? No. Okay. I just want to >> No, they would need to call. >> So for example, our co-op where we do have athletics. If we are if we are hosting then we are required to have one. It says um readily accessible and readily accessible is defined as 3 to five minutes away by foot by c we don't know three to five minutes

153is what the law says. Um and so our trainer has one um and there's and he has a golf cart and um we also will be placing one in like a breakaway box at the middle school because he's responsible for both properties. But if someone uses our field, they we are not responsible for providing an AED for those individuals. >> Yeah. Just want to make sure that's clear. >> Good news is is you have the fire department that is not three minutes away. So >> yeah. >> Um and the second one in this grouping was JIC, student conduct. This is the one that has um a reference to the multi-tered system of support B which is for the behavioral health which you heard our um team talk about tonight and it's in three places but

154it's in reference to that addition to the law to bring in MTSS and we wanted both of these to be a first read >> first read and adopt. Is there any questions about JIC? Okay. So, I will make a motion to complete the first read and adopt both EBB and JIC. >> I second. >> Excellent. All in favor? Thank you. Our next grouping are um uh four policies that we are recommending a first read. Some of them are quite lengthy and have some significant changes. Some are minor, but because they are new to um the district and um you haven't seen them previously, we are recommending um accepting the first read and moving to a second read and that is JLIA supervision of students which did not have any change in it. JLCK, physical and

155emotional well-being of students, IMBA, which is remote learning. This does have to have a change that was not in your notes. Um, section A of this needs to be removed, so it should have a line drawn through it. We do not um have remote education for inclement weather days. >> And that's not that's not in the contract, right? Just to be very clear, that's >> and then I im which is a change in being very specific about daily physical activities um and it's referenced um in the law. So those we're recommending that those four um be accepted for a first read and then move to second read so that you have time to digest the changes. >> So especially with the physical and emotional well-being of students, the committee felt that it was very important

156that everybody have a chance to read through it. figure out if there are questions. Um, the committee certainly kind of went through some of the questions in terms particularly of like like I had questions about providing regular training for staff on mental health awareness and trauma and foreign practices. So, we kind of talked through all of that. That is happening. It's not stated here, but that is something that's happening. Um, but we really just think it's important especially for you guys all to just take a look, bring feedback because we want to make sure that everyone's kind of comfortable with where we're at. Can I ask a question about remote learning? The policy remote learning. Um, are we able to put anything or is there anything that we should think about in terms of an

157unforeseen situation like maybe what we had experienced before with CO? Are we allowed to to put in anything around that or was that state mandate or that was like implemented by the state as a state of emergency or >> by contract? We can't do remote learning. Correct. Um it's not by contract, but there's um there there were a lot of discussions way back um you know because that first year when everybody was open again, a lot of districts thought what a great opportunity um to avoid the snow day. Um but there was a lot of feedback from our community that a snow day is healthy every once in a while. get the kids outside and and also just play in the in the snow and it sometimes it's a nice mental break. Um there's also

158feedback from some of our unions that there's no desire to do that. There's other complications too. Not everyone brings their laptop back and forth every day. >> No, no. I I'm really talking about like if god forbid we have another pandemic or something catastrophic happens. So, um, you don't know this because you weren't on the board, but back in those days, we had fun by having board meetings like every night of the week where we were making policy changes as we needed to based on what was happening. And I I'm not um in favor of going back to those states of emergency times, but I think we're g, you know, God forbid we we go into that, we're going to be operating in a different fashion. um and and some of our regular policies uh

159don't necessarily apply. >> So are you saying so I get where you're going. So you're saying like okay what's our plan B? Should we already have it established so that like if you know God forbid that happens we don't necessarily need to rewrite things. So is that a consideration or are you saying it's basically to the point where it's like just so nuanced that we wouldn't necessarily be able to be proactive? We would just kind of have to wing it >> decisions. >> I wouldn't say wing it. I mean we have the um I mean the framework we developed was used as the model for the state. So like we we are fully confident in how we rolled it out. Um things are different than they were before. We weren't one to one when we

160rolled it out and we became one to one in a matter of two days. Um, so we certainly have systems and structures in place to move forward, but because there wasn't a desire by the community or the staff, um, it doesn't make sense to write it in policy as an option, you know, in the off chance because like I said, in that state of emergency, sort of a lot of the the policies go go by the wayside and then it's like, well, what are we doing now? And depending on um regulations and requirements placed down from the state, it doesn't matter if we have it in policy. Maybe that's a no anyway. >> Sure. >> Right. And it also depends. I mean because there are so many eventualities for what the state of emergency could

161be and what the issues that could or could not arise. So I think it would be hard to plan for every eventuality. So you know >> maybe should there be like a minimum number of days to enact remote learning? like one day fine but if you know if for example something happens to the school right and we can't send the kids to school for a week >> let's say like the heating system goes >> right I'm just saying I'm just saying per perhaps at what point do we enact remote learning as the standard right so like is there a minimum number of days because one or two days you know I the roads are bad or whatever we can't I get it like it's healthy but at some point it becomes detrimental to the children

162>> yeah I mean it kind of depends so So if there's any kind of state of e emergency, we can also request from the state that we don't make up some days. Um not too long ago, we had the the big ice storm and schools were shut down for two weeks. Um and we were able to recover just fine from that. So I so I feel like to Lauren's point, you you can't make a a plan for everything. >> Um and given the circumstances, the plan would be different. So, >> and if something like that happened, we'd go we'd be in a state of emergency and at that point, everything's kind of out the window. You have to just you get a pass to do what you need to do. >> So, that that would

163be like I think because my concern would be like if it's not in the contract, if it's a state of emergency, does that kind of like take >> Yeah. So, none of that was like in our co-op, the teachers were teaching to individuals in front of them as well as those who were zooming from home. So they were teaching both in person and remotely at the exact same time the entire day. That certainly wasn't in the contract. Yeah. >> But through um meeting and meeting and meeting um you know we worked collaboratively with um Lorie Hayes and our union presidents and we came to an agreement on what that would look like. It was one thing for Hollis Brookline and it was a different thing for for the co-op based on the various needs of

164the students and the teachers and all of that. Um, and I don't want to go back, but I I thought we worked really well together to figure out how do we accomplish everyone's goals. So, and the same would apply. >> Yeah. No, and that's great. I think because I I just definitely I don't want to like run over the teachers contracts. I want to make sure that we're like being respectful of that. But, you know, obviously like we also have to educate. So, I think hearing that that we had a plan and it kind of would probably sound like the same type of plan if we had to go back would be >> Yes. >> So, for this for this policy issue, you're going to take out a right. Should we also then take out

165number one above it where it says when inclement weather makes it unsafe to safely transport students because we don't offer remote learning for an inclement weather day. So because it's that first paragraph gives you one two three. >> Oh yeah. >> So if we're taking out a we should also take out one. >> Yes. And we'll number. >> Thank you. There's also in our EOP too. Um it's not wicked details, but there is a pandemic plan. >> So there's already like some kind of procedural stuff in our EOPS. >> Yeah. >> So So you took what you learned and you >> took some best practices and kind of documented gives us a little bit of something. >> We have everything electronic from what we had. I would say more of what we did was more

166procedural. I wouldn't say it's policy, but we do have a document the EOP. >> Yeah. And EOP for those of you who don't know is the emergency operation. Okay. >> Does that answer Tracy kind of what you were asking? >> Yeah. Yeah. I just, you know, to the to the point of like having a meeting every night and like what everybody went through, you know, if there's anything that would help mitigate that or circumvent that, you know, to to help make things easier. That was really kind of what I was was asking about, >> which sounds like with EOP they've got that and, you know, cool. And we can also add beedg into this vote for first reading and moving to a second. We just separated this out because this has significant changes. Um what

167it really does is takes the first paragraph that you see and it um the new language gets much more specific and adds a lot of detail, but it really incorporates the language that's in the top, but it's three pages now. So um that had significant change and we're recommending that that get accepted as a first read and move forward to >> all the >> So it would be five policies. >> All the on the BDG all the underlined is new. Correct. >> All the underline is new. So >> that's being omitted has a line >> the the last paragraph on that one says starting October 3rd 2023. >> Oh we had a discussion about that. It goes back to that time frame. So it doesn't mean that the policy started October 23. It went back

168>> still. Okay. That's right. >> Incorporate what we have to do with minutes. >> You're right. Sorry. I apologize. But that was a long meeting. >> That was and that was at the end of the meeting. >> Yeah. And it was at the end. Okay. >> All right. So we have these five policies that we would like to look at look at as a first read to move to a second read. Are there any other questions surrounding these five or wonderings before you guys take them back to digest? Okay. So, I will make a motion to accept the first read of these and move to a second for policies B E DG, I M A H, I M B A, J L C K, and J L I A. >> I second. >> Excellent. All

169in favor? Thank you. BIA we're just sharing with you that that there were no changes um substantial changes I think we marked off to commerce um and so that is just being marked as reviewed and doesn't have to come to the board for a vote. The next three um policies, EBCH, EBCH1, and JLCF, we tabled because we needed some additional information from other people. And we'll bring that to our next um policy committee meeting and then back to you in the next meeting for a first read. And then we come to section B which is policy GCQC. and we had a request to have this as a separate vote. Um there were no um changes since the last meeting and so we're looking for a second read and adopt. Um and I will just speak

170to the background. The reason this was split out um is because there was a request within the policy committee not unanimously um which is why it's separated out so the board can talk about it if they need to. But resignations, this basically says that resignations tendered after July 1 um won't be accepted until they can be replaced. The the idea was to push that July 1 date to July 14. A lot of the discussion surrounding it within policy was that that creates um there there's a financial impact with that because once the new year the the new year technically starts the new contract starts July 1. Um we're paying benefits. If somebody leaves after July 1, they do have to pay those back. It becomes a little bit of an accounting thing. Um so there

171was just there was a lot of robust discussion around that but also we had a lot of discussion surrounding if our teachers are looking to be closer to home or go somewhere else generally they are communicating with our administrators they're aware of it and so there was kind of a split on the the agreement between July 1 or July 14. So just wanted to give a little background as to why this one was pulled out separately. >> I have a question um bear with me here. Um we're sometimes we we would consider obviously putting a provision in the teacher's contract about this. So like how does that interact with the policy? Like does the policy have to match what's in the teacher contract and vice versa or am I getting that confused with something else?

172>> So um there is a policy um in some of our teacher contracts. I'm trying to remember if it's in Brooklyn teachers or not. um like it's the riff language so that when we have when we have to do a reduction in force sometimes it references the policy adopted on such and such date. Sometimes we print the policy in the in the document. So so that's tricky because then you only negotiate every however often and then what if an update needs to be made to the policy. So it it's kind of tricky. So, it's I think it's easier if it's like the policy is just referenced in um in negotiations and if then an amendment is made, then that should be shared with all members. Um I mean, they're supposed to look at all the

173policies every year, but who's really going to read through them all? So, the right thing to do would be like, "Hey, this change was made by the board um and we wanted to show it to you." >> Gotcha. I thought, and I just I maybe I'm just got my wrong hat on. thought we had I thought that this had come up in some of our comp our contractual discussions. >> So let's not talk about um negotiations. However, um this uh a similar policy has um been brought for or has existed in Hollis and in co-op and um a change that was made is when contracts are presented to staff members in April, the full language is printed on their contract so that when they sign it, they are presented with the language and see what

174it is that they're agreeing to. >> I that okay, just making sure I was just adding up. I wasn't trying to go that far. I was just trying to understand how when you know policies interact with the contract. So >> yeah, >> good question. >> Any other questions around this? >> This is a read and adopt. >> This is a read. >> All right. I will make a motion to read and adopt policy GCQ. >> I second. >> All in favor? All opposed? Thank you. Is that all of them? >> That's all of That's all. Um, so 2 hours late. I'm going to go ahead and close public input at 8:10 because I just like to give extra time. Uh, let's see. We have a Do we have it on public tonight? >> Um, we

175have >> or just the non meeting. >> Okay. Do I have to end the meeting and then go to non meeting? How does that help me on this one? >> Yeah. So, we're going to skip over the non-public. We're going to have a motion to adjurnn. Cool. Who wants to have that pleasure? >> Do I have a second? >> All in favor to adjurnn. >> Excellent. And then do I have to make a motion to go in meeting? >> We just go to non meeting. All right. Great. Thank you very much, Chaz. Thank you for jumping in two feet in the fire. We appreciate you and thanks for all your help. >> Thank you. >> We appreciate you guys. Yeah, it is. >> What is a non-meating? I would like someone. >> Okay, so a

176non meeting is um to have like a quick dipstick on status of negotiations. So there's no there's no minutes. We just say like this is where we're at. Um or like we're wavering between a couple things. Is there support for this? And then there's there's no minutes and then we um we walk away and it didn't happen and nobody can talk about it. So it's not considered a quorum that we're >> but you can only go into non meeting for very specific things like meet >> which is why we also say in public that we're going to go into a non meeting that's kind of our reference that okay we're going in but it's not a meeting there's no meeting minutes but it is a nonpublic Okay.