COOP School Board Meeting 9/17/2025

001September 17th co-op school board meeting to order at 64. We're a smidge delayed because of a technical issue, but we are now up and running. Um, so we've called to order. Um, are there any agenda adjustments? >> I have one. >> Yes. Can I give the board updates on the CAC? >> Sure, we can add that to um >> discussions >> after facilities. Is that okay? >> So, there'll be a fifth item there. What does that stand for again? >> C E A >> It's uh the capital improve C >> expenditure advisory committee. I had to think about that. I was practicing it on the drive-in but didn't help. >> Okay. So, you'll give us an update from that. >> I will. I will try. >> Thank you. That's perfect. Okay. Are there any other

002agenda adjustments? >> I have none. >> Um, is it were we thinking that we wanted to move the bell to bell cell phone discussion to after public input because you have to leave at 74. Hollis has a Hollis. The school board has a presentation tonight. um that could only be scheduled that tonight because of the engineers availability. So Gina will be leaving at 7ish a little bit before seven so you can get to that. So could we move that after public input just so that you can be present for it or do you not want to do that? >> Um I >> So after public input >> um I would love to see that we don't have a ton of public here. So, let's try to plow through this because I need to make sure

003that other people can leave. >> Okay. Okay. All right. >> If that if she's leaving early, >> can we get the facilities committee update before you leave? >> Sure. Did you see your email? >> I saw it. >> Okay. Okay. >> So, I want to >> Well, if we're going to move through this quickly, then we need to move through this quickly. So, um do we have any nominations, resignations, and correspondence? >> We have none. Okay. Um during after we open public input, if there's not a lot of public input, I will share the correspondence that we've received. I'm not going to read it, but I'll summarize the two correspondents that we have received related to the cell phone um policy, and the board has seen those. I've forwarded both of those to you. >>

004Okay. Is that okay? >> Yep. >> All right. Resignations? Nothing. Okay. All right. So, that's done. Um I need a process observer. I know it's been Cindy's turn and I didn't even ask her for output last last time. So, um, is there someone else who could do it this time? Tom. Tom will be our process observer. Okay. So, we have some minutes to approve. Let's move to that. Um, we have some minutes from the Hollis Brook Line School Board's meeting on August 20th. Um, Kate and Beth were absent, but as we've learned, you you can still vote or you can abstain. It's up to you. Um, so we have the following amendments on page five, line 12, delete the handbook at the end of the sentence as it is repetitive. Page seven, line three, delete

005the following if. Page 10, line 11, replace the with them. And page 14, line 18, delete a following R. Um, so I need a motion to accept as amended. >> So moved by Kate and seconded by Beth. Are there any questions or comments on those minutes? Okay. All those in favor? Motion carries. 70. We also had some non-public um minutes. Again, Beth and Kate weren't here. So, um I need a motion to accept as presented. >> So, moved. >> Moved by Kate, second by Rob. Are there any questions on those? >> Well sent out. >> Yeah, I thought I saw them. >> I read. >> Okay. >> I read what I got. >> I think it was just a sentence or two. Yeah. All those in favor 70. Okay. So, we are ahead of schedule

006for public input. But rather than wait, I think what we're going to do is open the floor for public input, but give a give until So, the set time would be 6:40 is when public input would end. We're 2 minutes early, so we'll open the floor for public input now, but we will close the floor at 6:40. If there is public input, we'll take it. If not, then people come in, we can um certainly have them come and speak during that time or at a time that's convenient during the meeting, but we will move on with the meeting. Sorry, I stumbled through that, but I got it. I think it's understood. Um, so are there any questions on that? No. Okay. All I don't need a favor. Okay. So, I'm opening the floor for public

007input at 608. Is there anyone present to do public input? So, just for the record, um, this members of the board have received two emails related to the cell phone ban. I don't know if I've shared them with the building leadership team. I know that I shared them with some members of the SAU leadership team and the policy committee. One we received was a person who had some concerns. Some of them are some of the concerns related to policy language um related to what was in the policy rel the some of the statements about video videography and those kinds of things which I think we can dig into more when we talk about the policy because it wasn't really about the ban it was about some of the language issues in the policy. Some concerns

008that this person brought up were, and this is a public, you know, I mean people could see it if they want to, but um she was concerned about the fact that we have maybe made our policy or our procedures stricter than what the law might lay out. Um and and anybody on the board who's read it, you can correct me because I'm trying to summarize. I don't have it in front of me. Um specific concerns were um related to personal laptops being something that we're not allowing and why we aren't allowing laptops. Um and we can somebody can talk about that during discussion. Um, also some concerns about the way the consequences are laid out and the inconvenience for parents if a child um loses their phone during the day and um a parent needs

009to be able to pick that phone up and sort of concerns about the fact that the cell phone is for many kids their only opportunity to make a phone call at the after school if they're at home because they don't have landline access. So there was some of that. Um was there anything else that I big that you can remember from that? That was the general sense. It wasn't anti- cellphone ban. It was more concerned with how we are enforcing the consequences. Um and then we all >> yeah there was one other item and that is that they didn't feel that there was enough notification >> right >> that the policy was coming out >> right um and that was the concerns on the flip side we also received an email from a staff member

010who happens to be a resident of the community as well and that email kind of laid out what that person who's a who's a seasoned teacher in our building um is experiencing. And it was incredibly positive about the fact that students seem to be more engaged um socially, that they're asking more questions, that they're talking to each other, that they are um that it has been a a a sea change, if you will, like a total change in in the community building and in the academics of the of the building. Um and super positive. Interesting. I thought that it really was kind of the change with the way kids have been about cell phones. She seemed to identify as part of a kind of a postcoavid thing like kids had cell phones before COVID, but

011she really talked about the fact that since CO the kids have just been in their phones and I wonder if that has something to do with the fact that we you know they all went online and became screenagers if you will and then kind of that kicked off sort of an addict addiction to the phone and and now um and I don't I don't use the word addiction sorry but a connection to a phone that they >> a dependency on adults did the same how you stayed connected, right? So, it's Yeah. >> And so, um, and then I I think the general sense from her was that there doesn't seem to be a compliance issue that the kids are complying. The other big thing that I took away from it was that they said that

012they're able to reintroduce elements of the curriculum, >> right? >> Which requires greater focus and attention that they had been unable to uh teach in the last couple of years because of the distraction element and that having the students attention in the real- time collaboration within the classroom enabled them to tackle curriculum elements. more difficult problems and uh items requiring a higher level of concentration that they used to teach but have had in recent past had to pull out of the curriculum for lack of success with it. >> So that's just kind of a summary of the public of the input that we've received the feedback that the board has received. So um we'll move on with our agenda and when we get to discussion I'd love to hear from you know the principles as

013to what they've heard. that this was kind of like I was just kind of using it as sort of public input time like since we don't have public >> a little bit of a diving board into the >> pool right so I don't see any other parents here I know we've we've definitely um publicized it >> I think the other thing that's um maybe to reiterate um is that we are in first reading of that policy right so it is still open and >> Yep community members can continue to provide input as we go through the process of >> Yep. >> Absolutely. and we can solicit it a little bit more. >> I think this was solicited though. I think we've we've been announcing it in in newsletters that at open house, which was just

014last week, that this was an opportunity to talk about that. So, um, so that's and we'll hear more about this when we get to discussion, but I just wanted to kind of put out what we what we've received in terms of feedback in summary. Um, okay. So, moving on to the principal reports. I would ask one of you to kind of quickly summarize the athletic board report. we've all read them. So, but >> uh I'll start with the the high school athletics. Uh so, fall sports have started off and they're going really well. Um a lot of our teams are starting right where they left off last year with some some undefeated teams. Our cross country, both boys and girls are are finishing, you know, first or second, third in their races. They're doing really

015well. U we've got some teams that are are um looking at, you know, working on some skills and rebuilding. Um and um our unified soccer starts um tomorrow with their first game of the season. So, a lot of exciting stuff happening uh at the high school with athletics for the fall. >> We're going to tag team the athletics reports moving forward. I'll do the middle school. Uh middle school kicked off their fall season the first day of school with tryyouts. volleyball team kicked things off on 911 with games at Mountain View in McCarthy Middle School. The rest of the teams began their regular seasons on 9:15, which uh not a single one of our teams lost that day. It was a tie for field hockey, but everybody else came out uh with a victory. Our

016cross country teams competed last Saturday in their first event and our boys took fourth overall and our girls took fifth overall out of uh 12 teams, I think. So very nice job to start and participation numbers are down there for the last three years. Um middle school is slightly dropped but mostly attributed to the decline in volleyball participants while the high school numbers have seen significant increase uh with football participation numbers jumping by 17 total players. >> Does football only have one team or they have a JV team? >> They have a JV team. >> Okay, that's we haven't had a JV team in a while. So that's interesting. um not this coming weekend, but the following weekend is homecoming. And so we'll kick things off on Friday with girls soccer at 4, field hockey

017under the lights, and girls volleyball playing at 6:30, boys soccer and football will wrap things up on Saturday the 27th with game starting at 9:00 a.m. And then we have our homecoming dance on Saturday evening as well. Um and then we have a donation from the booster club um with the concessions trailer. Um so all the information is there. mentioned you guys were aware of this. So, I will try to field any questions, but other than that information, I don't know a ton about. >> Great. >> So, that is something we have to formally accept. >> Yeah, we have to formally accept that donation because it's over the um >> the limit >> limit. Okay, great. Terrific. Thank you. I It's nice to see those participation numbers. I like to see those every year. And

018it looks like we have more kids at the high school and a few less at the middle school, but that's also probably due to some enrollment numbers, too. So, great. Any other questions on the athletic report? >> Do we plug in for these? >> No questions. Okay, moving on to the principal reports. Just keep moving. Uh I find them. >> Patrick, you're starting. Are you doing your schoolboard report or your building goals? >> Um I can do my school board report and then um go over our goals if that's uh okay with you. >> It's always a co. Yeah, that's fine. Sounds great, Patrick. Awesome. >> Sounds great. Just flipping through my report. Uh the school year uh is off to a really great start. Um the vibes in the building have been really great

019uh with the start of the school day start of the school year and our opening uh all school assembly uh was high energy, lots of fun team building games. Um it's just been a really great start to the school year. Uh both grades are started off uh being respectful, kind, supportive of each other. Um and we have a number of new staff in the building who um come from a number of different places. uh an individual coming from Texas who uh feels like she's in paradise. No offense to anybody from Texas. Um but it's just been a really great start to the school year and things are uh really going well. Our DC trip is scheduled for April uh of 2026. It's a Monday through Thursday this year. Um, we try to do the Tuesday

020through Friday, but sometimes just with hotels and cost with us trying to keep that cost as low as possible, uh, the Monday through Thursday is the best option for us this year. Um, and our typical schedule with a few adjustments. Um, and we are doing a, um, dinner dance at the hotel now, just based off some feedback and some previous years. Uh, last year was the first year we did that with the dance at the hotel. There's a DJ, a buffet dinner. Uh it was a really nice uh kind of change to the uh trip that also kind of made it a little bit more safe. Not that it was un >> So does that is that in place of the um boat? >> Yes. >> Yeah. So that way if there's an issue, you're

021on land. >> Yeah. Yes. And there are other schools that were running up on that dinner cruise. Um >> I'm just adding some every year. >> So no more dinner cruise. Now it's a hotel dance. That sounds great >> with just our students. Perfect. >> Um which is nice. >> Parent open house happened uh last Thursday. It was a great hit. Um I think over half of our student uh body parents showed up. Uh they walked their student schedules, got a lot of steps in. Um but overall it was a a well-received night and uh thanks to all the parents that were able to make it out uh for our open house. We are doing PSATs on October 21st. Um which is our typical approach to the PSAT 89 uh and series. Overall, all students

022will have the opportunity to take the PSAT 89 on October 21st. And we do we are welcoming a guest speaker thanks to uh Dot and Gina. Um they are coming from iRock 2 which is an institute for responsible online and cell phone communication. Uh Dot and I met with this uh gentleman Richard Gary last week. Um he's got a lot of energy. He's really excited about um you know what he's coming to to present on and it's it seems like a really great connection for our students to understand. You know, it's not that we're saying these cell phones are bad, but here are some guidelines and helpful ideas to um be a healthy, positive contributing member to the digital world. Um, and I think it's going to be a a nice start to our school

023year. He also goes over cyber security and cyber bullying, which in October is bullying month, bullying prevention month, and cyber uh bullying prevention month. So, I think it'll enter October uh for us to have some nice things to talk about. Um, and then some important upcoming dates. I will take any questions on the forward report before I dive into my goals. >> Questions? >> Sounds like a great plan. I I assume you'll bring us more details on the DC trip as we move along, right? Don't usually do that later on. >> Yep. Yep. Usually >> price and all that. >> February, March. >> Yep. Great. Thank you. And then I do have some small data around do we want to wait for the cell phone conversation or >> um if the I you can go

024ahead and give us a little bit of your >> We've had three total cell phones checked into the main office this year. I got some anecdotal data from staff this year and they feel like even over the last two years this has been the smoothest start with regards to uh middle school students managing their cell phones. Um, I really tried to push encouraging them to use their lockers and backpacks. Um, and just we've been a united front on the cell phones and it it's been a really great start to the year and kudos to our our students for rising to the occasion. >> And the just to reiterate to the public, the the school the middle school has not allowed cell phones usage. You basically have had a bell-to-bell ban on cell phones in the

025building. >> This is our third year. >> Third year of that. So, this is not a new thing for the staff or for the students. Correct. But our student population changes every two years. So, >> correct. >> Yes. >> Thank you. >> And scores. So, >> thanks. And did you want to do building goals now? >> Yeah, you can dive right in. >> Are there any questions, Patrick? On the cell phone thing. >> A lot of taps. >> Yeah, I knew your >> actually a couple more than I have. So, I feel better. Good. >> That's about my daily >> on my work computer. >> Now you don't see them. >> My staff will really appreciate that you called me up. >> I have a bunch open, too. I think I have all of last

026I have last month's meeting all here. >> I can show you how to create tabs for your tabs. >> Okay. I just need to clear some tabs. >> Oh, really? Group tabs. And you can something so >> I kind of want them open. >> Happy to show you. I don't know if it's a good thing or a bad thing, but it's possible. Um, so like to thank Gina and Dot for starting our admin leadership retreat uh with going over our uh district goals because u we haven't necessarily done that as a as a leadership group and it was really helpful for me to just kind of have that shown to us and what they're looking for. Um so Jake and I I think spend some time looking at our district goals and trying to connect

027some building goals to our district goals. Um so goal one connects with our curriculum instruction and assessment uh which is implement a systematic semesterly review of student achievement and growth in writing using datadriven practices to identify and meet individual learning needs while continuously improving each student's level of achievement. Um this is done through direct instruction in our ELA classes, English reading, and our writing class. Uh our English teachers have created common writing rubrics that we're hoping that all classes can use um to meet all of our students needs. here in the building. Uh we are researching and recommending a writing portfolio this year. That's something we'd like to implement um next school year that highlights our student writing samples. And then we're continuing to monitor our writing course. So this really is trying to support

028the K through six efforts with CKLA and uh English and uh writing that's going on down there as well as some of the work that's going on at the high school. So just trying to do our part in um you know updating reflecting on our current writing practices um just to better meet our students needs and prepare them for high school and beyond. Goal two uh is the student wellness but I did throw in parentheses and staff wellness. Uh reviewing and refining our systematic researchbased approach to support the holistic development of all students while fostering positive connections among students and staff. And we're trying to promote a healthy and supportive school climate by priorit prioritizing student and staff wellness. We're doing this through rock, our everyday classroom interactions, activities, lessons, our all school community meetings,

029and our extracurricular activities as well as other events such as dances. In goal three, culture and climate, strengthen our school community by fostering engagement, recognition, and collaboration among students and staff while using newsletters and social media platforms to share information, celebrate achievements, and highlight uh the positive stories of HBMS. And we are up and running on Instagram. Um we are not quite at the level of Brookline, but we will be tapping into those principles over there because they have some creative ideas around Instagram and how we can highlight all the great things that we're doing here at HBMS. um for students and staff. We have our parent square newsletters that go out every week. Um so they're just those are just some ways that we're trying to use those platforms to just highlight all the

030great things that that really are going on in HBMS and that happen for a really long time. >> Thank you, Patrick. That's great. Why don't you have a seat so we can ask you questions because >> you're not miked over there. I don't think so. >> I'm not that hide. So, does anyone have any questions for Patrick on building goals and comments? >> So, the focus is writing. It doesn't mean you're not doing other things. It just means like this is the focus of curriculum and like investigating curriculum and instruction this particular year. Correct. Because I think the whole the whole district is working towards a a stronger writing program is my sense from going >> SAS data. That was a an area that we felt like we could really focus on. And again, it

031it goes well with what's going on in K through six, >> right? And um the strategic plan is on the website underneath superintendent and the superintendent's page. And so, um that's helpful for folks to know that you've you've picked a few of the areas from the strategic plan. You haven't picked you're not doing all of them. It's just a few goals. >> Yep. >> Great. Are there any questions on this? >> Okay. I don't I have one question. I know that we're working on it, but um the newsletters as the board members don't get the newsletters. We don't get um the we just can't figure out. So, um they are all available publicly now uh on the website. So, every single newsletter that goes out can be viewed by anyone from the public. I forgot

032to tell them today in leadership that in addition to sending them out, there's a new group that is co-op school board. So, please add them. And I'm supposed to That's my my fault. I was supposed to share that with you today. So, please add the school board um along with you know the parents, students and staff. >> Sounds good. There used to be one in our previous platform before parent square. >> Right. Right. And then one other question for this is just a general communications question. So, it sounds like you guys are choosing Instagram as your social media platform. Right. So, we're not no longer really gonna not that we ever were, but we're not looking at Twitter or Facebook or it's just Instagram. Okay, that's fine. And I just want to clarify that with

033>> I think they're pretty straightforward. Like ours is HBMS Knights, >> right? They're all They all have the same >> HBHS Cavaliers. >> Yeah. Okay. Terrific. >> And if you just Google, >> right, >> su Instagram, it will >> Okay. Terrific. >> As a non-in person, to what degree is the platform, the way you're using it um interactive as opposed to just outward bound? If you don't have an account, I believe you can't interact. But >> but do you have control over whether something is open for comments and rock throwing or >> we have comments turned off? I think I'd have to double check what I mean. >> I think there is an ability to turn those things off, but I I don't think I've turned mine off for the middle school because I'm getting

034occasional likes with the two things that I've posted. I I think if you turn off comments, you'd still get likes, but whether or not you get comments. I don't know if you can turn off comments on Instagram, but >> I'm not sure. I know who to ask. >> Yeah. So, we do need to figure that piece out. But the one thing that's nice about Instagram is >> without comments. >> You can turn off comments and still get likes. You have both on. >> Sweet. >> And Instagram doesn't have quite as much >> opportunity for a lot of language. It's much it's much more just like a picture, you know? It's more like pictures are quick. It's a quicker, you know, more like a publicity thing like than it is a lot of digging in. >>

035And who's managing it at your site? >> Building >> exclusively >> building principles. >> The Cavaliers still has everything on too. >> I mean, it's it's nice. I think it's really nice to see it and as catching I I watch a lot of follow a lot of other districts and for the most part a vast vast majority of comments and feedback are all positive or informational or questions. So, you know, there's going to be the opportunity for not so wonderful comments, but I think the getting information out there in the way that students and parents and our community see it far outweighs it as long as it's not bogging down our administrators to manage it. And I don't mean to speak off out of term, but I do believe that if a comment comes across

036that is >> really vulgar or inappropriate, you can delete it. I think you're able to go in and delete a comment if it's something that really is completely off. So, but you have to be careful when doing that because, you know, >> can only delete things that are really bad >> and you have to determine that. So, but thank you for that. Great. Of >> course. >> Any other questions? Okay. Jake. >> Um, we also had a great start to the school year. Um, this is my first year at the high school. Um, getting to see how the year kicked off has been fantastic and the things that we do. Um, getting up on the roof to take the class of 29 picture was exciting. Uh, >> did you do it yourself? >> I was

037I was up there with guests. Uh, we couldn't get the hatch open, so we got a ladder. I'm afraid of heights, but I love them. So, that was exciting. Um, but things have gone. This is my third building that I've been principal and it's it's the smoothest start to a school year that I've had. Um, and that's compliments to previous administration, the teachers, and just the district as a whole. Um, we've got some really good systems and structures in place to help success. So, it it's been fantastic. The energy has been great in the halls with teachers and with kids. So, it's it's been a great start to the year. Um, our PSAT testing is Wednesday, October 15th for our juniors. Uh we also opened up to some sophomores and we have approximately 40 sophomores

038who have signed up um to take advantage of that exam as well. Um from last year's PSAT um we actually this year have three uh national merit semi- finalists. So that's pretty exciting. Um so Arwin Fang, Ben Haduk, and Molly Morsy um are among it's like 1% it's like 1.3 million students who take the exam qualify. Uh and so there's 16,000 out of them. So, it's pretty fantastic to have three of them in one year. So, we did a nice little congratulations to them in the counseling office last week. Um, and now they get to move forward and apply to be finalists to get some scholarships. Um, and then something that I think is is really great that we do as we start off the school year at the high school as we hold class

039meetings to just get everyone on the same page, any new policies and procedures, talk about um the day-to-day stuff and just really start the year off on a positive, clear note of what the expectations are and um it went really well. Um, Miss Flamino, Mr. Eten, and Miss Lane were fantastic in in kind of running those. They they let me talk about cell phones and they kind of handled everything else. Um but it's really nice. Um the kids were great. They asked some wonderful questions around the new cell phone policy and it was a really nice dialogue to have with the students that you know it's kind of impacting on a day-to-day basis. So a great way to start off the school year. We had our open house uh last week. Um everyone told me

040like uh not too many people come. The auditorium was filled. I got all nervous. It was great. Um so we had a really nice turnout. I had some great feedback from parents about just the energy in the building, the energy with the teachers. So, it was really nice to hear that. Again, they could all be lying. I have no idea. Um, but it was nice to hear and and to have those. Um, and then we have our uh important dates there at the bottom as well. >> It looks like you have the apply New Hampshire day coming again, which is great. >> And this year is prior to the November 1st deadline. Great. >> And then um I believe challenge day is coming up on November 19th. I had one of the teachers um say

041something to me at the opening day that um you know asking if there would be board members who would want to participate in that. So I'm just letting the board know that that's usually a day that we can have. >> Yeah, we kind of just rolled that out at our staff meeting today. Beth Suland kind of made the announcement of the date and everything. I think 25 adults is what we need. So >> there's usually just to let them there's usually like maybe one or two board members will attend like we've some of us have gone before. >> Um great. Thank you. Um, do you want to give us a little bit? Do you have any feedback on Yes. >> question? >> Sure. >> Is there going to be a student rep coming to meetings?

042Do you know? >> Yeah, I'm there definitely will be. Uh, because it's a law that you have to have a student rep. Um, I'll talk with student council. I'm not sure how they >> typically student body president and student body vice president that either rotate or >> um, have they been chosen? >> Oh, yeah. Yeah. I think one of them came last year at the end. I thought one of them came in May. Yeah. the new person came. So, we just need I'll chat with them. >> Just have to get them coming again. >> Um, >> so do you want to do building goals or would you like to do you have any feedback? >> I do. I have feedback and data. Um, so again, I've heard a lot of a lot of positives from

043teachers. I had a a parent reach out after open house that said I can't come to the board meeting, but >> we love it. We think it's a great policy. Um, and then so we have 52 total offenders on the first offense. So they've been asked to put their phone away. I've got a breakdown by grade level if you would like that as well. >> I think 52 is fine. I don't think we need by grade level. >> Um, out of >> I would like to hear it because I'm just curious if if the kids that came from two freshman, >> 12 sophomores, 25 juniors, and 13 seniors. >> Oh. >> Um, out of those >> going to be the seniors. We're going to be like, >> out of those 52 students, 10 of them

044got a second offense. One of the freshmen, six of the juniors, three of the seniors, and out of those 10, one junior got their third offense. Um, so that's uh that's where we're at with the with the data. That was as of 2:30 this afternoon. So >> that's interesting. Thank you. And the feedback has been positive from >> I can get it for you if you want to sit. So you can hear it from the mic. >> Oh, yeah. Just do >> I have to share it with you or do you have it? >> I think it's on the >> Okay. >> On the the data you collected. Um >> Tom, can you speak into your microphone? I think people have a hard time hearing you. I've heard that. >> A good hearing aid. >>

045I think it's just your voice, so you have to make sure you go into >> Stop whispering, man. >> Silent. >> Did uh was was it primarily teachers who were >> teachers and administration? It depends. So, uh, in the classroom it's been primarily teachers. Um, in study halls and in the hallways and in lunch it's been administrators. >> Well, I guess my question is does it seem to be in the classroom or is it in more >> mainly in the classroom that we're finding the finding? >> Yeah. Okay. >> In terms of the positive feedback you've gotten, has that mostly been from staff as well or did you you heard from some parents? >> Just that one parent had reached out. Most of it is from staff that have talked about how positive it is.

046>> And have the kids said anything? No student has come up to thank me yet. >> Enforcing the self policy. >> I'm waiting. I'm waiting. It's always tomorrow. It's always tomorrow. >> Anecdotally, I had a friend of mine say that she went to open house and every teacher asked the parents in the room, "So, are you hearing complaints at home?" So, this is completely anecdotally. It's just one woman. and she said in every class she went to the parents were like no the kids are like it's fine it's all good like it's the rule and we're following it so >> yeah and you know they get off the bus and they're on it and then they walk in the door and the bell rings and it's away and then at 2:30 when the bell rings

047they see them rush out to the bus with their their phone out no one's bumped into anything so good >> but it's been it's been good >> are you seeing active engagement among the students and >> I I the cafeteria area is loud with in a good way. Um, you know, kids are talking to each other. I didn't know that bottle flipping was back. That's the thing kids are doing again because they need to. So, we're a lot of bottle flipping with their water bottles. It's fun. But it's a >> I mean, talking to kids in the hall, you're seeing them talking to each other. Um, so I it is it's positive when you observe that. >> It's great. Thank you. Thanks. Okay. So, your goals now. >> Uh, building goals again uh similar thing.

048Um, you know, I I took the goals that we discussed at the leadership meeting and I I looked for spots where where we could do some work aligning with them. So, goal one, we focused on the culture and climate and we want to foster a positive school climate and culture for students and staff by promoting and providing opportunities for connections. Um, this was kind of natural as we go into year two of advisory. Um, we did some great work with the alts team over the summer to really bolster that program. Um, but then we also look for those other opportunities to create connections as well. Cav block support within the classrooms, schoolwide celebrations, attending uh athletics and co-curriculars. We all know that kids really love when their teachers come and watch them in those events.

049Just encouraging those moments and and providing opportunities for those connections to happen. Uh, goal two was the curriculum instruction and assessments. U, we're going to work to develop enhance effective systems of feedback, reflection, and growth. Uh I'm a huge proponent of um reflection, feedback, and growth as an educator. And so we really think that this looks different at different levels, but teachers working with students, teachers working with their colleagues, administrators working with teachers, and administrators working together, but developing effective actional feedback, taking time to reflect on that, and then ability to grow. Um you know, my belief as an educator is everyone within a school building, student and teacher, can grow on some level. And so I look for opportunities to create that growth. Uh and then finally, the communication and climate culture. We're utilizing

050the weekly newsletters and our new Instagram page at HBHS Cavaliers to disseminate information, tell our story, and celebrate students and staff. Um when we talk about the Instagram page, that's really where we're just like celebrating. Hopefully there's not moments for negative comments when you're just putting out the stuff that's like great. Um, I don't know if my I hope my Constitution post today wasn't controversial. It's just a nice constitution day. Yeah. >> Um, and then the newsletter is really where we're looking to to kind of pump out the uh the information. Um, so that's uh that's what we're looking to do with um I did a lot with social media at my last district. Um, you know, we were looking at five to six posts a week. Um, so I'm looking to bolster a little

051bit. So, my ways of highlighting students and highlighting staff in the building um and really kind of getting after it that way that allows me to meet more kids and and get to know the teachers a little bit better, but then just really celebrating the great stuff we do. So, um that's my pie in the sky wish. We'll see how that goes as the grind starts happening. So, um, >> well, I know that the, um, the Calav Boosters, which is a separate organization, but they do a really, they at least the woman who's been doing it has done a great job in the last like three to five, three years, four years, really posting our sports and our >> Yeah, the athletic page is great and I looked at that a lot when uh, when

052we were going through the the interview process. Um, I followed that a lot to see kind of some of that stuff. Um, so I'm hoping to kind of add the other side of it and really showcase what's happening in the classrooms. >> Absolutely. That sounds great. Are there any questions for Jake on any of this? Go ahead, >> Jake. I know it being a first year here, it's unlikely that the contrast any contrast will be particularly obvious, but last year we introduced the uh bringing teachers back into managed study halls. And one of the um feedback that we've we've gotten has been around concerns in CAV block that some teachers um don't have them or whatever. I'm just wondering whether that's escalating or people are getting used to it just just that I wouldn't say

053escalating but the conversation has continued. Um it's definitely not ideal. Um, I think that how a high school study hall functions, um, doesn't necessarily make it a super ideal place to create connections with kids on that level. Um, so we have two less teachers this year doing study halls than we did last year, so that we could have two more doing CAB blocks. Um, they would love more opportunities to have cav block instead of study halls. the teachers. >> Yes, I think it and students as well. Um I think it's something that we could continue to have a conversation about. Um but that staff has continued that conversation with me as the the new guy gathering the information. >> Weren't you were you attending a meeting and you saw the kids presentation on that? Yeah.

054So >> yeah, I I I think if it's possible, I would like to see us put something on the agenda to to actually um talk about that because what I don't necessarily know is being um publicized is the thought process behind it. We hear a lot about what's not happening, but I want to make sure that that the reasons that the change was instituted are understood and either validated or found to to not be um happening. >> Yeah, >> great. Um Oh, it's 6:44. So, I'm now closing the um public input at 6:44 p.m. Thank you, Kate. Just a quick question. And so curriculum instruction and assessment, the board has sat in on a grading and assessment committee that was a subcommittee of our instructional practices overseeing committee. Um is that something that we're going

055to start up again or I mean because it has been sort of in a >> it advisory sort of took a lot of energy last year so we kind of haven't been doing that. No, I think um that is absolutely one of my goals for DOT to take over because it is a whole co-op >> conversation and so I think it makes sense for her to look lead that conversation about creating an assessment right now. While we are we have these goals that are directly tied to the work of that committee and those goals are in both buildings. So, uh I would like to see that subcommittee. Um yeah, and I believe we're already assigned to it. I forget who's on it, but we have some members who are already assigned to the grading assessment

056subcommittee. So, >> I love to be part of a group. So, >> yeah, let's meet you. >> Let's go. >> Okay. Thank you. Are there any other questions on building goals? Any other questions for Patrick? Um, let's try we can move on to discussion and then I think we're going to let you go soon. Is that the deal? Yeah, >> sounds good. >> Yeah, this week. >> Yeah, I got you. >> I I heard somebody a little bug told me that. So, >> um, but I'd love for you to stay. We're going to move on to the discussion portion of the evening, and that's the belt to belt's ban on cell phones. I think we've already covered everything, but in case the board has other questions or comments on that. So, um, or administrators, anybody

057anything >> is is this >> I've moved to discussion bellto. >> We're still going to have discussion around the policy itself. >> We are we'll talk about the policy. Um, I did have a couple of questions. I uh, one comment was made to me that we've banned in the in the handbook, we have a ban on headphones. And so, um, obviously there are opportunities that kids need to use an actual plug in a headphone to a Chromebook if they're working on like a translation or maybe they've got to watch a video for research or whatever. So that might need maybe we need the word wireless in the handbook. Maybe we need to make that little change because we mean I assume we mean headphones that can connect to the internet. So that might be a

058small change. >> It's not so much the headphones. >> Yeah. The those all those earpods and those those big Yeah. They all can they they they wirelessly connect through Bluetooth to like the internet. >> So that they don't have to go through a device to get there. They have their own. >> They have to go through like a cell phone, but like why would you have them if you weren't connected to your cell phone? So you could have your cell phone in your backpack, >> but they're the same headphones that you would use for the purpose that you want to support is by >> Well, no, you'd use a wired headphone for your you use you'd actually plug into the computer. A wireless headphone would >> I understand the the difference between them, but you

059can use a wireless headphone with a lap with a Chromebook as I think a main point of the law was to bring back at least what I'm reading in um it came out again in the technical advisory was to bring back a focus on engaging in instruction. Um and so we wanted I I think based on some things I've heard at um my recent meeting with the state level superintendents there's a focus on engaging in the classroom engaging in discussion and not having anyone whether it's the teacher or the administrators be the cell phone police. So part of that can't be wait what are you listening to? Can I listen to it? Can I not? And so I think it we're really trying to take away anything that could cause um questions around the use

060and so that we can manage it. Uh because if if they're using headphones for French class because they're listening to something, then we know that they're using wired headphones as opposed to connecting to their phones and listening to music. But I guess my point is why don't we treat that like we do with the devices where >> if there's an an instance where >> headphones are required we should be supplying the headphones. They should not be personal >> and oftentimes we do. >> Yeah. So I I just think if it's a if it's a personal >> but the handbook says no headphones. So that's >> so we're going to amend the language. We have to amend the language in the handbook to at least say like either either it has to say like district >>

061provided headphones. >> There's the terminology personal versus >> right. So no personal headphones if that's if that's where we're at. If we have enough headphones to provide headphones gets tied into personal devices and that like it because if students are using personal like that's that's in question or being questioned. So if they're using their own personal laptop sometimes they already have headphones. So, it is it's putting a burden on parents to buy something if it's not comp. I don't know. I understand not policing it up, but kids can still be on a computer and still be listening to even if it's wired. Like, there's still a policing part to this. It's a lot harder to >> Yeah. But they're I I see it as that they're using the headphones because of a te teacher is

062saying, >> "Right, >> put your headphones on. We're going to look at this >> right >> content that's specific to it delivery of education. or in a language. But my only point is I I don't think they that kids if we're not letting cell phones in, we're not letting laptops in, we shouldn't be letting headphones or earbuds or any of that in. Right. And if and if there's a if there's instances when they're needed, >> we provide we provide onetoone devices. We should provide >> the headphones where they are. And I don't think it's going to be a budget buster. >> Well, that's that's part of, you know, carrying out the >> Yeah. No, I I I all I'm saying is it was brought up to me and we do need to figure out we

063need to figure that out and the handbook says >> HBL still has money. >> No, I'm serious. They they've we haven't met in three years, but last time we met, they were trying to find out what's what does a school need. >> So, it's just something to take. We can take it back to the policy committee, but I just the handbook it says no headphones, but then obviously there are going to be opportunities that kids have to use a headphone. So, it doesn't work in the handbook. So, that's the only piece that has to change in the handbook. What it says, what kind of headwinds the handbook says, that's up to the building to change. If it's regarding I mean um if it's if if we're going to rely on the school supplying things for

064for academic and educational purposes, does it does the handbook have to change? I >> I think it does because when we just say no headphones and then you're in class and the teacher's like put on these headphones, it's like what else can I break? like like what other rule can I violate? Right? So, if we're just a little bit more specific, even if it says >> district issued or you know there we have a number of exceptions um and we've made um various accommodations and we're not saying that they're necessarily using cell phones, but there's alternative >> we have other instances where the language differentiates between student supplied and school supplied. I'm not saying that that's the the answer that we're going for, but um being a little bit more specific about how and when

065you can use them, but generically speaking, they're no wireless headsets, headphones, whatever we want to call them these days. I don't even know. Earbuds. >> But it's not just earbuds. It's those big It's those big beats and things like that that you could literally walk around all day in and be connected to your phone and no, your phone wouldn't be out. Like you could have those on your ears and your phone's not out, but you could be listening to music the whole time. disengaged. >> Right. So, >> okay. >> So, that's why we said no headphones because we're avoiding those, but then we also have this other So, all any feedback from the building principles on that? >> Uh, I I appreciate the mention of, you know, teachers that that do want to use them.

066And that's conversations we've had with our teachers in our building, especially world language who do a lot of listening and speaking. Uh, first year students with a language. uh speaking and listening is a really important part, but when you're trying to speak and listen with 25 students and sometimes they they are taking assessments on their computers, um it's it's been a good conversation, but I think we're just kind of trying to figure out the direction that we should go. Um, personally I do think it should be district uh provided because at least in the middle school um there's a lot that goes into you know middle schoolers managing those things and if we just give them to them um it's a little bit more onus on them to to take care of them. But I

067I go back and forth with if we should buy them. Um should they have the ability to buy something that's comparable because that so it's I don't have an answer. It's been a lot of conversations about headphones with a few teachers. Um but just some sort of direction on what you guys really think we should be doing either from us or should we allow students to bring in their own wire headphones. Is are there other times where a kid might need to like I'm just thinking like I'm writing a research paper. I need to watch a you know an educational film that's completely been vetted through the website through the Chromebook and I want to sit in my study hall and I want to you know watch this film or this debate or this something

068so that I can you know use it as a source. Like is that something that kids would do? Like does that make sense? Is that a legitimate question? And that's so then kids are in the study hall and they want to plug in and do that. >> Can't watch YouTube though because it's blocked during >> I know you can't watch YouTube but I'm saying >> the vast majority of videos that they would watch they can't even watch. >> But I'm just saying like maybe they could access something on an educational website that >> or if you have students taking VLAX and Vlax has a lot of videos embedded in their um coursework. And there's also books on books on tape, but books on and and there and you don't necessarily have to have a plan

069to access audio books and you know those pieces and there are students that prefer to listen to books during study hall and those pieces too. That's some feedback that I've been getting. So um those are bigger conversations you know that >> so I mean it would make it almost seems like we would have to district supply everyone with a pair of headphones that they would have in their possession like instead of having them just in classrooms. We'd have to almost like buy enough headphones to give every kid a headphone. >> I don't understand how you're making that joke. >> Or you I guess you'd have to have them available. I don't know. I guess I'm a little >> I'm going to share >> cleanliness. >> Can you share? No. I'm sorry. I'm going to say

070no. You cannot share. I'm sorry. I'm a parent and an administrator. >> Yeah. It's the same thing you you do in in um in lab in labs. They you just take a a wipe and you wipe you wipe them off. >> I think it kind of depends on >> we have to trust the students. We're >> going >> No, you're not going in ear. >> You want to go over ear because you want to have isolation as well. >> So, we're going to let that >> It's a common technology utilized in in in language education, >> right? Okay. So, clearly any other comments? >> No, I was just going to say sort of one last suggestion is maybe you do sort of a hybrid. Students have the option of bringing in an approved headset that

071is wired and you put parameters around that, but you can also have inexpensive and there are they are out there. We've used them at our school. You know, just the earbuds. It's like the airline earbuds. They're wired. You plug them in. >> They go in the ears. You don't want them back. You know, you give if the students need them at a given time. They're throwaways. They're inexpensive. uh you give them to them, you tell them to hang on to them and use them as long as they last and so maybe you just have that kind of option. >> Yeah. Okay. >> Yes, absolutely. >> I think we're good, Patrick. Thank you. >> Are there any other questions or comments on >> Yeah, I think there's more discussion needed around that and how we actually

072institute it because there's a lot of holes in those use cases. I can see whether >> yeah I think I think this >> you know what happens when the technology doesn't make wired earphones anymore then what do we do then we got to open up the policy again >> so I think that's why we we kind of have to give the we need to give the leadership team I think this is >> we've given them the feedback I think that's all you need to figure out um where to move from there was the only real um thing that I saw in the handbook or that was brought to my attention um that concerned me and then Um we are not allowing um personal laptops anymore. Right. >> Correct. >> And that's because those can be

073used as >> we have I couldn't find any reference to what I thought was a our bring your own device policy. >> I couldn't find it either. We don't have that policy. Was it removed because we it was it was talked about in many many instances that our we have a bring your own device policy. >> I think it was really more of a procedure. I don't think it was ever a policy. >> Okay. If it was a procedure, where was it? Where had it been? Has it been deleted? >> Well, it would have been gotten changed from last year's handbook because we don't do it anymore or two years ago or three years ago. >> I I think we should have one then. Could could the policy committee look into whether there is a

074template for bring your own device? >> So our policy would be that you can't >> that you can't >> I know but we need to have a policy. We we have nothing. >> So yeah >> anywhere that that that says you can't >> right. So Gina um and DOT are actually we just talked about this the other day are bringing forward kind of all the policies that have some reference to devices both for staff and students as far as utilizing your own versus schools. So, I know that that they're being gathered and those are coming to the policy committee within the next month. >> I did um I did a a keyword search on the full list of of co-op policies on I did I looked at bring I looked at device and there's nothing

075in there that comes close to addressing what we want though, >> right? No, I think I think that that's true and we can and we'll definitely, you know, dot and Gina, we'll tell Gina, you know, about the bring your own device, but there are other pieces of other policies though that reference sort of utilizing personal devices. It may not be bring your own, but it's personal device. It's it's listed differently >> and yeah, so I know those are going to be brought forward to policy committee, but we can definitely bring up making a creating a new policy for bring your own device. I just don't want to delay on it because when we when we get to the policy on >> uh cell phones, >> yeah, >> I'm going to recommend taking the reference to

076laptops out of it >> because within the context of the law, a laptop does not meet the criteria of a personal communication device. >> It does. It does because if you log in like if you log into your iCloud or you log into whatever on a Mac, you can use it to text and you could use it to make a phone call. You actually could. My my children, you know, so it does qualify. So it would fall under both. It would fall under both policies. If you had to bring your own device, definitely would follow that, too. But it does belong >> in I would argue it does belong in the cell in the personal communication. >> You can text on a Mac. >> You can absolutely text. >> You can text on anything that

077connects to the internet. Well, and that's what the >> and that's what this >> and the technical advisory said nothing that connects to the internet. They can't have anything that connects to the internet unless it's um for curricular purposes only. That was in the technical advisory. I sent that to >> we're going to have to expand the list then. >> Because there are other things that we don't explicitly deny that can connect >> like what >> and I think in the policy when we get to the policy you'll see it too. I mean I don't I don't know that it says inclusive of we can we can put the phrase not necessarily inclusive of and list as much as we can list the the the tech technical advisory too which I don't know if the

078policy committee if we're right but the technical advisory has two paragraphs in there one specifically describing cell phone and one specifically describing other devices and that's pretty extensive I was looking at that the other day a little more closely I read it so the policy committee and the board may want to look at those two paragraphs and then decide whether or not to expand even on those if they wanted to. Um, but those but that's how they're being defined and it does include laptops, other devices and a more extensive list. >> Is there something else that you think we'd have to like besides >> there are but I I don't want to rip through it now. I mean that that's I want to see how you're going to approach it. But >> if we're going

079to have a >> if you if you start taking everything that can potentially connect to the internet and therefore call it a communication device. um I think you're going to run into other challenges and issues of where but I think more importantly >> even if you're not connecting to the internet we had an issue where we did not want personal computers being brought in and used for a variety of reasons that extend well beyond this this ruling and this policy and I I don't want our exclusion of laptops to be on personal laptops to be dependent on this. >> I understand what you I completely understand. I wrote bring your own device policy like we we'll bring that to the policy committee and and develop that for for reasons outside of the cell phone usage

080policy. Like there's a reason that we don't want those. I'm commenting more about the pro the investigation that Lauren described ongoing and I suspect that that may take longer >> than I would like to see us take wait to have the the B the >> so when we get to policy we'll talk a little bit about all of this a little bit more but let's try to move forward so that we can let um other people go we good with that we'll move on we'll talk more about the policy specifically when we get to the policy section which is in deliberative advice. Um Jacob at this point since your other principal left you are welcome to go as well. >> Miss didn't listen but I appreciate that. Thank you. >> Great. So um moving forward

081uh theou want to talk about that for me. >> Sure. So sorry. >> Well I I don't think I'm talking about it. >> Yes I got it. So this is the um this is anou that I believe is reviewed annually um between the Hollisburg Lion Cooperative School District and the police department regarding the goals and objectives for the school resource officer. Um I don't know if the board members have seen this prior previous years. I don't believe it has changed >> um uh from last year to to this year. So we can go through it if you'd like or if you have any questions we can review it. >> I think we can just do questions. We've done we look at this every year. So, >> are there any questions on this? >> So, we're

082not making any changes to it. >> There's no changes. It's the same as it's always been. >> Do we currently have an exclusive SRO for the co-op? We used to share with the Hollis um elementary and I thought last year they separated the two. >> We do. >> Okay. So, we're and are we fully funding it? >> That I do not know the answer to. >> I think >> I thought it was split and it says it here. I thought it was split and I think it is here. >> 40% with the town of Holland, 60% with um co-op. >> Okay. >> But we used to split that 50% with the Holl School District. We're not. We're fully funding our >> school portion of it. >> Yes, the school portion of it. >> We would

083be fully funding. There we go. >> Okay. If there no further questions on that, um we have a facilities committee update. Well, the facilities committee didn't meet, but they did an awful lot of stuff, and that was why I was hoping Gina was going to to be here and we were going to get to talk about it. >> But from what was communicated to us, Eversource dramatically changed their story on uh what the cost would be to grid tie. It went from estimated less than half a million dollars to over a million and a half dollars. So the decision was made by administratively to abandon grid tie completely for the high school and go with the battery option so they can move forward with the uh approval plan so that they can start getting stuff

084on site. And to um downgrade the plan for the middle school so that it could stay below the threshold of uh of uh being able to stay grid tied without overt taxing the existing substation. So the plan has changed. I don't know what it has changed to and I don't know what the cost implications are >> to be continued to be continued. >> Pardon me. >> To be continued. >> Yeah, there's a lot of moving parts to it. And do do we have any sense of why the big up tick in cost to grid tie? >> Well, before they had told us that the system could handle it. >> Yeah. And then when they actually reviewed the plan most recently they told us can't >> can't. >> So in terms of the facilities committee like

085the job of the facilities committee at this point like is it the job of the facilities committee to I mean this is this whole project should be managed at the SAU level right like that's the the the superintendent's role and the um director of facilities role to manage the project at this point. Is this the charter of the facilities committee was to get this going to get the bond passed to move forward and then the next steps for the facilities committee I would think would be >> what the administration had asked us to continue doing was to resolve this question >> okay >> about the form that it was going to take at the high school >> and we had a had the last meeting that we had which would have been August uh we

086had some questions that were not answered sufficiently to allow us to make a recommendation to the the board and the administration. It's it's unclear how what the administration seeks from the board versus what they want to do autonomously um as far as deci making decisions. But clearly they're now comfortable making the decision autonomously without the board's input. And I'm not saying that that's what should happen at this point like that's what happens once we pass the bond. >> So at this point the facilities committee is more of a conduit of information from the administration on these topics to the board. That's what I That's what I was thinking it would be. I think that's important because if the aspects of the project changes, I wouldn't I wouldn't be necessarily comfortable for them to autonomously make

087decisions and because we sold a certain project to the commi to the community and you know I would be sensitive to changes that inflate the costs or changes that don't deliver what we said we were going to deliver. Rob. >> Well, and I don't and again it's because it we authorized the bond. >> The project is now we authorized them to start purchasing stuff and at this point um there's nothing else over which we have authority. We may have opinions but we don't have authority. >> Dollars are our authority. No, we've if as long as they stay within the bond, >> right? as long as it doesn't as long as right and I think in the past when we had the turf field project for example >> the former superintendent ran that project and then

088he just came to us and said we're under running by x number of dollars should I would the board be on board with me expanding to put in a parking lot or buy a sport buy a by the yeah >> scoreboard so I don't necessarily I mean I think the facility the role of the facility committee is exactly what you said Tom like a conduit for information for the board but not a decision-m body at this point regarding to this but the next phase might be what's next like you've got the capital like what's the next after this is done >> is there start to like and do you need to meet monthly >> what we're expecting the um facilities director to bring to us at the next meeting is is the what's next to

089backtrack I think that it's we're looking at this as aggregate, compile, and then advise. >> Right? That's kind of what I was just wondering. >> Just to backtrack to Ro, um my comment about I don't know what impact it has on the money. >> By that I don't mean that I think that they may be over exceeding the way that they're going to do it is they're going to work within the budget. So what I don't know is whether there's going to be a compromise on performance such that the payback period >> changes, >> right? >> And and we would want to know that and bring that to the board and say, "Hey, >> the story is different now. >> We need to know it, but we don't have a role in the decision." >>

090Yeah. >> Right. And it also it also allows it in this forum to become more public. >> Absolutely. because although we're we're a public committee, >> you know, no one's >> right. No one pay attention paying a lot of attention. >> But I I just want I want the administration to hear from us that, you know, they're in they're moving this forward. That's their role is as the superintendent's office, the facilities director, that's their role. And the committee is more for information. And obviously if they want your opinion and and advice, it's not um >> it's a good forum to just hash things out and stay on the same page. >> That sounds great. Well, thank you for that. Thanks for that update. Um any other questions on the facilities committee update? >> Great. Thank

091you. Moving forward to the budget committee update. We have lots of updates. Uh we did meet uh we had our audit report and the audit report goes back two years two years from the current year from the year we're in. So it was for the year that I think concluded in and it was in for the time that I've been involved it was the best uh outcome that I have heard reported. uh the legacy work that that Kelly has had done in creating data collection and reporting is really paying dividends in terms of clarity and the ability to um efficiently conduct the audit. So he it was very complimentary. The one thing that continues to be highlighted or actually two things. One is food service fund balance target is approximately 30%. We're currently run running

092at um 75%. And it's much higher and a lot a lot of that has to do with things that are not really in our control because some of it depends on what kids choose to purchase and buy and how many meals they sell. all sorts of things. It also is is uh dependent on the cost of foods and things have been very volatile especially postcoid and with the changing directives on state and federal level as to what comprises a an appropriate meal and and menu. Um but it's still something we have to work on. We raised uh we raised the the fees a little bit last year because we had to because our fees are too low, but that just exacerbated the problem. >> So, we have more money than we need. Yeah. >> Yeah.

093And and we can't lower the cost because there's other it's competing directives. So, I don't know where it's going to go, but there may there may be proposals that come back to us to um provide further investments into our food services area specifically to um to draw down on that surplus. So, uh, and the other thing was the the whole issue of fund 23, which is a a miscellaneous fund that or a general fund that collects from all sorts of different areas. And that fund um includes money that has been earmarked for uh special purposes, some of which are not even relevant, but we can't spend the money on anything but those topics. One of the suggestions was to look at moving some of those funds into trusts. And the reason for that is it

094would just simplify the audit process. Once they're in a trust, they they no longer become an audited element and and therefore it simplifies the audit, lowers the cost, and makes it more efficient. Plus, it it um takes an element out of the reports. So that is something that I think is going to be looked at in the VA's office and may come come back to us. It it may require some um complexity at at district meeting because to create a trust I think it has to be authorized by the uh >> the voters >> by the voters and whenever you get into doing that you know there's why are we making a trust why are we spending this money so it may be something that we have to address in an upcoming one uh Darlene

095spent quite a bit of time looking at legislative updates that have come through. Uh for those of you that that read the emails from the New Hampshire Schoolboard Association, there are upcoming webinars about it. I would strongly encourage people to sign up for them. They're usually hour, hour and a half. If you sign up for them, even if you don't um participate, you can you can uh view them at your leisure. that usually get recorded, but there's there's just so much stuff coming through and it's going to have pretty big impacts on us. everything from the uh tax impact to the tax cap overrides and changes to um uh speaking time for the the the the district meeting. They uh I think in direct response to what we did, they uh put through and passed

096a law that says that the first name on a petition warrant article is to be treated as the petitioner >> and is guaranteed 10 minutes. 10 minutes regardless. I mean, we don't we as the presenters don't usually give ourselves 10 minutes. So you got seven petition warrant articles. That's 70 minutes of time that is mandatorily added to our meeting. So just something to keep in mind. Uh there was a approval to add the cost per pupil and proficiency scores to all to all budget warrant articles to budget warrants. Um that uh one of the things that did happen is this whole open enrollment thing uh where they were there was an attempt to try and make it so that any person could essentially demand that that you let them in your school that did that

097did not occur. So open enrollment, >> you can engage in agreements with other districts, but you are not required to. >> So it we we still have the control over that. Um special education c uh catastrophic aids now be funded at 80%. Whether anyone will actually get the money is a separate issue. Um and then the the Educational Freedom Act uh can be $10,000 for for stu for um families. They can sign up for it. Um there was uh what was it said? $39 million funded and uh 51 I think it was 51 million authorized so far uh with with a waiting list of approximately 5,000 students. >> How much is it going to cost? 51 million or they don't know. >> They don't know. They don't know. And there isn't it's there is they

098have already they have already um spent more than they budgeted for on it >> and they also I think removed any kind of um income level on that. >> Right. Thanks for that. I Darling does a great job of um that kind of summary. I read um the Hollis budget committee minutes and she did the same summary there. So, um >> yeah, if you want more detail, just you can review the um >> the recording of the meeting >> and and the meeting. Um so, Tom, you can't vote on that committee anymore. So, we don't have a say on the budget committee. Um is it one of the things that I spoke to Darlene about is maybe having a few meetings where a budget committee member attends one of our meetings. They're not mandated to

099do that, but it might be helpful for them to see. >> You mentioned it at the meeting. >> Okay. >> Um, everyone thought it was a good idea for someone else to do it. >> Okay. Okay. So, um maybe I will um talk to the superintendent about like which agendas may which months might be a good like time for me to extend an actual invitation from the chair of the school board to the committee to see if there's >> I think it would be probably more productive if you formally scheduled some joint sessions. >> Okay. Okay. >> Like with both with both groups. Okay, >> that makes sense. >> Yeah, that probably does make more sense. Okay. As far as the voting goes for us, it's symbolic. I don't think there's been uh an instance,

100in my experience, um Cindy was one of some more contentious boards committees than I was, but with ours, where the board vote would have made a difference. The biggest difference is that I can't contribute to a quorum. So, there's instances when we either can't have a meeting or can't start a meeting because enough people can get there and I can't make up the quorum. >> That makes sense. Okay. Well, thank you for that. Any questions for Tom on the budget committee? >> All right. Um Rob asked to have the capital expenditure advisory committee update, >> also known as the CAC. >> CAC. It doesn't even have a good like it doesn't >> like you >> I was not involved. >> Seak like what do you call it? Like I don't like it. Once you go

101beyond three letters, it >> too many too many letters has to be be a word. >> Yeah. Okay. So, go ahead. >> Seek. >> So, I'll try to keep this short and sweet. So, um as you may know, and just for people at home and new, this is a new committee that has been formed as of the town March meeting >> of Hollis. The town of Hollis only. >> Yeah. that formed this and it's charter is essentially to gather and summarize the major capital expenditures of the between the town of Hollis Hollis school district and also the Hollis Brookline Cooperative School District um and those expenditures that may use bonds as a source of funding. So um um so we met on September 2nd to organize and uh chart a course of what we want

102to do and how we want to do it. Uh Mark Coast is the acting chair. I believe Mark is the uh member of the BUDCOM of the Hollis Budcom. Um and uh we early on emphasized the need to get some kind of a summary review of what's happening um by the November time frame because I I kind of advised that committee that if you wait much longer, the budget committee that train is chugging down the tracks and you better get there early or you're it's going to be too late to advise anybody. So um that was accepted and so it's understood that we at least by November early November or mid November want to bring a preliminary view of what we know. Um it may be somewhat incomplete because even though there's uh expenditure plans

103it doesn't necessarily mean that it'll be funded and a bond be floated. it could some of these expenditures can be worked out of budgets and things like that. And that's what I advised um with the information that I gave for the co-op because we don't have those funding discussions until we decide and have conversations with the budget committee and things like that and and eventually you know a discussion takes place where well why don't you bundle these expenditures that you wanted to do is a good time to bond or don't do it. It's not a good time to bond. So those conversations still have to take place. But I I I feel strongly we can still bring a view that our district stakeholders can take and and at least have the understanding of what's happening

104in the other districts and maybe the reasons for their initiatives and what's happening. So um that's that's kind of the uh approach we're taking. Um we also met on the the 15th of September just this Monday. Uh I was um providing some uh information regarding the multi-year CIP that we have uh and also uh cost details around the article one and two which are our energy um articles uh and giving those new debt services that we added. I did add and let the committee know that we structured that project such that $600,000 of payments were coming of debt service were coming off our books and we tried to structure those projects that it would basically replace and not exceed that. So to keep the um the the impact to taxpayers u uh net zero that

105was our goal. Um so the next time we meet I'm going to bring a little bit more information. and I'll have to work with um maybe um Geners or somebody may I think I it's good practice to maybe go through you but uh things that I'll be bringing forward were um >> um >> let's see provide how capital oh um yeah so one question was how capital is handled at the co-op based on our aortionment >> agreement things like that so I want to bring correct detail around that. >> Um, some of the balances of our our our trust funds that we would potentially tap to do some expenditures relating to cattle improvements, things like that. Um oh the other question um and we could have this discussion next time uh but um in terms

106of a CIP that extends be beyond five years. I think the town does 10. I think that's a little bit much myself because to have a plan that runs out 10 years at the co-op seems a little I don't know. Um but but that doesn't mean that we can't do something beyond five years. So um we can maybe discuss that at some point. Um and then only one other things just a couple questions that I I'll be chasing down uh to provide some other um insights to the board. So that's kind of my next action. >> So it sounds like mostly you're taking information to them >> at this time. Yeah. So, we're ga we're in the gathering mode and then we're going to compile and bring it to a like a summary view and

107then make it available hopefully by a preliminary view by November. >> We may take up the work of bringing a secondary review once we have a little more information. But, >> great. >> Thank you. >> Go ahead. Do you have a a a sense of what the underlying motivation for this committee is? >> I think my my from my view I think it's in order for the other districts to know what's happening. And >> when you say district, >> you mean the other district and the town >> and and the town. >> The town and and the school district. >> Well, and also the co-op school district, right? >> School districts of Hollis and the co-op. >> But it's >> and the town those three entities. >> Is it mostly school stuff though? >> No,

108it's town. Okay. >> It's for the most part. What's happening at the schools? what are their initiatives and what what is the town planning and to get some coordination because if everyone has got to have initiatives that is going to float big big bonds it's really not taking any consideration for the taxpayers of the town >> I think >> is it one directional >> I think we're we're we're providing information I mean they can't it's an advisory committee so >> no I mean but is is there is there there's No representation of the SAU there, is there? >> No, other than what what the school representatives >> So Rob and there's a >> No, I'm looking at I'm looking at the committee makeup here. I'm just trying to figure out, >> you know, I'm trying

109to figure out if there's >> a a birectional communication so that the say you knows what the town's doing. >> Yes. How >> I Well, we're supposed to bring that summary view of what initiatives are going on at the town level, what initiatives are going on in the Holla school district, and what initiatives that may turn into bonds are happening at the co-op. So, we provide that view to all three entities. So, how what's the what's the communication method that brings the town information to the SAU? >> Well, I believe there's we're receiving those in the information from the town and the committee is >> how >> summarizing that. The reason but if you is if you look at the makeup there is there's a a co-op there's a there's budcom people >> there are

110schoolboard members and stuff but >> I'm just not seeing it doesn't state say anything about who has the responsibility to provide that information to the schools >> I don't think that they have it in that in the charter of their committee but by rob bringing by Bob being a member and then putting these updates in our agenda. He'll be bringing it to the co-op now whether it gets and that and and to the SAU administrative team to get to the entire SAU meaning the Brooklyn district as well. Um, that would mean that the at the SAU governing board meeting, you'd put on your agenda that you want some you'd like an update from the CAC committee so that that can be brought to the board, but is there a formal process? We can only formalize

111it here by saying we want you to do these updates. Is that >> because there's no SAU rep? >> There's no SAU rep. I don't somebody it needs to go to the superintendent's office whether it be to the superintendent or uh assistant superintendent or the business administrator but they are the ones who need this information of >> what the town has going >> absolutely >> uh and and if it's there then we can with reasonable confidence expect that it It is applied to to all school districts. My concern is through the formation of this committee the town is of Hollis is getting what they want. >> Right. >> Absolutely. >> Whereas in the past without this committee existing there was a imperative that the town >> uh meet with the the superintendent's office and get

112that if they're getting everything they need without meeting with a superintendent office. Is is is the SSAU going to necessarily get it at the level and the detail they need? >> Yeah, >> it's a really good question. That's that's not that's not answered. I think that's >> and it's not we're our I think the charter is somewhat incomplete and we're trying to investigate those holes and quite frankly we were only put together earlier this month. So we're already months late with with starting this work. >> So um and and I cautioned the committee. I said look we're not going to be able to do deep dive analysis on our view. I said, 'We lucky if we're going to even be able to get a view in time for the budgets that are that are currently

113being worked on. So I said we need to kind of shorten what we think we can deliver and deliver something and in in some of those instances the those communication paths and I agree that we should be submitting any view to maybe the the administration because the administration can bring that information to the different boards and I think there's another piece that I think there's initiatives that are going on in Brooklyn are still gerine because we're connected at the co-op and it's going to affect Hollis taxpayers. So I really think that we should be able to bring a view that says by the way there's this all this other stuff going on major stuff in Brooklyn that we need to consider. And I think to Tom's point like you know the superintendent has always and

114we have a new superintendent but the one that I've only worked with before Gina Andy he always said he always paid he would say all the time like I am I get that the co-op wants this but then the school want this needs this and this needs this but he also always knew what was going on in the towns right >> he knew that like the town of Brooklyn is looking at doing this and and I'm sure Gina's doing the same thing. But I do think Tom has a really good point like the relationship between select board and the superintendent and all of that can't be undermined by the existence of like a committee, but instead it should this should should this should provide more information, not take away those those opportunities for the groups

115to Absolutely. I I really hear what you're saying, Tom, and I think it's really important that we don't undermine what >> and I'll bring that back to the committee. I I'll make sure that they're aware that we should not be um >> um turning off exchange. We should be enhancing it. >> And I think the committee was formed because there wasn't this there there's there's no per we don't have a mayor. We have a select board. So like the superintendent was always watching out for everything, but the superintendent is so school focused that people don't realize that our superintendent has always paid attention to the fact that like Brooklyn needs new ambulances or you know I mean and so >> it's unclear how much of the the the information went towards the town too of

116things that we're planning to do and are they taking it into account when they're figuring out what they want to bring in bonds to Florida. and Brooklyn had a significant issue with capital improvement and um all of this stuff >> still does. So, >> no complicated recently made a request >> for the up for the update because they're they're having to update their plan, >> right? >> And SAU hasn't done it yet. >> So, they need >> and I think we're in a mode where the committee doesn't know what they don't know and what works and what we need to do to make it, you know. So, we're we're kind of building the plane while we're flying. >> I guess that's my favorite way to do. >> Yeah. >> And the um but in another

117side note on that, um I'm just going to ask the board. So, in the past, the budget committee has received a capital improvement plan presentation. Um is that something that you guys would like to see here as well? Would you like a present presentation on the capital improvement plan done by Lance? I know that his the one that he does for the budget committee is very detailed. I don't know if we'd need something we might need more of a of an overview, but is that something you feel like we should have as well? Um, and if so, >> I don't think you're going to get a reader's digest version of it. >> Okay. >> So, >> I kind of wanted that. >> It was It was the better part of an hour presentation. >> Yeah,

118I I think we need we but could maybe I can communicate that it could be about a half an hour 40 20 minutes kind of thing. that kind of presentation is besides that is it something we do we want that >> I think it's important at least to understand the the the current year um and possibly the following year I don't necessarily want to drill down on five or eight years of plan >> so I'm just going to I'll throw it out there's some other presentations >> that would be helpful if if you get the presentation for the most recent one and we looked at it here. >> I think there probably would be a short list of questions >> because an awful lot of it is >> self-explanatory. >> Whereas if you if you

119start from ground zero >> it's a big lift. >> Yeah. 30 minutes of of the slides. >> I'll I'll speak to the superintendent when we talk about um agenda building and we'll kind of put that on there. I mean next month we'll be seeing um a presentation on special education about the programs that we do in house and how that benefits our students and also how it benefits you know a lot of other things. So we'll get sort of a more of an overview of that, right Lauren? And so that's going to be we're trying trying to make sure that we have a presentation every month that's a little bit meaty unlike, you know, what's actually happening in the schools. And so that's what's happening next month. And then we also have class sizes next

120month, which will be quite uh usually that's a little bit of time. So I don't see a capital improvement plan happening in the next month, but maybe November, December. Let's see. I'll talk to Gina about that. Okay. Thank you. Moving on to deliberations. Um, and how are we for time? >> Right on. >> Okay. Thanks. So, um, to see what action the board will take regarding the Hollis Brookline Athletic Booster Club donation of a concession trailer with several implements including generator, running water, water heater, hot dog warmer, pizza warmer, and popcorn machine. The sum total of all items being donated is approximately $26,000. >> Can they come to our meeting? So, I'm going to ask for a motion and then we can ask questions after that. So, I need a motion to accept with gratitude

121the Hollis Brookline Athletic Booster Club donation of a concession trailer and associate implements having an approximate value of $26,000. So, moved by Rob, seconded by Beth and Kate. So, um everybody on tie. So, um I'm going to put Kate as um so are there any questions about this or comments? Yes, >> I know. >> Who who owns the trailer? We don't know who owns it, but we we'll own it. >> Will Well, is it going to be owned by the booster club? It could be owned by the school. Is it going to be >> Well, it's being donated to the school. >> School owns it. >> And the maintenance, >> it will be stored here. >> It's on site, right? >> Yeah. There I know I know the plan is to use it at at

122high school and middle school events. >> Does it need to be powered for refrigeration for storage and stuff? It has a generator. I know that. >> Well, I don't think they're going to run the generator 247, >> but I are they storing food in it. Do you know? >> One of my concerns is is maintenance and upkeep. And >> who's who's going to own it if if >> or are they going to empty it out after >> storage? Say if it's on a generator, it's being emptied out and brought in. >> It's a trailer. It's not a freestanding. My again my assumption would be they're not storing things in there. It's not >> they'll be storing dry goods. They might be storing like chips and candy. >> What about the hot dogs and the pizza

123and all that? Is that going to be >> I think they bring that in >> that >> provisioned. Who takes care of doing all that? >> So that would be volunteer parents, the booster club parents like that's not >> so there isn't a there isn't going to be a responsibility of the school to put food in it. >> No. I mean, basically my sense is that the booster club's going to use like not the booster club, but each team like maybe the football team or the soccer team or whoever the parents will run. It's sort of like what happens at the thing by um the swamp, you know, the concession stand that's by the swamp. That's not provided by the school. Parents go to Costco, they bring in some stuff, people donate it, and then

124>> in there, isn't there? >> Right. But I'm just saying the provision things are provided by parents and and families to sell. It's not the school. The school doesn't provide provisions. >> But >> it's usually the teen parents. I mean, I just I've seen something recently from the football team that they were asking for parent volunteers to work. >> But are they going to empty everything out of it? >> They did. My kids were in school. We did. >> That's what you did. The concessions, >> I would say. I mean, I've been doing this for like even with the the stuff that we have up there now. They do store things that can be stored outside of like cold temperatures like the chips and water, but it's emptied out on a regular basis and we

125get email links every week for needing volunteers. There's sign up. There's people that are running it and you know >> and who controls who gets to use it. >> Usually rotates around to the different booster. So, so I don't know, but the booster club works pretty um carefully or has when I was involved with the booster club worked with the administration on different events and things like that. And there's a pretty good standard of like control of what teams can can do and what they can't do. So, it will get rotated, I'm sure. But just like just like the turf field gets rotated in terms of sometimes football, sometimes soccer's there, >> you know. >> But my understanding is for home events at the high school and middle school, >> the regular how they would

126sell concessions. It's just now >> Yeah. They've been selling concessions at the sidelines for years. They just bring >> It's not a mobile thing. Here's my here's our >> It is mobile. >> Huh? >> It is a mobile thing. >> No, it hasn't stand is not mobile. >> Previous. No, but the but the concessions that were sold at the football there's been concessions at football games since >> I understand a trailer that >> is not uh hardwired >> that >> is dependent on tires being maintained and >> yeah and things of that. So, is is Brian is ultimately Brian who who rules this is it is it one of the building administrators it the booster the booster club are they actually giving it to us or are they are they going to continue to manage

127it and control it >> in theory we own it >> whose property is it >> yeah it's It it's it's a very um ambiguous relationship. So if we own it, if the if we accept this as a donation, we have the title to it. We own it, we figure out where it's there, we decide who who >> So do you want to can we table this, get more information? Because those are all legitimate questions. Um, I would hate to see us vote no on this without knowing the answers to all of those questions and give them some time, the administration, the athletic department, and the booster club to come up with answers to those questions. Would anybody like to make >> a I would if we're going to accept it, I would like to see

128the policy for how it's going to be >> Yep. I got you utilized. >> I feel like that's a really legitimate thing. So, I would like to I'd entertain a motion to table it. Do I or to remove the motion? What do we do? >> I can my second. >> Yeah, I I I can support that motion. Yes, I'll make that motion >> to table it. >> Yeah, because I I have some other questions around public health, who who who cleans the grills and the hot dog machine, and are they trained to do so? Do we need some sort of certificate and and inspections made? Uh I don't want to hear that we gave you know half the town of Hollis you know >> you know stomach ailments. >> How have concessions been done up

129at the field up to this point? >> Tables tables >> literally tables and they bring in they brought in a grill. >> Sometimes they bring in grills. Sometimes they bring in boxes of pizza. >> That's been completely pathetic and good and there's no problem. >> It's gone under the radar. >> It's under the radar. But now, but now this is >> it hasn't been sanctioned, nor has it been reviewed. >> This is a rolling cafeteria basically. So, how we're preparing food in the schools, it may be pretty similar. >> Ju just just to throw out there, I almost rather the booster club >> continue to own it >> and provide it as a service and we agree to allow them to do it than to have the school own it. >> That might change the

130answer. >> So, yeah. So, I think I we have a motion to table. Do we have a second? >> Yeah. >> All those in favor of tableabling this till next month. >> So these are the things we need to know. >> So um I have no dots taking notes. Jacob, did you capture that in your >> uh Yeah, I'll talk to Brian. >> Okay. So um also please encourage Brian to watch this part of the meeting. >> Very much appreciate the intent. >> Absolutely. >> And just want to make sure it's done safely and um in an area that isn't going to come back to haunt us. >> Yeah. And there's hidden costs if we if we do own it and and like the public health questions I have. These are have to be figured

131out if we take it on. >> I think we're very grateful for the idea and the thought of it. And I definitely know that we've been in conversation behind the scenes, the athletic director, you know, we've talked about it here about potentially having a permanent concession stand up there and building out like some sort of locker room space. I mean, bathrooms. There's been a lot of things that people have talked about building up at the field. And so this is a way for the booster club to provide what people really want, which is folks want an opportunity to buy food, to get snacks for kids, to make a football game, soccer game, field hockey game more of a community event by having these kinds of things offered. And so the booster, >> isn't it? Mhm.

132>> It's a revenue stream >> and it and it makes money for the for the it actually makes money for the teams. It goes into team accounts and then teams can use that for gear for, you know, their own events kind of thing. So, it's definitely that, but the questions we have are related to, you know, health and safety co concerns, concerns about maintenance of the trailer, who's going to cover that, what would that cost? Um, also, is this generator running? Is it plugging in somewhere? what's going on in terms of what are we using in terms of our utility sources? Where are we keeping it? What storage do we use? So, those are kind of the questions that we have. These are all part of our our due diligence as the board to make

133sure that we have answers to those questions. And so, um but we do really appreciate the idea and I definitely um am all for, you know, some sort of concessions being up at that field. And um and then I do think Tom has a really good point like it's at the field or at the middle school but there are other events that occur and you know would we potentially move it down to a different field like what you know who gets first dibs on it? How does that work? Who's making those plans? So um those are all legitimate questions >> and who moves it if you do want to take place >> well also that's the other piece like how is it getting moved? So, those are all really good questions and um I would

134encourage the athletic director and other people involved, the boosters to watch this portion of the meeting so that they would understand all of our questions >> and who's >> so we've tabled it. We haven't turned it down. Okay, moving forward. >> Can I just ask a quick question? Didn't I don't know if it was last year or several years ago there was a whole thing where there was one or more food truck people that wanted to come in. >> Do you remember that? >> I know we had >> Did we ever have food trucks up there? >> Yes, they did a food truck event two years ago. Group of seniors group of seniors did or maybe last year. >> There was some there was a company that wanted to want to contract with us. >>

135Two years ago, it was just a special event they did a they just did um during lunch. >> It was during lunch. No, no. There was someone who wanted to come and and have a have a concess the concession at a uh >> I don't remember that >> at our games. >> That doesn't mean that didn't happen. I just don't remember. >> All right, moving on. Policy J. So, policy JICJ is off of the policy memo. It's being complete. It's being treated separately. We thought we'd get a lot of feedback on it and also um it's just, you know, it's just a I figured we'd want to talk about it. So, I figured it wouldn't be good on the memo because we try not to talk about too much on the memo. So, we're at

136second reading for policy JICJ. I'm going to have us put a put the motion put it on the you know motion make a motion for it and then we can um talk about any changes that you would like to see moving forward. So, I just need a motion to accept the second reading of policy JICJ unauthorized communications devices as amended because it was already amended. >> So, move. So moved by Rob and second by um Beth. Um so at this point if there's something that you would like us to take back in the policy committee and I say us because Amy and I are on the policy committee. Amy's doing a excellent job and Dot is on the policy committee and Lauren has been sitting in on the policy committee and Jacob's on the public

137committee and so is Patrick. Um please give us feedback. We may not make all the changes you suggest, but we just want to take the feedback back and then we will talk about them. So, um, go ahead. Go ahead, Tom. >> I'm just curious what was amended >> um, >> between last first reading and now. >> So, we took out some bolded things like strictly proh prohibited. We unbolded that. Um, >> the title of section D, we changed um to consequences for violations instead of consequences and violations. I think in section >> I see it when I saw it before I changes. >> Yeah, the view that I was looking at before. >> The only change you won't see is because when we took the bold out, we didn't underline those words because we weren't

138actually changing them. So, we just debolded a couple of things that were >> No, I didn't see the strikeouts didn't show on the the way I was viewing it before. >> Is there anything else, Lauren? >> Yes. So, under under exceptions, you'll see minor changes. And I'm very sorry, this was not the fully edited version from the policy committee. So there is um so we'll we'll review it again, but under exceptions, we're there's a sentence that's going to be added that's going to clarify that any request for an accommodation or an exception um does does require a meeting that includes an an an administrator um whether it's the IEP or 504 team as appropriate um or a multilingual student. But regardless of whether the student has a plan, a parent can still make a request

139that's for an exception. We want to make sure that that process is clearly out outlined that there is going to be a meeting that occurs. Um and then there's minor changes that you'll see after title six of the civil rights act um may be exempt from portions of this policy. There's never there's not going to be a circumstance to my knowledge, but you know that someone will be exempt from the entire policy. Um so we want to make sure that that's clear, >> right? So, the only change I would like to see us make, I know that you and Tom and Rob made a case last month for keeping the um the first offense, second offense, third offense, like the the proceeds features in the policy. It's really not something that we normally do. And

140I feel like as this policy goes into effect and as these consequences are laid out, the administration might start to get a feeling for like maybe this is too much, maybe this is too little, maybe we need to change this. I hate to have it be in policy. >> I'd like there to be a little bit more um ability for the administration to make um nuance changes to um consequences. So I would prefer >> maintenance of the policy makes it difficult >> and I think it would it's all in the handbook and so I know that parents might go to the policy to see what the um what the violations are but if we make sure that it just says that that's in the handbook in the policy just reference the handbook. >> I would

141rather it be that way than have it be in the policy because we did get some push back on some of the consequences and and things might have to change. I don't I'm not saying they will this year, but I'd love for this to be in place and then, you know, not have to change the whole process. >> I'd like the board to understand those changes when and if they do take place. >> I agree. >> So, it's it's not otherwise we don't know what's changing. Um >> well, we might be able to put that language because we have a we have a we have the um >> the you know, >> yeah, material changes should be brought before the board, but I don't I I'm fine. I I agree that that the actual consequences

142and violations may may belong elsewhere. >> That was going to be my suggestion because I I do agree with some of the parent complaints about taking the device and having a parent show up because some parents can't get to the school in time. Like there's no way. And I I struggle with us taking away a piece of personal property that has a lot of >> safety measures and expenses and so many things attached to it. So, but that to me is the the best way to do that is we can address that, but that's that it's going to change. I really think that this is going to be a flexible thing. As things change, we're going to have new devices, all sorts of things. So, I agree completely. I think we should pull that portion

143out. >> It's not in any we don't we don't put procedures in policy. We just generally don't. We try really hard to make policy be policy and procedures be procedure. And this is very procedural to me. And so I would like to see it removed and and we talked about it in policy committee, but this was one of our main questions that we brought to the board last month. That was the question that kind of we we pulled a lot of this from New Hampshire School Board Association and they basically said you can do it this way or you can do it that way. So we presented it to the board with everything in there with the idea that we wanted to hear what you guys had to say about that. And you know >>

144the concern that I have with taking it out, I I agree with what you're saying in principle. The concern I have with taking it out is that the uh the repercussions change without the board being aware of them >> and without the board having having input to it. >> Um how >> how do you >> maybe we can put that in policy. Well, what's the current what's the current procedure or process for any changes made during to the handbook during the school year? >> There isn't one that involves the board. >> Yeah, there isn't really one that that involves a board. >> Good to know. >> But >> and that that's that's by design. >> Right. Right. >> But is there a middle ground like making it a regulation? Under under letter E, you could

145consider that um if it's reviewed annually, you could write any recommendations for policy or procedure changes be delivered to the board. Um >> well, but it's not a procedure either. the procedures that we're looking to pull out >> the the regula the the repercussions whatever we're calling it the >> the consequences >> consequences if they go into the handbook those are not considered procedures >> well it's a procedure to follow for the consequ I mean or you can you can you can phrase however you want to phrase it but you you you could also do an annual review of this portion of the handbook and that could be put in there >> I'd be more I would be more interested at least in the early phases of it for the board to have oversight before

146a change is made rather than after. >> Okay. >> Right. Like absolutely what other >> the recommendations for the changes would be brought to the board before the handbook is revised. >> I think maybe because this is new we >> the recommendations for any changes to the handbook would be brought before the board before the handbook's revised. So the handbook's revised in the summer. So if you had any recommendations for this, you know, consequences, etc. to be brought to the board, you can set a month to >> So the the the handbook is not a living document during the school year >> because the parents have also >> the parents sign off on it in August. So we update it in July. >> My understanding was if a change needed to be made, the change

147would be made, new notification would be sent back out to parents. >> Correct. But we try to so for this particular policy that is something we may have to do because this is so new and it had to be done very quickly over the summer. Um but we try to avoid that at all costs. We really do update the handbook annually. This is a little bit of an exception because you know everything happened so quickly. We had to have something in the handbook for parents to be aware of. Yeah. >> When they signed off in August, >> but knowing that this is a bigger conversation, everything that you're saying is an understandable concern. Um, so if there is a change that this board and the administration want to make, we will do that process. Well,

148we typically try to avoid that. >> It sounds like if you keep it in the policy, it's easier to to change it on the fly than if it's in the handbook. >> How so do policy, >> right? Regardless >> what >> the policy change would take three months. >> Three. >> It doesn't re It doesn't have to. >> It doesn't have to. No, it doesn't. Well, it doesn't have to, but if it's if it's if it's a big material change and it would cause people to say, "Hey, I want to go to the school board and give them a piece of my mind about this." And we do it in one reading. It's >> and so if you if you change the policy, you still have to change the handful. >> If there's a necessary

149change, >> yeah, let's change both. What but also what if there there's a situation and the administration needs to make a decision on that day for a particular student who maybe for whatever reason and it's a compelling reason needs that phone after school and the administration needs to make that decision. If it's in the policy they can't make that decision. >> If it's in the handbook they can't do it either if it says it as an absolute >> then I guess I'm not completely comfortable with that. Um, >> then maybe maybe the wording should be in there that authorizes someone to make a a discretionary decision and and whether it's in the handbook or in the policy, that's a valid concern. But I don't think the location addresses that concern. >> Although I appreciate that

150if we've never put something like this in policy before, then why would we put this in here now? That's not a that's not an accurate statement. We we don't usually usually never is a bad >> we try to avoid it. >> I haven't been on the policy. >> We try to to avoid one of those policies because we we we we itemize >> the restraints and what what you can do and what you can't do. >> So for instance, we have we have ones for staff that clearly outline repercussions of of certain things. There are policies thing with firearms, things like that are both in in in policy and in the handbook. >> So the law doesn't lay out the consequences. There's nothing in the law that lays out the consequences. It's it's the decision

151of the there's nothing in the law that says how you're going. The law just says a ban. The law doesn't say that there even has to be consequences. You could just say no cell phones, no consequences. like you know like you just have to but in order for them to actually not pull out their cell phones there needs to be consequences. We know that but the law doesn't have that in the language. So this is not from the law. This is suggested you know this is just part of the suggestion that you could do it this way and lay it out this way. I would like the policy committee to take another step of this. I don't think this is going to go to third and a dot. I hope it does, but um we

152take this out and put language in there that gives the sense that if there's a change to the consequences or to the process that that be brought to the board. >> So this there's two there's two elements. One is what you just described. The other is what Kate described is do you want to have a mechanism >> for exceptions >> and if you have that >> to whom do you want to give authorization >> to make an exception >> and that's for the policy we'll grapple with that >> we'll grapple with all of this we'll we'll go through it we'll talk to the principles we've got you know our our assistant superintendent is there too grapple with it that's all I'm throwing out there is that I don't love having it in here but maybe

153it is because I feel like we need to be able to make an exception in case there is an exception. Also, some of the um push back we've gotten has related specifically to the third offense, the language in the third offense. And um you know, maybe we need to talk in policy about that. So, I think we just we'll take this back. >> Yeah. So, there's two Well, the thing about the the third offense and and I am not advocating for a specific um u outcome of a third offense, but I have difficulty with the argument that says the you shouldn't have something that creates a significant inconvenience. >> I do too. And I if we suspend a kid, they got to come pick the kid up. >> Or you if you've got someone who

154is repeatedly doing it, unless there's I unless there's some pain that takes place, there's no incentive to change the behavior. >> Yeah, I completely agree. I'm not I actually think the third event is fine. I think parents need to, but that's where we're getting the push back. I think that there's a point where whenever you you have a student who has not complied maybe one, two, three, four, however many time three times in this case. Um yeah, parent has to come and pick that up and that is you're right that phone is really important. That phone could be you know their that family's doesn't have a landline. That could be. But if you if that phone matters that much to your family that you that your kid needs to have it after school as a

155parent, you should be saying to your kid, don't bring your phone to school. If you can't not look at your phone during the day, leave it in your car if you happen to be a kid who drives or leave it in your backpack. Do it. And if if your kid can't is is that kid who can't do it, yeah, you've got to drive down and you might have to leave work. And I know that sounds like so rude and so inconvenient, but who put you in that position? It's like that's part of being a parent. Sorry. >> I mean, I sound like my mom. >> Just remember some some people can't physic like you can't leave work. Like I have like I >> don't give your kid a phone. >> I'm not disagreeing with that.

156And I'm not saying I like I'm >> I'm not saying you personally I'm saying to the >> It's not a perfect world. >> It isn't perfect. It isn't a perfect world. And I don't see that. But I also think if we were to follow that thought process, then we couldn't give detention pins to kids who don't have a car or a ride home. >> No, that's not necessarily true either. I mean, I've seen times where administration has worked with families because of that and they might do a delayed one. So, you might not my kid earned a detention, my kid's going to serve that time, but it might not be today because mom can't leave work. Mom can't be there. and the administration has worked with students because yes, there should be consequences, but we

157have to be mindful of how they impact everybody. And I just I just think we have I just think this is a really >> But if this is in the schoolboard policy, we can't work with kids. >> Right. >> Even if it's in the handbook, you can't work with it unless the wording >> allows for exceptions. So regardless of where you're putting it, >> there's wording in probably every handbook that I've seen. I don't discussion know this whole one in in and out yet, but every handbook that I've seen, there is language that gives administrators at the specific school flexibility for exceptions. >> It does not currently for this. It it it mirrors the wording in the policy currently. >> So, let's take let's policy committee take a look at that. See if we can

158come up with some way to make that work. Let's let's let the administration kind of grapple with some of that, talk about it amongst themselves because we definitely have some things that we need to think about. But >> so two other items. >> One is your question about headphones. I'm just reminded that that you do and you might want to consider some phrasing or terminology to talk about and other internet connectable devices. >> Okay. a lot of working parts to this thing. >> I mean, because if that's what we really want to stop is to is the unregulated uncontrolled connection to the internet, then make that a a key element of the definition of the devices being controlled is the internet connection. I mean the technical advisory cover that >> yeah the technical advisory seems

159to say that that's what we're supposed to be watching out for is internet connectivity >> but the law I thought was more about like distractability but like that's the problem is like that's why it's been hard to grapple with this and to have this done in a two-month period when you know the administrators I think it's a good law I think it's I I'm not saying the actual language of the law is good but I think the idea of having a ban a belltoell ban on cell phones is not a bad thing for our kids. I think it's a really good thing for our kids, but the way this has unfolded and the the shortness of time and the ability to kind of come up with this is it's much more complicated when you're dealing

160with all these different language pieces. >> The execution of a ban is a lot harder than the ban itself, >> but we're working on it and we're getting there. >> And we're going to learn as we get into the school year what's working and what's not, right? So, I could see easily in in next summer we're going to possibly open this back up and look and make changes. >> There's a built-in review in a lot of things >> in the policy. There's a review in April. So, we will be looking at this again. So, there you go. >> Thank you. Thanks for saying that. >> I was just Thank you. >> All right. >> So, we just sent this beat that up pretty quick. >> Oh, we need to um we need to take a

161vote on we did second read. So we we will send it all back and make a make changes. So um all in favor of um second read oh Beth we're taking the vote without her. All in favor 6 6 and then we'll continue with a amendment. So we'll be on third read. All right. So now we have the policy um memo. Let me just pull it up. If you guys don't just give me a second. Okay. All right. Thank you. So, um I need to put the policy memo on this. So, I need a motion to approve the recommendations identified in the policy memo as presented. >> So, moved. >> Moved by Kate. >> Second by Cindy. Okay. So moving through the policies that we have here, we have um for third reading and adopt

162we have with no changes we have which is parental objections to specific course material and IHAM health education and exemption from instruction. Just for your information, what we do in the policy committee is Amy's taking notes now on all of our comments, but we also read through all the minutes um usually from the past two meetings to make sure that there's been no suggestions by the time we get to third and adopt with no changes. It's because we haven't heard from anybody on this. >> Do you want to talk through them as you go through them or do on this pause or do you want to wait and go through the whole memo and then we'll go back individually? You can you can stop me now if you have something that you want to say

163because we're at third and adopt on this one. >> I have a concern with IHAM >> and it's it's not one of substance. I mean it's not you know of how it happens but there's a with the wording. Um I don't know if you want to open it up or >> I'm I'm getting there. >> Okay. >> Yeah. uh um in the opt out procedure form the first uh the first line says parents or parents/guardians or students over 18 years of age. So it's it's engaging uh students over 18 who have authority over themselves, >> right? All the rest of that strictly talk about parents or guardians and it doesn't really I acknowledge the fact that how you treat a student over 18. Do they still can they just make decisions on their own? Do

164they have to fill out forms acknowledging it? Um, so I don't know if you want to have one separate paragraph or line that just says students over 18 can can can act on their own behalf for any of the above items. You know, I just think at some place you need to uh delineate what u an adult a non-minor student does to opt out. >> Okay. And then the last and the And the other thing related to that is how do you treat emancipated students? Do they are they considered um like an 18-year-old? >> Typically, yes. But there could be nuances to it. Um I can find that out for you. So I'm just the clarification of how >> okay >> an 18-year-old or an emancipated and or an emancipated student would would >> act

165in this process of opt out I think needs to be clarified. >> Okay. The the 18-year-old definitely can >> sign on their own and because we have that for even special education paperwork etc. 18 they are as long as they have parents have not got guardianship over them they can sign themselves. Um but I will find out about the emancipated. We're going to have to >> So the Well, the question I have is do you want to bring it back for another one or do you want to just come up with a simple oneline amendment and approve and adopt as amended? >> So I would rather change it on the memo and amend the memo to say that third reading and adopt with no changes is IG and then we'll do third reading for IHM.

166>> Okay. with and it has no changes right now, but kind of like what we're going to do for student conduct, we're presenting it for third read with no changes. So, I'd like to make an amendment to the motion to amend the memo. So, >> do you share my >> Yeah, it's fine. It's really fine. I just Yeah, it's fine. I I don't >> Sorry if I didn't catch this last >> No, it's okay. It's It's fine. It's just part of the problem, you know, part of we're working off this memo. So, we're just going to amend the memo and um and change it from third reading and adopt with no changes. IG will be third reading and adopt with no changes. IHM and JIC will go to to third reading with we're going to

167accept them for third reading with no changes. So, we we're presenting it to you with no changes, but we're going to be expecting to be bringing it back with some changes. >> So, um so we're Does that make sense? So, those will both come back for a fourth read. So, that's the amendment I'm making to the motion, I guess, or to the memo. Um, and then student conduct. That's third reading with actually it shouldn't say no changes. We went through this, right? Okay. So, third reading of >> It says third reading with some changes. >> There are Oh, you know what? I have This is an old That's what >> I have the old Yeah, we have like you she printed up the old the old thing. Okay. Sorry. I'm sorry. The one that's I'm

168printed isn't the same. So, there were some changes in the third reading of JIC and we felt like we couldn't we didn't want to go to third and adopt. So, JIC is third and um some changes. I want to just look at it. Sorry, I'm kind of flipping around. So, the changes we made if you look down below under student conduct is we added language about the multi-ter system of supports for behavioral health and wellness. And we wanted to make sure that you guys understood that before we went into an adopt. We generally try not to ask you to adopt something that we've changed. We usually try to like have the changes out there for at least one month before we adopt. And so and then you'll look down below under student code of conduct

169such age appropriate rules and regulations for each school as he or she deems necessary to implement the objectives. So that's new language as you can see there. a technical question >> and there's more down at the bottom >> about our policies. Are we able to and do we um include live links when other documents are referenced? >> No, we've been taking them out. >> You have? >> Yeah. >> One of one of the things that would be I think helpful >> is to know what MTSSB is. No, this this comes out of the discussions that we had about the cell phone thing is um making it in somewhere in the policy area if possible to get to the the student handbook and and conduct because EVO it's not a policy gets referenced so often it

170would be nice for people who are in policy to be able to find some of those support documents. I don't know if that's possible or not. So we we've been removing links to things >> that's came from the board during my first meeting. They didn't want the links. >> So I'm I'm thinking more on the on the the website page so that someone doesn't have to figure out this is this goes back to the fact that policies are are being hosted separately and the uh from the regular website. And when you're on it looking at policies and you go up to the top, you search on on handbook or student conduct, it comes up with nothing or it comes in with with references to it and you still it's like a circular argument. >> All

171right. So hopefully that was all captured. We will um look into that. These were the changes that were made. Are there any questions on that? Okay. Moving thing forward, we have um a few policies that were for second read and also had some changes. Um that would be IHBA programs for students with disabilities. Um I don't know what changes we made, but special education evaluations, IHBA, IHBAM, district special education policy and procedures manual and then JICJ should not be on this should not be on the memo and it isn't anymore, I don't think. So I'm looking at two different things because I'm bouncing around. >> It is not on. >> Thank you. So are there any questions on those? And then um we have presented for first read and these are the ones that we

172would love feedback on is um IH B AAA which is evaluation requirements for children with specific learning disabilities. Um, we removed quite a bit of the old language and added um new language related to um >> Help me, Lauren. I'm sorry. >> No, that's okay. So, this so this this policy has not been reviewed since September 20 2011. Um, and there has been some updates to the RSA and to different regulations. So, I just asked um for the policy committee to put in new language that meets all those requirements and how we determine um specific learning disabilities in our evaluation process. So, that's what this outlines right now. >> And then JJ-R is access to public school programs by non-public charter school and home educated pupils administrative regulations. This is a regulation policy. Um and

173again, is this all new? >> Yep. So, so JJ was something that um you guys I believe have reviewed and adopted. This is the regulation that goes along with it. JJ replaced. I cannot remember what it replaced. >> We have to bring them because we haven't done the resend. >> Oh, we have to rescend it. Okay. I apologize. So, do so Dodd has to um resend some of these, but there's been up updated law for um how nonpublic charter school and home educated peoples can participate in public school programs. So this is based completely on the new RSA. So we have all new language >> um on on this JDJR the next to last paragraph >> on number five >> the one that says coaches teachers >> um I would suggest if it's permissible in

174the last sentence to replace are expected to with the word must. To me it just see >> conveys a different >> Yeah. >> tone. >> Does it say are expected to or may establish? >> It says no. >> It says are expected to the very last sentence of five. >> And I just want students must abide. >> Okay. >> Because expectations are sometimes not met. >> Sure. And then and I just want to throw um also because I don't think I was at the policy committee when this one was was reviewed but for number six there was feedback from other >> we're seeing numbers >> number six mine has numbers >> JJR >> one through six >> is this the same thing >> yours just not numbered I think yeah this is this number >>

175oh that's so funny the one and I'm on the the agenda on the website and I clicked on the the linked one and it has numbers Yeah, mine mine as well. >> Okay. Made me nervous. I was like seeing what you're seeing >> from what was on my screen. >> Oh, I'm sorry. So, the So, the very last note, home educated or other non-district school students may be required to provide proof of recent. You see that one? So, there's been feedback from some um adviserss and such that maybe don't limit proof of a recent physical examination for athletics only. There may be clubs or other activities. You've got climbing club. you know, other activities and clubs that people may want. >> So, do you want to say extra and co-curricular? >> Yep. So, other Yeah.

176rather than only athletics. So, that's just food for thought for the policy committee that that came recently from some co-op adviserss. So, >> all right. Moving forward, >> athletics considered an extracurricular. >> Yeah. >> Yes. >> Okay. >> We go back for a second to IH BB. IBA. >> Wait, which the spec is that the specific learning disabilities? No. Evaluation. evaluation >> special education act valuation. >> Okay. The the language um in the first sentence >> that we added specific learning disability is determined through professional judgment. >> Wait, where? Oh, it is IHBA. Okay, that's what I thought you were. >> Yeah. Yeah. Yes. >> Um >> under the correction >> using multiple supporting evidences. I didn't know if that was >> was that pulled from >> where are you? >> Literally the first sentence

177of the new writing. So, a specific learning disability is determined through professional judgment. I didn't know if they're using the multiple evidences. So, yes. So, that's been um >> Was that pulled >> reviewed? Yeah, it was p it was reviewed from leg legal counsel. I can't tell you exactly where it was pulled from um because really when you're looking at all the evaluations, you're taking all the evidence using the the criteria below. >> Yeah. So >> judgment is just kind of a weird >> weird way to say word in that >> I I can look for another word if we want to >> but I didn't know if that was like you had to use that or not. It's >> I don't it's a little awkward but >> I will take a look at where

178it's pulled from. I don't believe we have to use that word. Um >> this is what I'm >> Yeah, I think I'm in I'm in the other I'm in the other policy that's >> and we do need to also edit the Hollis Brookline Cooperative School District. >> Oh, >> in the first school district. Yeah. Yeah. >> Okay. >> Yeah. I'll take a look at the word judgment. >> Cool. Thanks. >> All right. Next is um visitors to schools. Um the language that's been added to visitors to schools relates to um when there's when there's an observation, right, Lauren? Like if a student needs to be observed by a contractor or Yeah. >> So that's what was added there. outside providers because they're technically visitors to schools. >> A question for you on the first paragraph

179where it says members of the school system. Um, >> school board members are not members of the of the school system, are they? >> No, because we're not in session when we're there. We're ready. I just want I um >> I'm not too worried about the group we've got now, >> but I think it might be worth specifically saying that school board members are not included. >> I like that. >> Like schoolboard members are considered a member of the public or like or not considered members of the school. Yeah. Okay. So, we'll make a note of that. >> I said we're visitors. >> Like we're visitors. We're visitors. We're not we're not like a teacher who is going >> I've heard a lot of stories in other districts of school board members >> sort of

180walking >> popping in and around. >> Yep. >> Doing things shouldn't do. >> Uh the other question I have is a little bit more general, but I wrote it in halfway down above in the interest of not disturbing the educational process visit. Does does this include any school properties outside the building? >> What do you mean? >> Well, can if if a an activity is occurring outside the the walls, do the same restrictions about observation and being there because we allow people to walk on the grounds. >> That's a good question. Like if you're what if a teacher takes a group of students outside >> um to do or just to have a outdoor classroom type thing. Yeah. So um we might need to add the word grounds to this so that people need permission.

181and do it in a way that you're not saying people can't come on the property because I don't think we want to stop people from utilizing >> but we don't want we don't need the people who are walking their dogs to to stand and watch a classroom a class because the privacy of our students >> I don't know how you draw that line but I think you may want to >> we'll make a note to that we'll figure out we'll try I mean >> that seems like a tough thing >> still part of the educational process even if they're >> all right I was just when I was looking at the words about what constitutes a visitor >> and no seem to I don't I I >> So this isn't questions about the new language.

182This is questions about the old language like the the existing >> you said it's a new policy so I didn't >> it's not a new policy but there's new language but this isn't really about the language that we've added. This is about the language that we already have. >> The point is I couldn't tell from what I was looking at what's new and what's not. >> Oh, you don't have the edited thing. I I printed it from what was showing on my computer screen and it didn't show the lines on. >> So you don't have the strikethroughs and the and the underlines >> apparently. Not. >> That's so interesting. >> If there are any then no I don't. >> There are there are >> so in almost the entire first paragraph is existing language. Okay.

183>> So and what you're referring to is sort of that first paragraph like what >> that one is but my question about outside the building came down when I saw >> the underlying interest of not disturbing educational process. >> So, so Tom, are you wondering also about using the word building because it says like even in the first paragraph all persons other than staff and pupils are considered visitors if they come to the school. They're advised they are to advise the school principal or secretary they are in the building. >> So, we're looking at also to add >> grounds but you can't just be on >> right >> during the school day. during the school day. Right. >> So, so you're looking to make that more more specific to to the property of the school?

184>> I'm not necessarily looking to do it. >> I'm asking the question, do we want to because we have no controls over the grounds currently a couple years ago. >> I think to a certain extent we have other permissions that actually encourage the public >> to to use all this land. How did you know we were here? >> No, agree. I understand even like when you have challenges >> she that's quite an assumption that we were still here. >> Yeah. So I think I think the feedback we're doing a lot of side conversation but um I think the feedback about you know making sure visitors to schools is not just building related but visitors to property so that if if if parents are if a teacher is running an outdoor classroom because they should be

185able to use the facility to do that. We don't want they should people should have permission to observe that. >> No, I'm I'm also looking at it the other way. Um perhaps it's okay and what we need to do is let staff know that if you go outside, you are no longer protected, >> right, >> by this is that we do and I say this before said this before do it by intent not by accident. >> Right. Got it. >> All right. And then the last one is um >> one question. Sure. Why did we strike and must report and sign in at the school office if they're visitors? >> It's moved. >> So, we just moved it. Okay. >> I can open the other one. >> The very the very last paragraph of that

186sentence. Okay. >> Of that sentence. Of that paragraph, >> the last sentence of that paragraph. I can say that. >> And then finally, um, we have >> Oh, it actually says school school grounds. But anyway, >> it does say school grounds, but then it says building up here. So, we just need to clarify that. >> Um, and clarify what we want it to be. Like, as he said, like by intent, like do we do we think it's okay for people to just be observing them outside? Are they not protected? Like, that's good. >> And then the last one was I Ja field trips and excursions. We added some language in policy so that it would um be very clear to students that are seeking assistance with funding, they should make a request to the building

187principal. So, we would no longer have requests going to department heads or staff members or um any kind of what was brought up like essay writing for field trip requests. So, um that's in policy. And then if you wanted to have a broader conversation about um how decisions are made about financing and helping someone with you know financial means. We could talk about that at a later date but this is just a policy thing. the procedure for that who gets financial aid that is something that is being worked on I think or or is a we already know like obviously there's the obvious case of like students who qualify for free and reduced lunch or whatever but there might actually be even more extending circumstances like I have you know quadruplets and they all want

188to go to Washington DC and that's a lot of money so >> could um could I suggest considering making it a a new paragraph starting with the word no stu no student >> just to emphasize start a new paragraph which says no student will be denied the opportunity so that that that >> is separated >> is recognized as that's that's the the mandate and here's what you do >> okay sure we'll take that note >> yeah um Beth ju just for for your edification >> okay so >> wait I just want tell her about about this policy this particular policy the discussion we had >> last time when she was not here >> bet >> yes because she she and I had been talking about >> I think it was two two months ago that

189we had the conversation >> two months ago >> the issue the issue that we didn't have >> the issue that was discussed when we talked about this was that the not the not the correct the incorrect people were being asked about it people didn't know about the mechanisms So I believe this is an attempt to rectify that. Is that correct? >> To make sure that anything that is applied for goes through the building principal and not through a teacher or a staff member or it's and the decision would be made by the building principal. So that's the person who would have access to most information related to all the different things. But how the building principal makes that decision is not something we've put in policy. Correct. So um so I need somebody to make

190an amendment to change um I am the policy I am from third read and adopt to fourth reading. Um and then if we accept that amendment then we can approve the motion that's already on the table. Moved by Rob. >> I think you mean third reading. >> No I think this goes to third reading not fourth reading. >> It goes to third reading. Sorry. It goes to third reading. Not not fourth reading. Sorry. Third reading. Not adopted. So the a so Rob has approved the amendment to turn that to um that's he's moved to turn I am to third read only and Beth has seconded that. Okay. So now we can vote on the memo. All those in favor >> um 70. So the memo is carries. Okay. That means that we are at the

191end of our meeting and I would we are going to go into a non-public but I would like to hear out from the process observer first. Well, first of all, I want to congratulate you on even uh with a late start getting to the end as scheduled. That was >> surprising. >> So amazing >> and uh good and surprising. >> I think that I think that things are are working well procedurally. this this memo thing. I think we've sort of gotten the swing of things and I appreciate the flexibility that's been shown by the people here for allowing discussions where we're where >> absolutely thank you Tom. Anything else? All right. Thanks for that report. I'd like I need a motion that the board by roll call go into non-public session pursuant to RSA 91-

192A polling three is it see to discuss a matter which if discussed in public would likely like firstly reputation of a person other than a member of the body or agency itself >> moved by Beth seconded by Rob this is an a roll call vote so I'll start start with Tom I >> Amy I Holly I >> Kate I Beth I >> Rob Um, so if that means we are now in non-public at 8:33 for the viewing public because I know there's so many out there, we will be adjourning after the nonpublic >> relocating or staying here. >> We will be relocating. We'll be re relocating so you can break down and then we will adjourn from there to discuss. >> Thank you.