Hollis School Board Meeting 9/3/2025

001Hi everybody. I'd like to call to order this regular meeting of the Hollis School Board on September 3rd, 2025. I'm Carol Roy, chair, and you can see my brethren are with me. Hi everybody. Welcome back to school September start. We're going to begin with some agenda adjustments. Rafie, I think you had one that you wanted to >> Yes. >> Start with the report for the capital expenditure advisor committee. I met the first time on that. >> Excellent. I'll add that to discussion and point to you. Excellent. Gina dot, did you have any? >> I have none. >> All right. We also are looking for any nominations, resignations, and correspondence. Um, we have none, but I did want to update everyone that we are, um, essentially fully staffed with paras. Oh, that's great. >> Um, we

002were able to hire everyone. We have one that we're keeping on board just because they're highly skilled and trained. And so, we're going to, um, allow them to do some training and then see about um, potentially releasing um, any remaining contracted pairs. >> Fantastic. Amazing. Wait, so am I hearing this correctly that we don't have we have all of one contracted terra? >> Yay. Yay. >> Well, well done on negotiating that. >> Yeah, it's a contract. >> Um, >> so exciting. Nice job. >> It is. I know. We love to hear that. >> Yeah. >> Um, >> yeah. Sarah Sarah Pru deserves a lot of credit. She >> absolutely good. Awesome. Good job, Sarah. Um, Gina, when you say they'll be doing some training, is that going to be exclusive to Hollow School District or

003will that be else? >> Okay. Yeah. Excellent. Awesome. Well, check to that. All right. Now, we're going to move on to approval of minutes. I will take a motion to approve the Hollis Schoolboard meeting minutes from August 13, 2025 with the following amendments. Page two, line five, replace need with needed. Page six, line 15, insert an opening paragraph before a third. Page seven, line 33, replace notable with notably. And page eight, line 18, replace discussion with discussing. >> So move a second. >> Second. >> Any discussion? It seems so recent because that one was later in August. So >> yeah. >> All right. Seeing no discussion, all those in favor? 500. Thank you. We also had some non-public uh meeting minutes from that same date. So I will take a motion to accept as presented

004the Holla School Board non-public meeting minutes from August 13, 20125. So moved. A second. >> Second. >> Any discussion on that one? >> Seeing none, all those in favor? 500 Z. Thank you. Um it is currently 606. I'm going to go ahead and open public input. It's a little bit early. We were scheduled for 6:15. Just to honor that, we'll definitely keep it open until at least 6:45 for that full 30 minutes. Is there any member are there any members of the public here today that would like to speak on any topics? Seeing none, we'll still keep it open. Uh if that changes, we're going to continue forward to our principles reports from HPS and Hughes. Okay. So, you can see the enrollment breakout. It's pretty has been pretty stable since our last meeting. We

005had some um add-on and some um leave, but there was zero change per grade level, so that's nice and stable. Um all right, picture day is September 10th in both schools. That's a big day. Um wear your your best smile on that. >> Comb your hair. >> Yes, comb your hair, please. Uh Halls Primary School has its open house on September 10th from 5:30 to 8:00 to 7:00. That's always a fun time to get to know the teacher and see this space, which is good. Um, Hughes has the open house on the 17th from 5:45 to 7:30. Um, all right. Very exciting news. I don't want to steal anyone's thunder, but September 17th, the enrollment committee meets again at 3:30. This is going to be a open to the staff as well. Um, and we

006are still looking for another member at large. I'll just throw that plug out there and >> From the community. Yeah. And um >> we are going to have a public forum, but I'm going to let Ann talk to that later. >> Um some other exciting news. >> Like let me have something. >> I know. Oh jeez. I'll let you all go. >> Um okay. So some exciting news. We um we are on social media. So we have Instagram accounts. Please follow us um at HPS Hawks and then at Hughes Hawks. So, some fun um ways to kind of share the great things that we're doing in our schools each and every day. Um a new initiative for our HPS students is that on Monday morning, starting on the 8th, our students are going to start

007the day with recess outside. Um get a little bit of that weekend energy out before the instructional day starts with them. that's going to allow our teachers to have um their professional learning community meeting at that same time. So they'll be looking at student data and student performance etc. So that'll be a great time for that. The Hughes staff, they participate in the same meetings, but they they will have theirs at the end of the day. And so depending on the day of the week, um as students go out to carpool, the students that are lingering for bus, they'll um combine safe spaces and be supervised by our support staff. So that's some new changes in our schools. And then a ton of great professional development um and learning opportunities for our teachers. In our

008August days, we had CKLA training for our HPS teachers along with our new fourth and fifth grade teachers. Um, safety committees met, student data was reviewed, classrooms were set up and ready to go. Um, so that we had all smiles on our first day of school. So, that's what I have. Um, you know, this is a minor note and I'm I'm just wondering when you look at the enrollment breakout. Yeah. Um, one of the things that's highlighted on that is a drop in speech services only and there isn't actually any changes, but I'm just wondering why that specifically is highlighted on our enrollment update. >> So, some we report out on when students when we have a student that um comes for speech only. So, they're not participating in our preschool program, but they are

009receiving services. But right now, we don't have any that are just um receiving speech. >> I see. So, that might be something specifically that a prek student would be doing would be a speech path only service. Correct. >> Okay. And would we ever have a pre-K student that did occupational therapy services only? >> No. Is there um a reason for that? Why would they maybe do speech only but not do >> due to the qualific due to the classifications of identification for special education occupational therapy doesn't follow that criteria? >> Okay. Gotcha. Thank you. >> My only other question comment because I asked this uh separately in an email. Um, I think Hughes's photo day is the 19th. >> Uh, that was >> I thought it was the 10th because all of our elementaryaries I

010was under the impression that it was on the same day because Gus comes out one day >> for all four of our elementarymentaries. >> All right. >> Um, but >> I'll let you sort that out with Candace. And I know that we are slated to go to HPS on the 10th to get our photos taken. >> And if we missed that, we were to go to Hughes afterward. >> I don't. >> So I don't know. >> Okay. >> So check your parents square, everybody. >> Right. I'm doing right now. >> The guest hands on it. She's like, "Got it. I'm in." >> Yep. >> It does say in the newsletter, school picture day, September 19th. >> Okay. So I will um verify because because we had a long conversation yesterday >> that came out August

01129th. I don't know if anything has changed since then. I'm looking That's what I'm looking at. The one that said August. >> It's a surprise picture day. >> It's to get you to pictures as you dress for a whole month. >> At least it's consistent. >> We want an authentic. >> So I was like, okay. No. >> So funny. >> 5 days. >> It is 29th 5 days. >> Oh, this just sounded a long time ago. a long. >> So that is a fairly recent newsletter. Sorry. I'm like, well, that was back on August 25th. >> So many way back going on. So yeah. Okay. >> I love you guys. This is fun. >> Awesome. Well, we will double check on the guest stuff for you guys. Uh go ahead and just pay attention to

012your emails. Gina will show up at this. >> I will every day just in case. She and Donald march in every day to get ready. >> Awesome. Um, just for our new audience member, public input is open. If you >> Why are you taking my job? I'm just kidding. Take my job. >> If you wanted to comment, you're welcome to. I know. >> I wanted to make sure we were done with the principles report commentary. But yes, if you would like to come up, we can take your commentary now. If you have anything to say for public input, >> not okay. Okay. I I couldn't hear you. I'm sorry. >> Oh, no commentary. >> Okay. So, this is the only period of time during the meeting where you can speak. So, you would be able

013to talk until about 6:45. So, I'm leaving it open for the 30 minutes. So, you have a half hour to decide if you're going to to talk. >> No pressure. >> Once we get our deliberations and discussion, the public input opportunity is closed. So, just so you know. So, >> Thank you for coming. We look forward to hearing from you. >> Yes. >> Awesome. All right. So, principles reports are good. You guys didn't have any other questions on that. Is that correct? >> No. >> All right. Moving rapidly into the uh discussion. We're going to start with theou with Hollis police department. I was going to say HPD. Hollis PD. And it came out really early. >> Sure. So, this is um >> We're all a little punchy tonight. >> We we sign this annually

014and um share it with public. So, this is also posted on the police department's website as long as well as ours. Um, and it just shares the agreement we have between our school district and the Hall's Police Department. So, it's really justformational. It has not changed um from last year other than one of the trainings um that was listed last year is no longer available. So, it's not listed this year. >> Gotcha. Yeah. And I think even the contacts are the same. >> Yeah. No, it's perfect. Pretty much. >> Did anybody have any questions or comments, Regina, on theou? >> Just curious. Is it always SRCPO? Is SRO and SRC the same? >> They're similar, not the same. So, um the co-op has always had an SRO, school resource officer. Um the Hall School District

015had um the the police department wrote a grant to have a community resource officer. So it's just a little bit different, a little bit more outreach to families um and and some community outing things that are required um like the coffee with the officer type things. Those are more on the plate of the community resource officer. Uh, but other than that, it's pretty much the same functionality for Hollis. As long as we've had one, it's been a community resource officer. So, you see the exact same language posted for co-op, but there says SRO. >> Does Brooklyn have a resource officer like that? >> No. Okay. >> Never asked that question. >> Excellent. All right. So, our next item is Hey, look, Ann, it's your turn. Enrollment committee. Um, so, uh, Gina and I are very

016excited because we had a threehour >> three and a half hour. >> Was it three and a half hours? Yes. Yeah. It was late. It was a long time. It was supposed to be two um on Tuesday, but it was very very productive. So, that was with the um enrollment committees executive committee. So that had um Gina our superintendent had Lance Spinar facilities director um Miss Principal is Vicki myself um Brad who Prescott who's been working with us very closely from Banwell Architects and then um our engineers from Fuss and O'Neal um Amy I don't know her last name and her associates. So we got together and we reviewed uh five drafts um of architectural plans that Banwell has put together for us. And um that was based upon some extensive work that that Brad

017did with um principal as Vicki um Gina and um Lance Spinmore. And so uh he had those drafts and he had already shared them with Fuss and O'Neal and they put together some highlevel civil engineering plans based on the site. And so that basically entailed um things like thinking through where parking would exist and that was based on the number of parking spaces that had already been determined or needed for the school now and projecting forward. um placements of playgrounds that are possibilities. Um traffic flow, if I haven't said that already, locations of propane tanks, outdoor classrooms, >> whether or not we had to move a stream. >> Yes. And and what kind of Yes. >> I didn't even know you could do that. >> Um among the things we discussed, right? Yes. Do we

018move a stream? Um possibly where wetlands deline delineations are, etc. So, we spent a lot of time looking over that site work. um with Fussen O'Neal and trying to understand that because that's something that we had never discussed previously with the architectural consultant that we worked with. We never had an opportunity to have those conversations um because we had to go through war on article six and get funding and so forth. So one of the things >> you know he had even said we never really discussed like what site work might look like. So there were those footprints that were given with those drafts and then rough site plans were put together to go with that. Um we talked through all of them. we felt it was best to narrow down the number before sharing

019with a wider audience. So, we um through some very cooperative um collaboration, we determined that two of those drafts really weren't bringing forward and we we really were all in agreement on that very easily. We all saw the same things and a lot of that had to do with the entrance. um things like potential excavation and you know extensive work, huge retaining walls that would be very expensive. Um so we just thought those just looked like even though the square footage may be similar, they might be huge site work projects and also just not work as well with the interior design as the other ones. So we considered several criteria. Um so we came down to three plans that we thought we would like to bring forward to this wider audience. So, we're going to

020start with, of course, the enrollment committee, and that was a meeting already scheduled for September 17th at 3:30 here. Um, no, not here. Sorry, Hughes. Um, at the House Primary School. Um, and those meetings, by the way, are always open to the public, always, and they're posted, and we'd love to have people come. Uh, but Mrs. Vicki is really going to encourage her staff to attend should they want to uh to give some feedback and Brad will be going over those plans. She's also going to mention in her newsletter um that this is going to be taking place in case again if there are any parents who would like to attend and take a look um and also give feedback. However, we are going to have a public forum that night because um Brad travels,

021you know, quite a bit to get to us. And so since he'll already be here on the 17th, we're going to do the first of what we anticipate will be several public forums before we come to the town in March um to give some information to a wider audience. So um we just finished some work on a flyer for that. I I just saw the last email, so that's going to get printed out. I'm going to put those around town to try and advertise to a wider audience. Um flyers are going to go out at the September 10th open house at Hollis Primary School. Um, they're also going to go home at Hughes. Um, I'm going to be doing the same thing thing I did with information like I'm going to be stopping by the

022preschools, passing stuff out. I'm going to put things up, you know, marketplace diner on their, you know, information board and all around town, library, etc. Um, so people know and we can get some more feedback. Um, also at that meeting, uh, we put together a schedule of what what we see happening for the rest of this month as far as continuing on with some more highlevel determinations of things like what might be potential costs. Um, and so we're hoping by October 1st when we all meet again here that we'll be able to come to you with um, some revised plans based on that feedback should that be necessary. Um, and like some highlevel ideas on cost. Um, but keeping in mind those will just be high level estimates because things are always changing. Um, but

023we're trying to get that information out. Um, did I miss anything? Um I would just say that at the enrollment committee staff feedback um at the public forum that's also the opportunity to ask questions and um comments because anything that we pull from there we're going to um look to see do we need to incorporate something different? Do we need to make some changes? And then any final changes from there will go to um the construction uh process of looking at the high level numbers. And I do want to add also, I did say the time, so sorry, the actual meeting is going to be to give at 7 PM because Hughes has open house um that ends at 6:45 that night. We're actually hoping that will draw parents like I'm already here. I might

024as well pop in. Um but we do have tours of the building that'll start at 6:15. We're going to do them staggered with different people. Um so some parents might miss out on that, but we we're open to discussion of maybe afterwards, you know, taking some parents who haven't had an opportunity to tour. I would imagine that those parents would have already seen the school and know but I know that's something we would be open to should it be needed. >> Quick quick question for you. You mentioned that you guys are narrowing it down to different plans. Is that really more of footprint flow and site work or is that actually talking about different configurations of the expansion itself? meaning like it can accommodate this many students versus this many students both all >> of

025them are accommodating the same criteria that we've been setting in our meetings. Okay, >> the same projected number of students, the same number of you know classrooms, program needs. They have an extensive document that they together to go through wants and needs >> and what is needed for the physical space of the building and what is needed on the site to accommodate that >> everything. >> Gotcha. >> Um so yeah, all those criteria are consistent. It's just how it's put together. Yeah, thank you for clarifying on that. And and just to piggyback on what Gina said, um not, you know, this is this is a project that will affect all taxpayers, not just people with children in the schools. So, if you have neighbors who don't have children in the school district anymore, please let

026them know about these meetings because their feedback is just as valuable, especially if they've been out of the school district for a while and don't realize the condition change that has happened very rapidly over the last six years. >> I'd like to reiterate, we've been talking about this vacant seat that we've had now since June for a community member who does not have children in this school. So, I would like to just reiterate, we would love to have a permanent member of the committee who fits that criterion. So, >> well, maybe we can put that out on our uh Instagram page, >> our new social media. >> We'll say it at the public forum. I'll make that announcement as well. You know, somebody will step forward. >> So, um thanks for clarifying the time and

027the date. So, September 17th, 7 p.m. at HPS. at HPS. >> That's HPS. >> And the enrollment committee meeting is right before it. What time? >> The enrollment committee meeting is at 3:30 in HPS in the cafeteria and we run exactly an hour. >> Okay. >> We we don't go >> um my question to some extent and obviously I was at the last enrollment committee meeting as a citizen. Um but is it possible to get um probably at the forum I would say. Um just a a clear delineation of what those characteristics are. Um only because you know I think about the range of possibilities that were discussed at the last committee meeting and that that we all chatted about in the last board meeting and I think it was still unclear to me >>

028sure >> where those are because it's a range, right? And then now it sounds like it's not a range. So, I'm trying to figure out. >> Yeah. So, we're we're looking at um needs. >> Uh we the the wants are are certainly there, but it just seems like we need to focus on the needs. All the documents will continue to be posted. We have a QR code on the flyers that goes directly to the enrollment page with all the details about it. And um I believe what we're going to do um at the forum is have an additional QR code that goes directly to the plans that we're looking at. >> Okay. >> So >> I also I I think that maybe we could do is like do a slide that just does a bullet

029points of like so where Brad said all of these meet these criteria like we could just do a quick >> Yeah. >> very very very easy to read. >> I feel like it's an eight page spreadsheet which is ever so slightly overwhelming to some. >> Yes. We don't want to >> down, you know, square footage for >> um, you know, that specialist, >> right? >> She might be interested in knowing square footage. We just >> um but but yeah, so we could probably pull out what more people might be um kind of focused in on. >> Yeah. And just to be clear on what I'm thinking of is the at the last enrollment committee meeting, there was a Okay. square footage ABC overall. >> And that was where I was a little confused as to

030like, okay, so this was in the want category, this was in the need category, but I wasn't sure where where you guys ended up marking onto that. And if that's in those sheets, that's fine. >> Yeah. No, no. And um you'll you'll see when the option the three that we narrow down there are um there's one that kind of pulls in some of the wants but yet the overall square footage of the of the new space is actually really pretty much the same. >> So the question comes down to the design and all the other spaces and does it make sense? Um because you'll see that the questions we have are grade levels being clustered together really helps collaboration and supervision and all of that good stuff. Um you know what are the priorities of

031the building and those are the rich discussions that we had yesterday for three and a half hours. Um and and uh and so some designs were just we said probably not >> like Ann said for a variety of reasons but but um a huge um deciding factor was >> does it function for our building our needs? It might be a beautiful building but does it work for us? >> Yeah >> absolutely. >> Yeah. >> Um and I have two questions. Yes. >> The first is, have the teachers um given feedback in this process um prior to this upcoming meeting or will this be the first time getting teacher feedback about potential? >> Well, we have a teacher representative on the enrollment committee who has been there faithfully every single meeting. Great. Um to her credit

032and that's how >> um so that that has always been there. Yeah. >> Um and then of course I think that you know Mrs. Bicki kind of represents their their needs as well as his um senior secretary. But as far as to a wider audience, like we said, it's always been open, but she's really going to encourage people, please, if you were going to go to one to this one. >> Gotcha. >> Um, so it for many of them, it will be probably be the first time they've given serious thought to it. Um, other than probably chatting >> um with their their colleague, whether that be at lunch or wherever. >> Yep. Okay. So, >> are there plans to stream or record the meeting the public forum on the 17th kind of like we did?

033>> We should the previous >> just like we did with the information meeting. Yes, we should. >> Um, my other question is sorry I don't mean to good. Um I was something that we have talked about right is that Hollis is a desirable community and we are proud of that and that's why people move here and that's why we are having increasing enrollment and also the idea that if we build a new addition to the school that potentially makes us an even more desirable community with even more people moving in and I don't know if Brad has processes for are there processes for how do you you think about that like there's obviously some flexibility in how do you make this a space that could continue to All of the plans that we have have

034flex space classrooms. So there's a flex based classroom for the second and third grade, one for kindergarten, first grade. Um there's one that could easily be used for a preschool that's that's on the smaller side. We have we have we've thought through that part because as we know like things shift from year to year like right now we happen to have a small first grade class relative to the others and but we have a large kindergarten class that we weren't expecting. Things shift from year to year. So those three flex classrooms are really helpful. Also we are doing what we've been talking about consistently. This came up yesterday like the library is big enough to be the size of two classrooms. We will put the infrastructure in place like we did with the learning commons

035where there are two doors and there's a space in the middle. So should the day come that we have a bubble a partition could easily be constructed there and now all of a sudden we have a classroom. So that all that all allows for some good flexibility. Um you're not supposed to be thinking you know the reality is you can't really think past like 15 years because anything could change. Enrollment could drop precipitously >> and then what do we have? Um, so it's it really is um it's all a crapshoot. Um, however, we're hoping to insulate against some with those flex spaces and um that that that is a concern that was brought up at I'm not can't remember if whether or not it was the information meeting or the town meeting or both. Um,

036it all comes together, but that that was brought up. And uh the reality is in the meantime, are we going to keep the preschool in the hallway, you know, and have larger class sizes and have administrators in school storage closets? Like, are we going to continue doing that? We really can't, you know, it's not functional um the way that it is now. And we'll lose teachers if we stay this way. So, if we want to continue to have a nice school that where our kids are happy and kind of don't have a choice. So when you say flex classroom, it's a classroom that could be used for mo it could be used for preschool or for kindergarten. It could be used for first grade or for third grade. >> So we're planning locations like Gina

037said it um Mrs. Vicki has noted and we all agree because it makes sense that when grade levels are able to be close in proximity to one another. It encourages collaboration. It's also great for safety. We're talking about small children. So if they're all supposed to be out to lunch, nobody should be in that hallway, right? They're all supposed to be environmental size pilots. Nobody should be in that hallway, right? So, everybody knows where the kids are and where they're supposed to be. Um, you know, that's in incredibly important with small children and this is going to be a sprawling building. You know, it's it's just the way it has to be because of fire codes and the age. So, um, we we're thinking of those things. So these classrooms that we're thinking of as

038flatworks classrooms, yes, are located in areas where they could easily be close to one grade level or another. >> Okay. >> Exception to that would be if we had to do what we wouldn't want to do and separate a library. Well, that's that's like a worst case scenario situation and that would be a time when we'd be going this process all over again and finding a new solution. >> Yeah. Okay. Thank you. >> Absolutely. And just to follow up on the recording, so that is the same night as the co-op board meeting. So that meeting will be streamed, but we can record this and post it the next day. We just can't stream it. >> Okay. >> Um I actually had one other followup because you mentioned the needs category and that we'd set guidance

039and whatnot. Um something that came up in the last board meeting was our projection numbers are off significantly. like we're two years ahead of where the projections were. >> To be clear, they are not our projection numbers that are off. It is NAZDC. >> Yes. >> Got it. >> Um but that brings that brings up >> I wanted to clarify that. >> But that brings up the secondary question which is the what how are we handling and what are we doing with that projection discrepancy like because obviously when this all started we expected the projection to look a particular way and now it's not looking that way. It's looking >> sure >> faster. >> Yeah. So, um you know, because most districts in the state of New Hampshire are experiencing a declining enrollment. Certainly, that's

040not us. Um and so last year, in addition to the fall NASDAQ, I did a spring update to see how our numbers would shift. And so, we had a shift at that point. >> Um as soon as October first hits, we're going to have our beginning of year enrollment data that I'll submit. And so we'll get updated projections. So they are utilizing their tools with updates from like real data from us and the town etc. I talk about how many developments are being built. I I give them all that information. Um and then we look to trends as well that we're hearing. Um we we look to see how many referrals we have coming our way from, you know, rising three-year-olds, etc. Um and and so we're going to continue to potentially make some shifts.

041What we can't do is um build a Taj Mahal thinking that our enrollment is going to keep going up and we're going to have 10 sections per grade level because that's not reasonable for >> anybody really. So I think we're um and and trust me that was probably one of the hardest conversations we had. How do we build for enough but not overbuild? But then, you know, >> um so I I think we had a really a very lengthy discussion about that and um we you know looking at the spring NASDAQ and and where we are right now. I feel comfortable with what we're doing. >> Okay. >> That's the best I can say. I feel comfortable. >> We're also trying to we're trying to be reasonable on what we ask of taxpayers, too. >>

042Absolutely. And um Brad shared with us and just correct me if I'm remembering this wrong, but they there's a typical formula that they usually do and they usually involves taking like what do we have now and adding 5%. Um and that's what you plan for when you're planning for say for example large gathering places and when you multiply by appearance and so forth like what what's the capacity that we need to have in these larger spaces um because we can figure out numbers of classrooms in other ways. So, uh, you know, we're doing the best we can with >> No, these are just, you know, normal, like >> I'm a very math statistical person. Like, when the model changes, it changes. It's nobody's fault. >> Um, and I think that was my only follow-up, which

043is like, okay, so >> we're going to put more input into the model. We'll get some other projections out. I get that. I appreciate that. Like sometime around October, we'll start injecting. My follow-on question is, are we concerned about getting the new projections before we adopt one of these or are we comfortable enough that yeah, we've got enough information, we can probably move forward without it really being a concern. >> We're going to have to move forward. >> Okay. to be honest. Uh because um the the Warren article that passed um asked us to provide very specific drawings. Um we're not going to throw out a number of X number of million dollars and we want an expansion. No, it's going to be very clearly articulated exactly what we're building to. Um, and really when

044when they return those projections to us mid October at best, it's really just going to confirm. >> Yes. >> What we already >> You mean that's my hope that we're already planning for, but we had to set that number. >> Um, I would say in July, >> it was like, yeah, July 1. June June I think could have been June about it because that happened a while ago and everything that we've done since then has been based on the number that we selected. >> Yeah. So we've been locked basically at this point. Yeah. Okay. That makes sense. >> Pot committed as they say. >> Thank you. That that's all really important stuff. And while I know the enrollment committee will cover some of that, a lot of this is probably going to come up of

045be like, okay, >> no, it's it's good you're giving us practice for >> I'm here I'm here to help you practice. >> No, it's good. Go ahead. We can talk about that before you join the board. You're good about that. You know the questions. >> Any other comments, questions for Ann and enrollment committee? Uh, I just wanted to say thank you to both of you that this is a hard, you know, shoot it through the moving target. Um, and we're aware of it. I think everyone who's been close to it is aware of it, but we're also aware that we are in bad straits down at the HPS and we need to do this. So, it's really I really appreciate it. >> Thank you. >> Echo that. >> All right. We had an agenda adjustment

046at the top of the meeting to have an update from um Raph on the it's called capital expenditure committee. Is that I think the full title is capital expenditure advisory committee. >> Got it. >> Ca. I saw it written down as CAC someplace. >> Really need to come up with something snappier. >> Maybe a quick a quicker title. Um do you want to just refresh folks listening what this is because this is a new committee. This was your first meeting. >> So if you don't mind starting kind of with that before you give us your >> your recap. >> Yes. I will provide some context. So there was a petition uh warrant article back at the March meeting. Um and >> town meeting right? >> Yes. >> Thank you for specifying March town meeting. Uh

047it was number 20 I believe it was and the the purpose of it was to um kind of gather the the capital expenditures across the various um spending ent entities um because we have the town, we have the co-op and we have uh the Hollis school district. these three um that kind of work on their own to figure out the the budgets um together with um budget uh the each school district has their own budget committee. Um but there wasn't a lot of uh cross interaction between these uh two uh between these three groups. Um there was some but not not not like an official uh gathering where where information was kind of being um distributed across all three. So the idea was let's have that set up so that um we can then get

048a better sense for the big expenditures coming down the line. Um so take take the existing debts that have already been voted on in the past but then also to get a sense of what is coming down the pipeline uh and put that all together um to kind of inform um these various entities and also inform the taxpayers so that uh when it comes time for people to vote on various warrant articles they have a better understanding of what's to come not just what is going to happen on that particular voting day amongst those uh warrant articles. Um so for this uh committee um it was so it it was um voted on in March but uh more recently the select board approved um uh the creation of the committee so that's why it's uh

049starting now in September um it involves a member from Holla school district co-op school district each uh budget committee uh for each of those a select board um representative and two residents uh to try and get uh various stakeholders. Um, and so because uh because it's kind of starting a little bit late, um we are currently the current plan is to do about two meetings uh per month. Um uh seems like like it's going to be uh typically on Monday nights. Um the next meeting is going to be September 15th. Uh at 6:30 p.m. uh the chair uh that was selected is going to be Mark uh Cost from the um school district budget committee. Uh he has um a bunch of experience working on on on this type of thing from his uh previous

050work in in the previous town that he lived in. Um and so the over we so that's kind of the the context. Um and then in terms of what we covered last night, um the figuring out the goal and what we want the outputs to be for this committee. Um the the big picture is higher level coordination and then prioritizing and scheduling of new debt obligations. Um the first kind of homework for for the group is kind of to be gathering the uh existing debt information so that we can kind of bring it all together in in one place. Um and then I think we'll we'll since we have these um like two by-weekly meetings kind of set up uh we'll probably keep um building upon that. Um, and let me think if there's anything

051else being that we are a little bit late in getting started up. Um, it's probably going to be a challenge uh in terms of like having a complete um having like completion for this committee by the time of the March meeting. Uh, nonetheless, I think the goal is to be able to to have as much information as we can get out to the voter um by was the that culmination of budget season. >> Excellent. And I I just want to emphasize if I may, Raph, um no other entity gets to tell the Hollis School District what our priorities are. No matter what they discuss, if we have to move forward with something, we we may choose to do that as the board. Um, that was a huge concern at the town meeting in March that

052it would be that all of a sudden, you know, co-ops choices are affecting ours and vice versa and things like that. That's that is not the case. This is really just for, as Raph said, informationational sharing purposes. So we can really look out for the Hollist taxpayer and what they're being hit with burden-wise uh all at once because I know there are a lot of different projects obviously HPS giant um but there are a lot of other projects that are brewing at the same time. >> Um please forgive me. I just heard you saying something that I I know you know but I think that not everybody else. I just want to clarify. said Mark Cost was um from you said the Hollis School District budget committee and I just want to make sure anybody

053listening it's just the Hollis town budget committee I think was just a >> blip so but um but just for everybody else >> it still has an infinite home >> it's just the town yes I mean hey you're here and you're doing all this stuff with the infinite home and two more um yes no so just it's the town budget committee >> who's running it >> thank you um I had two two questions Actually, um, >> I'll allow it >> because Yeah. Well, because it's the first meeting, right? So, the first question is, are the meetings considered public? >> Yes. It's it's all the the same rules with forum. >> Okay. >> And that means there'll also be minutes posted somewhere for anyone who wants to deep dive. >> Yes. >> Okay. >> And this

054is a town hall. >> Uh, yes. >> Okay. >> Community room, I assume. >> I see your familiar. >> I've been there a couple times. Do they allow members from the public to speak and ask questions? Will that be a part of it? >> Um, yes. We haven't. Uh, I think the first agenda is still being put up, but I'm I'm sure it's >> cool. >> Thank you. >> Speaking of public input, uh, coming a time to close it here. Anybody? Last chance. Please come to the Yep. Come right up to the podium. Just state your name and where you live. My name is Stacy Espazito. I live on Pierce Lane. We just moved from um Brooklyn. >> Welcome. >> Thank you. Um, I was just wondering if the if you've if anybody's talking about

055or if you have an idea around if the EFA expansion law is going to impact our budget and resources and kind of are people having these conversations, especially with this potential expansion? Not to kind of hit it right off the bat, but >> Well, glad I called for last. Sorry, kidding. Stacy, welcome to the meeting and welcome to town. Um, do you have information on that? >> Listeners, that's the education freedom accounts. >> Sure. >> Um, >> thanks. >> So, we're we will budget as we typically do. Um, EFA families receive more from the state than we receive for reimbursement per pupil. Um, that continues to be a concern. There are some things that are not direct budget, but um like um state contributions to special education costs that there's concerns that that has been

056declining over the years, which would mean an increase to um so our budget stays the same, but it's a matter of the tax impact for the individual voters that would uh go up. Um and so the burden certainly is shifted from the state to local um I think the other kind of piece that is um challenging I guess is a way to put it is um you know there there are home education students and then there are EFA home education students and they don't have the same access to our programming um and we have the ability to charge EFA students if they come let's say for band um but we don't know who they are um so it makes it challenging to follow through on what we can do because um there's no list of

057families. >> Um so it's just I think we need to sort through um the logistics a little bit more. My hope would be we would sort through the logistics more be before it continues to expand. But um I'm not up at the state so we will do what we need to. The other thing that I will add is that the New Hampshire Supreme Court just found that the way that the state is funding educational is unconstitutional and that the cuts to both general funding and special education funding um are unconstitutional. And so um my understanding is that that has happened in the past. Um and once and then the question is then what does the state do about it? And in the past, my understanding is that the, you know, like the judiciary then says,

058"Okay, you need to do this, right?" And that has happened in the past. At this point, that we haven't gotten there yet. There's just been this determination that it is unconstitutional how it is being funded or not funded. Um, and so hopefully that also creates change in funding. Um, but nothing that we have any influence over except as individual citizens to follow up with representatives about that. Okay. All right. Thank you. >> Thanks, Stacy. Appreciate you. >> Yep. >> Any others? >> Yeah, come on up. >> Come on up. >> Just took them a little bit to warm up to us. >> Less less of a comment, more of um >> Can you just say your name and your >> Oh, yes. I'm Winnie Lee. Uh I'm also on Pierce Van, but I've been here

059for almost 10 years. Yes. So, we're neighbor. Um back to your question about why are you thinking the the school how uh the size of the enrollment size of the uh how this primary school will increase. I think you might want to prepare a more detailed answer for the meeting that you guys are talking about because um I can see from the public they may have questions like the federal policy, right? The the one big beautiful bill has that privacy school donation policy as tax credit and that may spur the increase in enrollment of private school and it may enhance affect our community especially the hottest community. Right? So you may want to better prepare like this is how our projection works and here is why we think our enrollment will continue increasing increase and

060I can think one potential answer for this is um the potential universal prek um that we may need a larger preschool cohort down the road. Um just one thing. >> Thank you for your commentary. Um I will will add uh just to respond to that what I don't know about EFAs in terms of individual families I can identify by zip code the total dollars that are going to families in that zip code. So I can tell you that the number of the dollar amount that's going to Hollis residents is small. Um and I we also report out on how many Hollis residents um submit for home education and that continues to be small. So we haven't seen a major shift whereas some communities saw a huge shift which with hundreds of thousands of dollars of

061resident students going elsewhere. So um so so I we did you know look at that to try to figure out are we going to be hit with um you know a declining enrollment for these other we could you know who knows I can't predict the future but just based on all these trends and watching the numbers um you know I that that was part of our our um coming to a number >> your process. >> Yeah. Excellent. Well, thank you both. Welcome neighbors to Pierce Lane. Um, at this time, I'm going to officially close public input at 6:51 p.m. Um, thanks for that capital expenditure committee update ra expenditure advisory committee update wal. Um, we're going to move into deliberations and uh these are a lot of policies that we're going to go through. Um,

062as always, there is a policy memo that outlines what all of them are, but this board prefers to take on each in discussion and vote. So, that is how we will do it, even though there is a policy memo as part of the deliberation packet. So, at this time, I will take a motion to accept the first reading of policy JFAB, admissions of tuition and non-resident students as presented. >> So moved. >> Second. Second >> discussion. >> This is the only policy this month that there is a significant change. Just to sort of ground people in what this is, right? This is for admissions of admissions of tuition and non uh resident students. So basically what it is for is um tuitioning in um the children of people who work for the school. Um and

063um not we don't have a ton of staff that take advantage of this. We do have some there's more at the co-op that take advantage of this policy there. Um the change that we are suggesting is um the amount that we charge for tuition. And so previously we had charged 25% of our district of Hollis Brookline and the co-op. We were the first to initially come up with this policy and we're just sort of ballparking it when this was originally created um and sort of guesstimating 25% that that would recoup our expenses um when this policy was created in 2020 excuse me in 2012. Um when the co-op adopted this policy, they did a little bit more definitive math and what they found is that to recoup expenses um it was more accurate to charge

06450% um of tuition cost. Um Brookline's policy when they had enacted this policy their classrooms were really bursting and they felt like they really sort of needed to disincentivize people from taking advantage of this policy because of their like you know because they were bursting at the seams. And so they had um set their uh tuition reimbursement at 75%. Um I don't think that we we didn't feel like on the policy committee on the policy committee that 75% was reasonable. Um we felt like it is reasonable to be trying to recoup our losses um or our not our losses, that's not the right word, recoup our expenses. Um and that that it sounds like that is the 50% number. and then also um had talked about it does often you know that we were sort

065of trying to when we can have our policies be in alignment across you know districts. Um, I will say personally I do feel sort of loathed to enact a policy that legitimately will for the people that do use this policy, it does legitimately kind of notably increase their expense, you know. Um, uh, for having their student come to school here. Um, and so part of me, you know, I like really hesitate for that reason. And also we are at a point where we are really bursting at the seams and also we are at a point where um we are having to really think about expenses. Um and so I think I'll I don't want to speak for other people people but I think generally that was sort of the feeling in general on the policy

066committee. Um >> yeah I'm happy to talk more specifically if people have questions about it. >> I don't know if you can answer this if you don't mind. I'm gonna ask Gina. >> Yeah please. Is it possible if we were to um approve this with the 50% for those who are currently tuitioning in scale? Okay. Right. Yeah. So when an employee makes a request to have their children attend Holla schools, we enter into a contract. So the contract is for the full year. So, this would not impact any students currently enrolled until we have um an adoption of the policy with a new language. So, so realistically it would go into effect next school year. >> Could we even do something though to help those people budget who may have been planning on doing this

067long term? Could we do something like you're already grandfathered in, so next year when it's supposed to be 50%, you'll be doing 30 and then the following year it'll be you know 37. And that you see what I'm saying? like could we do something that's um could kind of scale people up so they don't all of a sudden have to come up with a surprise >> or just grandfather them in. >> So um I don't this is certainly up for the policy committee to reflect upon, but it we do enter one-year agreements and the requests have to come annually. So we're not guaranteeing that there's, you know, kindergarten to sixth grade continued enrollment. I don't know that we could guarantee um a price point either. And every year our per pupil expenditure changes. It's a

068really fun calculation of the DRA and so you know >> Yes, I read section three of the house. >> Yeah. So even if um the percentage might stay the same if a new bond was adopted. I mean the the actual per pupil expenditure can vary quite a bit. >> Okay. >> But the policy committee can have fun. >> Yeah. you know how many people are actually doing this and you have faces and names to go with that whereas for us theoretical >> sorry >> it's okay I'm done that's >> how many are doing this in the district right now >> knew you were going to ask that question um I'm trying to consider those that have exited the district I would say um less than 10 maybe more than one hand >> okay >> somewhere

069around there >> yeah that's what I was trying to remember yeah >> myself okay >> uh there are more students that use this at the co-op. Uh co-op has the 50% tuition reimbursement and Gina has said it does not seem like 50% is a disincentive to people that because it is more use of the co-op even though it's a higher they currently have a higher reimbursement requirement >> and they forgive me because I don't know kind of the back side of this. We know when we get requests, we look very closely at is there room for that student even to come in? And at HPS there's >> generally not. Um but there are exceptions of course. When we're looking at what you just were mentioning um that it's not a it doesn't disincentivize them. Now

070I kind of lost my training thought. I was trying to get a little bit. >> Um are you are you asking about looking at enrollment? And I mean, we still look at the same things. It's just a different consideration because you're not looking at a third grade class. You're looking at um you know, every student h selects their own seven classes. >> So, we're we're not guaranteeing that you're going to get everything that you want. So, if we only run, let's say, one section of AP Chemistry, which I might argue is one of the best, we have limits that are actual legal limits that we can't go beyond the 24. So I can't guarantee that you would get that class. Um but but you know you you can um submit a request for courses and

071then generally between the number of different types of science class different types of math classes you'd be able to have enough credits and you know >> guaranteeing an education not a correct >> what they would individually get. >> Correct. So I guess the now I remember the piece I was going to mention was it it talks in this policy about um their district of residence is their district of residents paying the other half of the tuition or the parents getting reimbursed their 50%. How does that >> that is up to them. So they go negotiate that >> solely with their district. >> So far, we have yet to have the district say, "What a great idea. Let me give you money." >> Yeah. >> To send your child somewhere else. >> That's all I was

072trying to figure out is how that side works because if it's working, >> I don't know. >> I was just I just don't I am not familiar with that side of it. >> Under this employee category, we have yet to find a school district that's going to fund that. Um but if you're looking if someone's looking to send their child somewhere other than their local public school, they're probably looking at private schools which is um running on average um at the low end our per pupil expenditure. So this is 50% of that. So it's um you know quite a bit less expensive than comparable public school or private schools, excuse me. Okay. Um I guess one question I had is um if for example and I don't expect this to be a common thing but

073if for example there was um an employee who wanted to have two or three of their children in the district that 50% applies to all three. >> Yeah. So 50% >> get to be a bit of a concern for us on the financial side or is the 50% enough of the adjustment versus 25 that we're not as concerned. >> Correct. So so one thing it does not include is transportation. So transportation um we're not looking to kind of recoup >> Yeah. >> those funds. Um, and if we have to have a fourth grade classroom with a teacher, we have to have that classroom whether we have 16 students or 22 students. And so adding another student doesn't necessarily equate depending on the circumstances um, to the full 100% of the tuition. >> That's that's the

074language that Jessica was using with recoup like expenses. >> Yeah. I think for anybody listening at home who may not have read this entire document as riveting as it is. Um >> Oh, and brought the jokes, >> but very Hey, look, we're all trying to get through the night. There you go. We're all doing it. Um it is important to note that it does say in here that we do not pay the cost of special education needs. That is paid by the home district. So, I don't want anyone to think that somebody is bringing their student here who has particular expensive needs and that we're taking that on and they're only paying 50%. That's if they're not a resident, we aren't refinancially responsible for that. >> And you know, you Yes. Thank you for bringing

075that up. Um, and you just mentioned transportation. There is nothing in here that mentions that. I know there's an Is there another policy that mentions that this does not go toward transportation? >> Does it say it? Did I miss it? >> Yeah, it's in number four. >> Oh, there it is. Thank you. Well, I think is that only where it is? Oh, and the above. No, it says it will not provide transportation to any non-resident students. So that applies for all the circumstances. >> Sorry, I was looking at section two. >> Oh, number four. >> Number four, not Roman numeral four. Thank you. >> It's a lot of fours. >> Too many fours. Maybe we change those to letters. >> That's fair. We don't usually >> I'm looking out to help everybody else. >> We

076don't usually use Roman numerals. So, I will accept that note as a formatting comment. >> Why Roman numerals in this policy? >> It's a great question. And I don't have a good answer for you >> cuz that's where it was before. >> Yeah. But maybe we should do 2012. That's why >> I do think we should change that cuz 2012 I guess we were fancier. We had analog watches back then. >> What have you guys been having for food and drink? >> My time. >> All right. Go ahead Raph. You have comments. Sorry. >> I have a I have a question on the uh admission request cut off of May 15th. I'm just curious if an employee gets hired like late in the game going to add a class kind of situation if they would

077still be able to make the request get hired after maybe that's covered by the word employees should submit requests for admission. So maybe that gets covered there. >> Yeah. I mean >> um have we entertained requests after May 15th? Yes. Um, but we could decline based on that. Um, or we could, and by we I mean the board can choose, you know, whatever they want to do and we'll go from there. Excellent. Any other discussion? Seeing none, all those in favor of accepting the first reading of policy JFAB, admissions of tuition and non-resident students as presented. >> Thanks for the work on that. >> Thank you. Yes. >> I have a quick clarification question. >> Seeing as how we didn't make any changes to this as far as I could tell, >> is there anything

078that prevents us in this meeting from adopting it and getting it out of the way? >> We did make change. >> We did. She's updating things. Well, this this count we didn't make any changes here today, but the we presented significant changes to the policy. I guess Jonathan is saying when do we can we when do we say can we just say we're first read? >> Yeah, there's a lot of policies we read and we provide feedback and we make recommended changes and the policy committee comes back and gives us a new draft or something. There's nothing in this that that happened on today and I know I'm comfortable with it, but I wasn't sure how it works proceeding on first read. >> Generally on first read, we don't unless it's a policy that's standard

079that we just bring back every year. >> Sure. >> And it's like we changed a date on it. >> Yeah. >> When there is a lot of new information that has been added to the first read of this being brought back. So obviously this is an existing policy. Yep. >> So it's our first read all of those changes. We wouldn't do that. We would bring it back for at least a second read and then at our next meeting where this is brought forth by the policy committee. We you can ask to make that motion if you would like and then the at the discretion of the board we can decide how to proceed. I think Jessica, you just wrote down at least a couple of questions and notes on that policy. So >> yeah, I'm

080I will also say I feel okay having this go one more month because um if there Yeah, because it does feel I do think that this is the right change to make and also it does I had to really think about it. You know what I mean? So and also I do think it's good to it's good to just talk about when can we do that is just do first read. >> Yeah. And again like I was looking at a change delta and was like >> okay like >> well it's also you know a 25 to 50% as an expense it's pretty significant so I'd like it to get a little more airtime. >> Sure >> personally. >> So >> and can I just jump in with one thing too? Um the special education services

081piece is not that black and white either just so you know and if you want further information on that I can share that now or at another time or with policy committee. Um, but it's not that black and white either as far as who funds that. >> Do tell >> and when. >> Well, it's again, it's not it's not that clear clearcut, but depending on the student's disability and the nature and the extent of their services, if we're accepting the student as a student, we may wind up owning some of those special ed costs. And I've run through this with our legal counsel and fill in those pieces. So, we are sort of accepting that to a certain extent. Um I I can't give you a it's case by case depending on nature of what

082it is. Um there are times where we could go to the home district and say you know would you know x y and z um but that would be a bigger discussions >> and it would be for instance like we offer a service special ed that they don't offer which could be a reason they the child would come to our district anyway. >> It it it could be okay. >> It could be but again there would typically have to be a reason behind that too usually. Yep. Yeah, but sorry. Go ahead. >> Go ahead. >> Okay. I I was just going to comment that so the special ed clause >> and sorry Carol, I know you kind of tried to close this. Uh the special clause seemed cut and dry >> and that does raise

083a concern for me a little bit of the like, okay, so if someone comes to the district and they require quite a bit of a special education resource, that greatly varies the tuition impact to some extent. um and how that isn't cut and dry and how that we can adjust for it um would be of interest. >> So maybe don't do an accept on the second reading. >> Just saying I would say I that is surprising to me based on the what's written here on number Roman numeral 4. >> Yeah. Um the quote from 186 C the it says all expenses incurred by a school district in administering the law in relation to education for educationally disabled children shall be paid by the school district where the child resides. >> Yep. >> So that to

084me indicated that that is not on us. It's on the child on or the child's home district. So maybe next month you could clarify that for for us a little bit because maybe something needs to I mean I guess because I would want to know then and I don't know if we're allowed to know like if somebody is asking to come in how do we know if we're getting what our expenses are going to be >> if that's not being disclosed to us and I'm assuming they're not required by law to disclose that to us. It's all very confusing to me. >> Yep. Correct. And >> I thought it was very clear. >> Yeah. It's not nothing in the world of special education is very clear. Um so there are so many pieces but um

085yes I'm going to have legal counsel chime in with some recommendations for that portion because again and it gets into very nuanced pieces but it you know and so I'm going to ask for their recommendation on what goes there. Um because there are things that are IEP team decisions. Let's say a student is identified while they're here. how we bring that setting district into the conversation when they didn't choose the placement. So there's a lot of different pieces to it that are nuanced. So I'm going to be getting advice and we'll bring that to >> okay >> policy. >> Thank you. >> All right. So uh just Jessica has those notes so does Lauren. So they can sync on that. And just from a procedural standpoint we cannot have those discussions outside of a motion

086on the floor. >> So next time if you could Jonathan bring it up before the vote. Got it. >> As part of the discussion if we can. >> Did we Thank you. >> vote on closing that motion. >> Yeah, we did. And then you brought that up. >> My problem failed. Yep. >> Calling you out, sir. >> That's fine. >> All right. Moving on to policy IHBA. I will accept a motion to accept the second reading of policy IHBA, programs for peoples with disabilities. >> So moved. >> A second. >> Second. >> Discussion. So, this is the policy that Lauren had um presented to us in more detail last month. Um we have not made any changes to it um since then. This is pretty black and white. This is this is the law. So,

087I'm like Jonathan, this is when you ask the question. I actually had a different question. >> So this is just identifying our programs for pupils with disabilities and what they consist of. >> Yeah, this just explains the the law of IDA which is special education section 504 and title 2. So it explains in what that looks like for >> provision of services. Um on in section one bullet E where where is the statute 30530? Is it New Hampshire statute? Federal statute. >> This I believe is federal. No, New Hampshire. >> Okay. Could we just get a clarifier? >> Yep. I'm getting it right now. >> Where where is that? >> E letter E. It's it's under this provided copy. It's under the New Hampshire Presidential Sard. Let me see. >> Letter E. the number one.

088>> Yeah, >> I thought that little squiggly was all federal. >> I know. I'm looking >> how I knew it was a statute. I just didn't know which statute. >> What is CFR stand for? >> What is that again? >> Those are federal regulations. >> Yep. That's federal. >> So, it is federal. >> Yep. >> Also known as a squiggly. >> Yeah, it's federal. >> That's a technical term. Is this something we need resolved to vote to accept the second reading tonight or what are we >> I think the legal reference might be enough down at the bottom honestly. >> Yeah, it's referenced down below. >> So, I think it was more helper text than anything else. >> No problem. I just didn't know if we were waiting for it to be looked up for

089an answer to to kind of resolve that. >> No, it's helpful. The legal reference is down below. That's 34 CFR compliance. >> Okay. Um, any other comments, questions on policy IHBA? >> Seeing none, all those in favor of accepting the second reading of policy IHBA programs for peoples with disabilities. Excellent. Thank you. Moving on to our next policy in question. I'll take a motion to accept the second reading of IHBAM district special education policy and procedures manual. >> Do you have do you have the book? >> I do not carry the book this month. >> It is safe and sound at the SA for anyone who wants to come take a look. >> For anyone who didn't see the August meeting, >> it's a big one >> for the meeting. >> So, so the motion

090was made by Jessica. I'll accept a second. >> Second. Um, so there had been the minor discussion from last month was talking about did it make how what was the the right title reference to have this policy assistant superintendent of student services and we changed it to director of student services. Um, it felt like that was a better um catchall. Um, >> we did director slash system >> director slash >> you made it a slashy. >> Excuse me. That is exactly what is accurate. Um, and then also we took out uh the word district manual and just changed it to manual. >> Perfect. >> Any other conversation on this? >> Number one, it does say district for the next time. >> Um, >> what is it? >> Under the federal statutes, is there supposed to

091be a double squiggles? >> Say that one more time. I didn't hear what you >> under the federal statute section under a 20 USC. >> Is it supposed to be a double squiggle? >> Let me see. I didn't write this one. >> I We're going to look at that. Thank you. >> I'm not trying to be nitpicky, but I saw a double squiggle and you said squiggle and I just It stuck. >> We just like squiggles. >> Yep. That's okay. >> We'll look it up. I'm dying. You guys are hilarious. >> They're not amperand fine. >> Only has to be one squiggle. >> My lookup. >> Okay. But maybe we just want a little extra. I was typing. Tell me um what your Tell me again what your >> under the federal statutes. >> Thank

092you. >> There's a double scrile. >> Um I think okay for the rest of our meeting >> it's my green Jim here. >> Yeah. >> Everything is fine. >> I have 20%. >> Thank you. >> It's just going to keep dimming on me. >> Here you go. Thank you. >> Got to keep you powered up for policy talk. >> Okay. All right. Any other questions on this one? Questions? commentary. Seeing none, we'll take a vote. All those in favor of accepting the second reading of IHBAM district special ed policy and procedures manual 500. Thank you. Next up, I will accept a motion to accept the second reading policy JICJ unauthorized communication devices. >> Moved. >> Second discussion. Um so this is our um bellto bell. This is referring to bellto bell law. Um and so

093this is our second time looking at this policy as a school board. Um but it is a new policy. Um in our last policy meeting um we had talked about um there had been a parent that had provided the tap survey and thought like that might be a good way for us to get data um about what different stakeholders feel about this. Um and the principles thought about that was that um people sometimes find surveys to be sort of intrusive um and don't prefer them. Um and that there are times that when surveys feel like really essential, but that because um there have certainly been some parents that don't feel great about this policy, but overall there hasn't been a ton of push back to the changes and so they didn't feel like we needed

094to be using surveys to get data from people, but that they uh felt like that would legitimately be a big tool if there were more concerns that started coming up. So those were um that was our general that was our general note about that in the policy meeting. Um and then also we had just sort of confirmed in the policy meeting that this does not um because it is belt bell it does not address what happens on the bus and so it doesn't make sense to be adding in references to the bus in the policy. Um, looking at the changes that were made in section D, consequences of violations, I see that we have um third offense. >> Yes, I have a four. >> Yeah. >> What' you say? >> Um, I do actually have

095a note also about that. There was I think after this policy this policy got ruled out and then also um you know there's been additional I'm sorry Carol. I think you were like finish your thought there. I don't mean to cut you off. >> Oh, you're fine. Um, I was just going to say like a couple of cleanup items >> now that we made them um, uh, singular. >> Yes. >> And change it to just principal. So, just move the possession to principal. Um, and it was just more to call out that there were some more updates there on that. And then I was going to ask, is there a specific reason why a fourth consequence was added? Yes. So, um the change was that um in the in our policy manual for students that

096got rolled out after this handbook, >> excuse me, that the student handbook >> had more specific guidelines than this policy. It had this policy came up first and then it was adjusted for the student handbook. Gotcha. >> And the principles felt like it um the consequences were more clear in the student handbook and so wanted to have the policy reflect the consequences of the student handbook. Got it. Thank you. >> So with the new additions to the policy, we now have a required to check in your device daily, but not a lot of details on responsibility where that is like are we just like >> that's with repeated misuse. So that would be after multiple conversations with the administration requiring parents to come to school to pick up a device. So that's um >> so

097we're at that point the policy comes into effect. Instead of saying you can't just have this, we're saying in the morning they have to check it in. >> I understand. I think what he's trying to get to is where are they checking it in? >> To a principal, what's the liability? Is it getting locked up? Things like that. Yeah, that's not really what we want to put in the policy because depending on the circumstances and the conversation that led us to this point. Um, that might be a different answer. >> Sure. >> Yeah. Perfect. >> And that's totally fine. It was just the >> I had known with a couple other districts the check-in, maintenance, whatever of devices has been a big thing. Y and so now that it was in the policy, >> I

098was curious and procedural is fine. Yeah, >> I was just curious like, okay, what are we signing up for? >> Yeah, I would imagine it would be a small number of students. >> Absolutely. But >> I do think especially in this district. >> Yeah. Absolutely. >> At the same age group, >> I just am aware that once it's an actual policy, it's a policy. So, I want to make sure for completeness, >> right? >> Sure. Appreciate it. >> Any other discussion on JICJ? Um, I will also just say, Ann, we had talked about in the policy meeting your comment that um, one of it felt important for this policy that all of the adults in the building be on board that that would make this policy be easier to implement, you know, versus having like

099some adults be like clear about implementing it and some adults not. And the principles felt like that was not going to they felt like everybody really was, you know, feeling um, on the same page about it. >> That's great to hear. Not surprised. Still great to hear. >> Yeah. Excellent. Final call for commentary on this one. Seeing none, all those in favor of accepting the second reading of policy GICJ. Thank you. Continuing along with policies, I will accept a motion to amend JJ-R access to public school programs by non-public charter school and homeed educated students. in its entirety by replacing it with the copy provided with the agenda. Accept the third reading and adopt as amended. >> So moved. >> A second. >> Second. >> Discussion. >> Um I'm sorry I keep bringing it up,

100but you did it in some places and it was great. But in this one at the top it still says non-public charters, but we just need to come after nonpublic. I'm sorry. We did talk about our plan was to add a >> there were in some of the one of the other policies it is there. It's just in this one it's still saying but I'm not in a nonpartisan >> and honestly we did say that we were going to change that and it just didn't get changed. >> No I I'm sorry to have to >> No, I appreciate you saying it. That was the plan for that be changed. So >> and that's it. Everything else looks great. >> We had talked about in the policy meeting changing the comma to a colon. >> Yeah,

101I think that's best. That was our plan and it just isn't on this document in our uh important discussions about colons versus commas in the policy. >> No, it's punctuation matters. It's all good. >> All right. >> So, can you give us uh any >> um so >> any insight since we're being asked to adopt tonight? Um so um just as a reminder that um this policy um then means that we are replacing these other two previous policies that will you know like are encapsulated here. So that's why we are rescending IHGB and IHGBR. Um once this is um adopted um the other small changes that we had made is that we um change the word principal to administrator to give a little bit more flexibility in how um the communication takes place in this.

102Where did you make that change is at the top because I just see principal in section C. >> Yep. Um, I also see it in section C and so I wonder if it didn't >> Yeah, >> get changed. Yeah, I'm seeing it. I don't know. >> Probably meant to be >> because I I changed it to administer. >> So, um, why don't we I potentially amend the the motion to do third read and we can bring it for fourth and adopt because potentially the wrong version made it to the packet >> because I made the correction to administrator. >> Okay. So that would require you just to uh withdraw your motion. >> I would happily withdraw my motion. >> Okay. And so I will accept Do you want me to say it all for you

103or >> I don't have the that I have my other jobs open so I'll let you set me up. >> Um I will accept a motion to amend JJR, excuse me. Yes. JJ-R access to public school programs by non-public charter school and home educated students in its entirety by replacing it with the copy provided with the agenda and accept the third reading as amended. >> Uh so moved >> second >> so we'll plan to bring this as a fourth read with the correct version uploaded. >> Perfect. I'll be right >> all right that said. Are there any other Hold on then we're going to do a vote and then you can walk away. >> We're supposed to vote on that, right? >> Yep. Seeing no other discussion. No discussion. Right. >> All those in favor?

104>> 5 0. >> You may go. >> Thanks, Mom. Okay. Um I see. Do we need to do this resin? No, we can't do it now until the other one's adopted. >> Got it. Okay, just double checking. Thought that felt weird. All right, moving on to our next one. I will accept a motion to amend >> policy. Sorry, I'm looking at the the outline. Um, I will accept a motion to amend policy EH-R public accesses to school district records. Procedures for public access to district records. right to know requests uh amending number six copy fees by inserting per page following 15 cents accept the third reading and adopt. So moved >> second >> discussion um so the change here is a small one and also it is sort of notable is that we are you

105adding the language per page. So when you look at um let me just pull this up. Um when you're talking about like you know we had this conversation around like so how can you what are we charging people to provide for records and so it's um 15 cents per page of photoing and um like just adding additional clarity there. And that also um we had discussed that for elect the way that would be relevant for electronic communication as well. Um so I think actually dot on I I'm wondering about this on 8 um B I think do we also need to add there that it was 15 and >> we I think that was already part of the last meeting because it's not per page there it's per individual electronic communication >> but hadn't we

106talked about changing that to per page of electronic communication >> because we had said like one email chain could be a very long email chain that's like you know potentially 30 pages right and so that that we were going to say it was 15 cents per page of electronic communication so I think that's the I if I am remembering that correctly that is where the chain is most relevant or we can add that >> I agree with that I think that is very relevant >> so do we need to >> we could we that's one minor change that makes it in line with the other change that we called out >> the other change in section six so we can just adopt it with that change. >> So would we need to change our motion

107to include that? >> Okay. Would you like to withdraw your motion, Jess? >> I will withdraw my motion. >> Okay. Um, I will accept a motion to amend EH-R public access to school district records procedures for public access to district records right to know requests by amending number six copy fees by inserting per page following 15 cents and to amend uh number 8B by inserting per page after 15 cents before per individual electronic communication. ation. >> So moved. >> Like you guys are real fast. And then accept the third reading and adopt as a recommended. >> Get that in there. >> So moved. >> Zack. >> Second >> conversation. >> I think that that's I think that this is like the change that feels like, you know, uh the best way to capture our expenses

108here when we're providing digital accommodations. >> Agreed. I agree. We did discuss this a lot last time I brought forth to the the page. >> I think that was just keeps it consistent with the co-op. >> Thanks for coming. >> Oh, no. The co-op changed it to 50 cents. >> Oh, okay. >> Is there a reason? I thought that we said we were capped at 15 cents because that's what the law was. >> No, I think it's a dollar. 15 cents is what is what we have across the board in general when you have a records request. The new piece of the law was that the electronic right to know requests are so time consuming and labor intensive that they allowed us to finally finally if you want to use that word charge for them

109and I believe it went up to a dollar. So co-op moved it to 50 cents. Um, can you do that? >> If you want to amend your motion again and make it third reading of policy. >> I mean, yeah. I I just feel like I actually was going to ask like when was 15 cents, you know, determined and hasn't there been a lot of inflation? Um, but >> I think it's based on the idea if I'm just taking this stats, sticking it in the copier, >> that's 15 cents. >> 15 cents. a lot of labor involved. So that's work that people could be doing time that they could be spending on other duties that actually impact the education of our students and don't just like eat up their time and their resources. So we would

110probably want to compensate the district for essentially donating the cost of that person's time to the request of the person who's wants this information. Am I understanding that correctly? >> Yeah. So while I understand your point to some extent, I'll also note that as a public institution who we have citizens who do legitimately not just for you know statistical and other things which has the same right but if someone really wants to know the stuff like the public person or or employee is providing that information and I'm aware that it's in intensive but I don't want to just boost the number because it's intensive because if someone is legitimately asking for these things, they should have the right to get them. That's the whole point. >> Technically, every request is a legitimate request because the

111legitimacy is in the eyes of the person making the request. So, without passing judgment on why they're requesting it, they are legally allowed to do so. What we have to be concerned with, in my opinion, is at what cost is that request to the district. Whether it's something that somebody's trying to get to the bottom of of something for their child or a member of the community trying to figure out what was talked about at a meeting or something. >> Either way, it's going it's taking a great amount of time of the employees that work for our district. >> Yeah. >> I don't think it's inappropriate to, you know, Gina makes a good point. Here's a piece of paper. Toss it in a copier. Three seconds you have your your thing. 15 cents cheaper than

112probably what you can get at Staples. >> Trying to go through the electronic communication, the redactions, the everything. Absolutely. That takes an incredible amount of time. I don't view Ann's proposal as a punishment of that. It's a reflection of the effort that it takes to deliver on that request. >> Right. And we don't get to delineate whether it's >> correct. That's time inensive redaction or a Oh yeah, I can get you a copy of that. >> Um, so I just want to >> What do you mean? Sorry, Gina. I'll hold that. What What do you mean by that, Jonathan? We don't get to delineate between that >> because And the request is the request. Whatever the request is, we have to fulfill it. We can't say this is a reasonable request. We're happy to to

113do it versus this is an unreasonable request. >> You want a copy that requires no input or effort to do and I can just hand it to you. We don't get to delineate even if it's a lot. We don't get delineate the difference between that and I'm gonna I'm requesting this other thing that requires a heavy amount of redaction and effort on the staff's position. >> Well, I mean we why >> I take that. >> We don't in the policy. >> Correct. >> I guess that's what I wanted to point out is that we're allowing if you recall the first 250 communications free of charge. >> Yeah. So if you're >> we are sort of >> so I'm not saying that you know to Carol's point one is legitimate and one's not but um if

114you're asking for us to go back to 2020 and give us all communication >> that's probably not related to your child. >> Right. It might be >> which is what my point of the like differences in the request. >> Right. So I think those types of requests are within what's already allowed. >> Yeah. It's those that go beyond that that um we're saying at this point we have to start charging you because it's so labor intensive. >> We feel strongly we could review the 250, we could review the 15 and bring it back for a fourth read and um ponder it further. Um we could also >> adopt it and then you can ask us for a report out in a year. How many times did we have to charge anybody? >> Sure. >> Because

115I'm going to be honest, most of the right to requests don't come to Hollis anyway. So it's not >> we want to be consistent across the districts, but I I just don't see it being a huge as huge of an issue for the hollow school district as it is for the others. >> I that's good information. >> Yeah. And because of the summer and the multiple readings and whatnot, I do appreciate the reminder of the like there is a buffer in the beginning for what my original comment of legitimate requests which is I really meant for focused requests >> um and not broad long-standing requests which is what the policy is here to protect against some >> I thought for some reason we were capped at 15 cents. Um I'm not sure how I was

116confused about that, but I was um I will also say right like it is explicitly my goal in the policy committee is that where we can and where it's appropriate to have our policies be consistent across the districts and so if co-op's policy is 50 cents then I >> Brooklyn is 15. >> Yeah. Um, I think I feel okay about 50 cents, but Carol has also shown if you look at section 8 B, um, I think we need to additionally in that spot add the word >> I, >> excuse me, 8B, um, I, no charge shall be issued for the first 250 electronic pages of individual electronic communications. >> Yeah. >> Okay. So maybe Okay. So, so I think we need to I think we're making a few changes here and maybe it's better to

117do one more read. >> Yep. >> So, how do we proceed, Gina? Do we have to have her pull the amends or do we vote it down and there's a new motion? >> We could we could pull the um the motion again and then make a motion to read it for third read no adoption just like we did JJ Jr. >> Yeah. >> What would you like to do as the motion maker? >> Let's do third read no adopt. So, are you withdrawing or are you voting it down? >> Um, let's with I'll withdraw. >> I'm not saying what anybody else is doing, by the way. I'm sorry. We could take a vote on this and see what happens. >> Yeah, I would be I would as a person who made the motion and is

118on the policy committee, it makes sense to me to withdraw it. >> Okay. Um, so withdrawn. So, I will accept a motion to accept the third reading of policy eHR, public access to school district records, procedures for public access to district records, right to know requests as amended. >> So moved. >> Second. >> Okay, we got this on >> and I got through the whole >> it down because we want to discuss. >> Well, correct. No. Now you would be voting yes, we accept the third reading. We're not adopting. >> Yeah, we're accepting, not adopting. >> So that was the difference in that motion. >> There'll be a fourth reading. >> Correct. So fourth reading will come, I'm assuming, next month so we can get this on the books and it will have the different

119things that we've just discussed. Um, but from for formality, we can't have multiple motions on the table at a time. >> So for being that guy, the amended copy stipulates the adoptions today. I'm assuming that the third reading as amended removes that line. >> Yes. >> Okay. Thank you. >> Um I now have a public because we have a motion open if that's okay. >> I'm going to end you. I'm just kidding. >> Just remember you have to replace me. >> Take that. >> It could be worse. >> Go ahead. >> Um >> so now that we're back into a motion, uh I do want to be clear that I personally do not have any negative appetite for going for the full $1. I don't have a negative appetite for being consistent on the higher

120side. You know, I said I heard you say that Brookline is 15 cents. U it really was that concern of the if as a citizen or entity you're requesting the FOYA and it's a focused request. I wanted to make sure that was still open and as you commented it is. So I just wanted to be clear on where I stood on on things. I thought your comment of yes, it costs us money. Absolutely. You're right, Chuck. >> Awesome. >> All right. Anybody else commentary on this one? So, all those in favor of accepting the third reading of policy eh-r. >> Thank you for your patience with that one, guys. I think it was good conversation and I think uh this was the right move. >> All right. On to our next one. I will accept

121a motion to amend by inserting assistant superintendent following director in each instance it appears accept the third reading and adopt policy IHBA- special education evaluations as amended. >> So move >> second nice discussion >> we need to make one minor change Carol. Oh man. >> I I know. But I and I could have sworn I said that. I could have sworn I said this at policy and I'm sorry if I did not. But um indep the I in IE is actually independent educational evaluations. The word individual can stay there but you need to insert independent before educational. >> That's in B >> letter B. And that's the only place it's referenced. The rest of the time it is referenced as IE. >> It is in the policy. >> Funny because I've always said individual. >>

122It's an independent educational evaluation. >> Wow. Oh, the education. Anybody got you because it's difficult. >> Yeah. >> Well, it's just not a squiggly. >> Okay. So, would you like >> So, you know, I can think of the squiggly refers to >> um >> Okay. So, >> where are we making that change? Number two, letter B. >> Right here. >> Um where it says E in parenthesis right before it. Yeah. Um, and like I said, you could keep it individual. That doesn't matter because they they will all be individual. So, individual, independent, >> insert evaluations. We're going to insert independent. >> Okay. >> Um, evaluation >> there. Thank you. Thank you. >> Um, so I was just going to say sorry to being nitpicky. You said you wanted to replace director with director assistant superintendent

123in every instance. There is one more in nine where isn't. you have a correct and then the next line you only have the director of student services is authorized to recommend a waiver. If you want it to be a slash we should probably put it there too and that's it. >> Good catch. >> So um >> do we have to change this motion or can it still be as amended even here in the meeting? >> Correct. amendment is saying >> because these aren't things that are like go back and discuss large. >> Yeah, they're not correct. >> It's not changing um >> the context. >> Correct. >> Okay. In nine an um what line in nine? >> The last the very last >> the director of student services right there. Okay. Thank you. >> That's

124it. >> Okay. Any other discussion points on this one? Seeing none, all those in favor of accepting third reading as amended >> and adopting or just accepting. >> Oh, my bad. Accepting the third reading and adopting policy HIBA. Excellent. So, thank you. >> I got you. >> We did one. Yay. >> Oh my god. Oh my god. Oh my god. >> Everyone should be thrilled. should be a policy. When we adopt a policy, everyone should be thrilled. >> Yeah. >> All right. >> I'm gone. Great. >> I'm bringing it. All right. Our next one is policy KI. >> Um I just need to ask you a question. Are these your notes in here in the outline? >> Um those are not mine. I did not make any edits in the the form like I I

125have my own notes. >> Okay. >> But I have not typed in any notes in the policies. >> Do you see that in the >> these ones? >> Yeah. We'll we'll use those. >> Okay. >> Appreciate that. Do you need me to call them out in the motion? Um, yeah, let's do that. >> Okay. I will accept a motion to amend policy KI, school visitation and observation in its entirety by replacing it with the copy provided with the agenda. Further amend in the fifth paragraph by correcting the spelling of the and replacing Brookline with Hollis in number four. Accept the second reading. Wave the third and adopt as amended. >> So moved. >> Second. >> Discussion. >> Those actually were things I was going to say. So >> Oh, good. Looks right. >> So item

126three, just because we just went through it, doesn't have a slashy for student services. It just has director of student services. Yeah, we had talked about that in the policy meeting too. >> So, um, so those are changes that can that we can do that in a couple ways. The board can determine that that is, um, a change that doesn't impact the intent of the policies and we can universally go through our policies. This was just at a training I just went to and um say that wherever it says director of student services, we can change it with um director assistant superintendent of student services without bringing every single policy forward. >> I like that. >> That's good training. >> That's great. >> It was a solid two and a half hour training, >> but

127I got that out of it. >> Hey, that's worth the two and a half hours, honestly. >> Yeah, >> we've all been there. All right. So, if that is okay, any other commentary? >> Seeing none, >> uh >> JK, >> I'm sorry. >> In section 4, >> all observers must sign the Brookline School District receipt of >> That's the amendment. >> Am I reading the wrong one? >> No, you was already addressed in the motion. >> We added that to the motion. >> Oh, I'm reading something instead of hearing something. Correct. >> Got it. >> Gotcha. Thank you. >> You're welcome. Um >> I don't hear so well. >> Huh? >> I don't. >> All right. Seeing no further discussion, let's take a vote to accept the amended policy. KI school visitation observation uh second

128reading waving the third and adopting as amended. 0. >> Another one. >> Motion carries. >> Ring the gun. >> All right. Last policy. Let's do it. Is this the last one? >> Yeah. Oh, we got another. We'll get there. All right. I'll take a motion to accept the third reading and adopt policy Ike promotion and retention of students. >> So moved. A second. >> Second discussion. So we had talked about in the last schoolboard meeting uh red shirting and is that something that we should address here? And when we talked about that in the policy meeting, um the principal said it red shirting is not on one hand it does feel like my anecdotal experience is that that is something that I hear parents talk about. You know what I mean? And also the principal

129said it doesn't actually come up that often does isn't raised to them actually very often. Um and that they felt like that doesn't fit best under this policy. Um and uh that was generally their perspective on that that it didn't make sense to add language around that here. Great. Any other discussion on this one? Seeing none, all those in favor of accepting the third reading and adopting policy Ike. All done. Um the other two policies for anybody following along the agenda packet were ones that would have been rescended had a previous policy been adopted this evening. So they're on hold. They're not ones we're reviewing. Just so you um at this time we are getting to the end of our time together. Do we have any for non-public this evening? >> Very short. >> All

130right. Uh we will need to go into non-public with a Viva Voce roll call vote. Uh but I also need to do a a motion. Do we know >> It's under C. Got it. Um I'll accept a motion that the board by roll call go into non-public session pursuant to RSA 91-8 colon 3 section 2C to discuss a matter which if discussed in public would likely affect adversely the reputation of a person other than a member of the body or agency itself. >> Moved. >> Second. >> We'll start on the end. >> Jonathan I. >> Yeah. I >> Jess I >> Carol Roy I >> and we are now in non-public as of 7:48 p.m. We will not be performing any other business after that non-public once we come out we will simply be adjourning.

131So at this time we will end our transmission. Thank you so much for joining us.