COOP School Board Meeting 8/20/2025

001It's 6 o'clock on Wednesday, August 20th. I'm Holly Derlo Babcock. I'm calling the co-op school board um monthly meeting to order. Um since this is a kind of a flip transitional meeting for us, I'd like to go around the room and make introductions um so that everybody who's on the the table knows where everybody is and everybody in the viewing public knows where everybody is. So, I'm gonna start with Amy. >> Uh, Amy Kelner, co-op school board from Hollis. >> Sydney Vanca, co-op school board from Hollis. >> Linda Sherwood, director of business operations. >> Doug Flarity, assistant superintendent. Lauren Daneo, assistant superintendent. >> Al Babcock, co-op board chair. >> Uh, Rob Man, uh, school board, uh, co-op school board from Hollis. Jacob H, principal at Holland High School. >> Patrick West, principal at the middle

002school. >> Tom Solan, co-op, school board member. >> Thank you for joining us. Um, so absent tonight is, um, Gina Bergog, our new superintendent of schools. She is with her family right now, so that's fine. Um, and we are currently missing Beth Williams. I have not heard that she's not attending. And Kate Stole will not be attending tonight due to a health issue. Um, so that's pretty much it. That's all we were missing, right? Okay. So, um, are there any agenda adjustments because Lauren is going to be sitting in as our No. Okay. All right. So, um, under notifications of nominations, resignations, and correspondence, we also have a I guess this is sort of an agenda adjustment. We also have under our agenda item number uh two in the discussion. It's the staffing update. We're

003actually going to do the staffing update now under nominations and resignations and correspondence because this is basically a summary of what staffing changes have been made since we gave the superintendent um permission to make those changes over June. So, it's kind of a report out. So, we're going to do that now. Um if that's okay, unless there's an argument against that. Okay. I don't see one. So, okay. Go ahead. >> Okay. So, um, at the end of June, we actually had a a resignation from our chem from one of our chemistry teachers, Mariana Wenling. Um, and since June, uh, we have hired for chemistry Maline Grace at bachelor step one for $53,048. Kyle Jerves for a one-year math leave position, bachelor step 1, $53,48. Steven Worn for physics, masters plus 30, step five, 68,816, Melissa

004Leaf for math, uh, replacing Mr. Eten, who is now assistant principal. Uh, M's uh, plus 30, step 20, 99,670. Still vacant, we have six PAR educator openings, four at the high school and two at the middle school. Two van driver positions and one food service worker at the middle school. There is a pending offer right now to the full-time athletic trainer. >> And so, can you do the vacancies again? I just missed that. >> We have six power educator openings, four at the high school and two at the middle school, >> two van driver positions at the high school for our CC CTE programs. Um, and one food service worker at the middle school. >> And you have a pending >> pending offer to an athletic trainer. >> Okay. Are there any questions on that?

005>> Yeah. Did uh hiring of Miss Leaf create a vacancy in Brooklyn or had she already left? >> No, it created a vacancy in Brooklyn. >> Did she come from Brooklyn? >> Yes. >> Oh, okay. And what position is she filling? >> Uh math teacher. >> Okay. Okay. >> Um not great for Brooklyn, but great. >> That's okay. >> Um any other questions on that? Uh, do we have I don't know if I can answer this, but are there um people interviewing for the PAR positions? Okay. >> Yes. And we're we are almost making a couple of offers. >> Okay. Great. Good to know. >> Okay. Because it's August 20th. >> Yes. Tick tock. Tick tock. >> Okay. All right. Is there any other correspondence? >> No. >> Okay. Um, so appointment of a process

006observer. I try to volunteer list. It's not working. So, let's just Is there anyone who would mind doing process observing tonight? >> I'll do it again. >> Thank you, Cindy. Okay, Cindy's now done it two two months in a row. Two times in a row. So, keep that in mind, everyone else. Okay, >> that means she's a pro and we should make it permanent >> permanent position process. That sounds great. All right, moving on. We do have to approve our minutes from two months ago in June. Um I believe we have a couple because we had two meetings in June. So first I need to I need a motion to accept as amended the minutes from June 11th which are being presented with the following amendments. Um page three line 8 replace liked with linked.

007Page three line 15 capitalized power wall. and page three, line 28, replace one or two with over two. >> So moved. >> Moved by Rob. >> I need a second. Second by Cindy. Um well, Beth and Kate weren't here and they're not here right now, so we don't have to worry about that. Um all right. Are there any questions or comments or further amendments? All those in favor? 5. Motion carries. Um for the June 18th cooperative school board minutes, I have some more amendments. I'm going to need a motion to accept as amended with these amendments. Page 3, line 39, replace squared with square. Page 11, line 18, place replace the comma with a period. And page 14, line 43, replace propose with proposed. >> So moved. >> Moved by Rob. And I need a

008second. >> Second, >> Cindy. Um, again, um, we've been advised that even if you aren't here, you do not have to abstain, but you can if you prefer to. So, um, with that, are there any other amendments or comments, questions? With that, I'd like to take a vote. All those in favor? Five. Five. So, that carries. Um, now I need another motion from the June 18th minute minutes um, meeting the non-public minutes with no amendments. So, I need a motion to accept as presented. >> So, moved. >> Moved by Rob. And I need a second. >> Second by Cindy. Any comments or questions? All those in favor? 5 Z. And then there was also a public hearing that evening. We have minutes from that. Um so I need a motion to accept as as presented

009the public hearing minutes from June 18th. >> So moved. >> Moved by Rob. Second. Second by Cindy. Thank you. Any comments or questions on that? All those in favor? 5. Great. So that clears out minutes for June. Um, and I'm not sure just as I want to comment a little bit on minutes because we talked about it a little bit in our policy meeting. Um, they're hard to find now, I think, but I believe that we're trying to get them posted really clearly working through board diligent the new diligent. It's it used to be called board docs is now diligence and so there's been a little bit of a struggle. But if you are interested in our minutes and you can't find them online, please contact the SAU office, they are available at the office

010for anyone to read. So, and we do get them emailed to us, but just if you're a member of the viewing public and you're struggling, we hate to be a burden, but that is where we are right now. And we are working hard to fix that. If if it's not, it might already be fixed. I don't >> It's not quite. It's still in the works. >> All right. Now, at this point, I'm going to move to public input. Um, since we're at 608, we're going to start public input a little bit early, but so I'll give people 32 minutes. So, um, by law, we need to keep the floor open for 30 minutes, but we can move on with our meeting. So, I'm going to open the floor and then um if there's anyone who

011wants to join us between now and 6:42 um or 6:40, actually, 6:40 um they'd be welcome to join us and we will find an appropriate time in the meeting to hear their um their public input. For residents out there who want to know um when you provide public input, we ask that you state your name and address for the record and that you focus your item your input on items included in the agenda. And public input is not intended for a back and forth discussion, but it's opportunity for the for us to hear from voters um before acting on agenda items. So, I'm opening the floor right now at 6:08 and the floor will close at 6:40 if I remember. Um, I'm hoping that my board will help me to remember. Thank you. Okay, moving

012on. We have some reports from the principles. I didn't see an athletics report. Um, but maybe you guys are just going to kind of verbally give us one or maybe there isn't one. >> Um, I don't think there was one submitted which I can speak to, you know, later time. >> Okay. So, how will we move forward to the principal report then from the middle school since that comes up first? >> Sounds good. Uh, opening days are next week. Uh, we have our student open house day tomorrow. We typically have two days, but due to all the projects that I'm sure most of you saw as you were coming onto campus, uh, we're just doing one day. Um, students will walk around, tour the building, their student led tours, scavenger hunt, our typical opening uh,

013sorry, student openhouse day uh, activities. Um, and then next week, uh, we welcome teachers back on Monday with a couple of days of PD. Then we have seventh grade orientation day, uh, which is a shortened day, 7:35 to about 12:20. Um, lunch is served. We just focus on our seventh graders, getting them comfortable in the building. There's no eighth graders during that day. And then the first day is Thursday, second day Friday, and we hit the ground running. Uh, big shout out to our ESY folks again this summer. Did a really nice job. that started August uh sorry started July 8th and ended last couple weeks ago. Um Katherine Ransom continues to fine-tune things after updating the ESY program a few years ago. It's a 4-day program and they end each week with a a

014fun field trip. Um and it was just another great experience thanks to our ESY staff. Um just want to give our facilities group a big shout out. Um, I think you all saw the the hallways and they look uh really really great as always, but um all the work that they did on top of their typical summer u you know cleaning and updates uh they they just do a really nice job here and I can't thank them enough. They're they're fun. They're a great group of guys. Um so hopefully you get a chance to interact with them occasionally. Um just can't thank them enough. I included my enrollment numbers as I always do at the start of the year. 363. We've got a bigger eighth grade class at 191 and our seventh graders are sitting

015at 172. And then just some important dates coming up. One being our parent open house which is September 4th and then picture day the following day. Thank you so much. Are there any questions for Patrick regarding the principal's report? >> Sounds like everything is going super well. Um it says you it says that the boilers and propane systems have been worked on. We'll get a little bit more information on that during the facilities update. >> Yep. >> We don't we don't know. >> Okay. Okay. >> I can give you a little bit of an update that everything is moving forward. The boilers are sitting outside the building. They're coming in next week um or sometime in the next couple weeks. Uh obviously we don't need heat hopefully for the next few weeks, few months. Um

016and then the propane they're planning on digging out back. I think there's still some movement out back, but those propanes will be uh installed uh again in the next couple weeks. >> Okay. Thank you. >> From what I've gathered from my maintenance leads. >> Yes. >> Okay. Thank you for that. Any other questions? >> Uh enrollment numbers, are they up uh net net positive, net negative last year? >> I think it's still net negative. We're still pretty low with that seventh grader group at 172. I think we're typically before I got here around the 200 mark. >> Um I have yet to have a group over 200. >> Um so I'm not sure what next year's sixth grade group looks like. >> Okay. >> Any other questions on that? >> Okay. All right. Moving on.

017We will talk to Jacob who is going to present his board report. Thank you, Jacob. >> Hi everybody. Uh thanks for having me. My first real board meeting. So thank you. um a lot of similar stuff um that you know I'll touch on with the high school. It's been a great um first two months really just kind of getting to know everybody and and how things work. Um much like the middle school, the high school's in great shape. A big shout out to uh Tommy and his crew up there that have been working hard all summer getting everything um looking fantastic. Um I'll I'll echo um ESY was fantastic. We liked having the middle school up there with us this year. um was able for for me to meet a lot more people in the

018district as well. Um we had three separate programs running um on the high school level um and with our with our life skills our um one step below life skills and we had some kids coming in just doing some extra work as well. So three separate programs running um we had a really great partnership with Wisdom Horse at Stepping Stone Farm where students were really able to participate in some social pragmatic learning. Um Tracy Lane did a wonderful job um cultivating that relationship and we looking forward to that continuing as we move forward. Um we had our um advisory leadership team retreats on August 6th and 7th. The ALT team came in. I know they were here on June 18th presenting our year one recap. Um so we sat down as a group um and

019worked for two days to really create a roadmap for what two year two looks like. Uh we created some themes. We linked to our values at the high school. um created some more full school um common activities that they'll do throughout the year. Just really did a great job um adding some good um structures for those who need it and a lot of activities for for people to choose from if they if they want them. Um a fantastic um district leadership retreat we had last week. I want to give a shout out to to D and Gina for putting that together. It was fantastic to have all of us across the district really kind of working together um aligning our wise and looking at the the district as a whole and then time to work

020as our building teams as well to really look at what we want to do this year. So that was just a fantastic opportunity as well. Um this past Monday we had our building leadership retreat at the high school. Um sat down with our department heads and and really kind of talked about how we're going to work together as a team. um started talking about some building goals and department goals and that was just a really nice time to um connect with them. We had two great community donations uh this summer. Um a community member donated two trumpets for our music department. Um and we also had some donated curtains, crimson drapes, and pillows from the for our theater department. So, we were happy to get that. Um our upcoming dates, we had our new staff

021orientation uh yesterday and today. It's uh nice to meet all the new hires for the high school and see people from across the district. Our staff is all returning on Monday. Uh Wednesday, we have our freshman and transfer orientation. Uh similar schedule to the middle school. We round out about at 12:15. Um first day of school is August 28th. Picture day is uh September 5th and our open house is September 11th at high school. >> Great. >> I can do quick math and do my enrollment numbers if you give me one second. I wasn't prepared for that. I just shared the calendar doc that Tim had started with him. So >> great. >> He didn't see that. So sorry. >> That's perfect. Oh, did you just share it? >> Yes. Uh our current enrollment according

022to uh Power School as of right now is 732 9 through 12. >> Okay. Okay. Are there any questions for Jacob? Did you go by Jake or Jacob? >> If I'm in trouble, uh Jacob usually Jake's fine. Jake is fine. Either way. Yeah. Um, so are any questions? Thank you very much for that report and for following up on some of the advisory information. It sounds like it's going to be a good year. Um, any other questions or comments from the board? I think we're good. Thank you so much. Thanks a lot. Um, just so you know, that is a the candy is a tradition from a former board member. Um, we try to pass it around uh since this is usually at some people's dinner time. Some people just have chocolate for dinner on

023the third Wednesday of the month. So, um, I am trying to keep up with the tradition. I'm doing my best, but goodness knows I will forget and so don't count on it. Okay. Um, all right. So, under principal report, we also have this item belltoell ban on cell phones. I also know that we have it later on as a deliberative item um, regarding a policy, but I was it's it's here. So, >> yeah. So, I mean, you know, because this is a a new law and you know, there's a lot of kind of pieces to that, especially at the high school level. um we could have a discussion about it or answer any questions about it that you may have at this time and then we will be reviewing the proposed policy later on. So

024it's up to you as a board whether you want to dive into it a little bit. >> Could probably dive into it now. I think that would be a good good time just as any I mean unless somebody feels that we need to wait for deliber deliberations. Deliberations tends to be a little bit more formal. So I you know we have some questions or comments about it >> instead of or in addition to >> in addition to you can always during deliberations you can always ask more questions and talk more. >> I didn't know if you were doing this to avoid bringing it up in deliberation. >> No we we have so what we've done you answer the question. Yeah. No. So and what we've done is we have a policy memo but we've pulled

025this particular policy off as its own deliberative item so that we can hash it out more during deliberate deliberations. But um just well first of all for the public I mean I think I've heard that the kids are sort of like what's going on? So what has been communicated to the kids about the ban on the the bellto-bell ban on cell phones? >> Do you want to explain what went out on Friday and then we can talk about what's happen? >> As a principal group we uh met and crafted a um message to go out to all of our schools. We all sent it as principles um and included our policy language and just brought attention to it and just sent it out as is and said uh this is a new law and this

026is our you know current policy until board approved. Um I haven't heard any questions or concerns yet. Again, we've been doing it for a couple years. Um I received a few emails from parents saying glad I don't have your job. [Laughter] But, uh, other than that, I I haven't heard much after sending it out last Friday at 3 p.m. >> And this doesn't change much for the middle school, right? Because you guys have had a correct bell-to-bell ban on cell phones in that the kids can have this the phone in the school. Yep. >> And theoretically, they can have them in their backpack, but they can't >> they can't look at them, they can't pull them out, they can't access them, >> not just during classroom, but even in the hallways. >> Correct. >> Okay.

027and the the the Oh, I'm sorry, Da. >> I was just gonna say it goes broader than the phone um Apple watches, which is what the elementaryaries tend to see more than the actual phone is the um iPhone, the eye watches, >> and they can't wear those either. >> They can't wear those. >> Yeah. Communicate, personal communication devices. Okay. >> So, those look and sound all different these days, >> right? And the procedures that Patrick is referencing um are also in all the handbooks. So when the parents fill out the opening power school uh power school forms and they sign off that they've read the handbook and that the student read the handbook, all those procedures are in the handbook. >> Okay. Okay. And um how does this this is definitely a change for the

028high school. Um how is it going to play out at the high school? the same thing just if kids are caught with looking at their phone in the hallway or >> Yeah, I think um you know the best approach is you know at the very beginning setting clear expectations and having the conversation you know this is u a law passed down by the governor and we're going to comply and here's how we're making it work for um our school and and the community and again the focus is on creating a distracted free learning environment. You know if the goal is we're here to punish you, you know, that's not really the approach we're looking to take. So just talking about how it's going to help um create that kind of enhanced learning environment. Um and

029set those clear expectations. You know, it's a warning the first time, it's on the teacher's desk the second time, third time is when administration really kind of gets involved. So just setting those expectations pretty clear from the beginning and having those conversations. There's going to be a growing pain at the beginning. This is new and there's growing pains with all new things. And so we're going to treat it as such and kind of go from there. what accommodations for medical monitoring and things like that. >> So that's like the real asterisk that comes along with it from the state is the the medical and special ed part and Lauren can obviously speak to that. >> Yep. So we um we have a deliberation form that was crafted um you know to address all medical, special

030education, etc. accommodations that may need to be had. And it's really looking at is there another device or tool that can be used to accomplish the same access to learning. So, we'll be taking that on a case- by case basis as it comes um and going through. So will those cases be registered somehow with the SAU that the certain individuals have these >> have the accommodations and yes for the staff in the building and the SAU because you know again and and the use of of a device is only used for the explicit reason determined by that team. >> So it's not like they have cart launch to the device to the whole device it's only for that specific purpose. So there is a lot of kind of monitoring that goes invol that gets involved

031in that. And is the compliance limited to the students and not staff >> as far as staff being able to use their phones? >> Yeah, >> correct. The law is for students. >> Okay. >> From uh first bell to the end of the day bell. So they could have it after school, they could have it before school. >> Yeah. >> One of the areas that we anticipate we may get because I've already heard from a provider in the community that they're getting some pressure from parents to write medical reasons why a student needs to have this. So that's one that's why we'll alternatives. So just because you have a note doesn't mean that you're going to automatically be able to keep your cell phone with you. >> Okay. >> I mean technically they can keep

032it with a mechanic. >> The only So my thought on all of this and the concern I have and I'm I first of all the state took this out of our hands. So this is not a new topic like this conversation about eliminating cell phone use. We we worked through it at the middle school. We've had some conversations about creating a committee to look at it so that we would draw more public input in and work with the staff and come up with a plan. You know, the state took all of that out of our hands. Um, which is in some ways nice, right? But the bad part is is that it was a law that was passed like in June, right? So, there are other options we could have done like we could look

033at those bags that you put in or, you know, locker special lockers and all that. It's just with such limited time, I think taking this approach makes really good sense and we can sort of look at it and revisit it over time and see if there's another way. But it does feel to me from the teachers perspective if I and I'm not a teacher but I think wow that's a lot of onus on the staff like there's a lot like you're talking about kids walking through the hallway who might pull their phone out and do you know if that kid is like got a medical reason to look at their phone to check their sugar level or something. You don't know that. So, it's got to be challenging for the staff. And I'm just saying

034that because I want the staff to recognize that >> it's recognized that this is like on it's a lot on them. It it feels like without a lot of and it's not that you're not giving guidance and it's not it's just from the state. >> Yes. Tom, >> you bring up a really good point about how how do people know who's permitted and who's not? Correct. I'm assuming it's going to be >> I hope small minority that have need have one regardless of whether it's good or bad. I just think the kids normally have student IDs visible or readily accessible. >> So many many of them do. I'll be honest. Many of them keep it in their phone case. I know I know that both of my daughters do. They keep it in their they

035don't have one like this. They keep it in their phone case. Um but they >> do we offer the optional lanyards? We we haven't provided them in the past, but something we can because what I'm thinking to do is if there could be a very >> um obvious um >> yeah or even discreet but obvious like a way that you could flip it around >> something that something that someone could show to a staff member easily and quickly >> to uh >> to kind of explain that something >> without without having to get into a long conversation. >> Right. Well, that'd be easier on the staff too. >> Yeah. and and the student too. Less embarrassing >> to have to keep explaining themselves over and over. >> Or you could embroider a large letter on

036their >> a C for cell phone. Um, >> when we uh when I first saw the law, the law allow I thought allows exceptions to be made for educational use of devices. And in early conversation, I remember there was the question of are we going to put the onus on teachers to determine whether or not they're And the policy does not seem to leave that door open. Is that correct? >> Correct. Yep. No, it is it is made clear that the exceptions are for medical um special education or 504 or uh English language learner needs. Um and again, it's it is if there is no other device that can accomplish the same goal. >> But agreed. >> I wanted to make sure I was understanding what's been sort of ruled out. And then the other

037question is what have if anything have we done in anticipation of parents wanting an alternate method of communication available during the school day? >> They can call the office. I mean, we don't we haven't done anything specifically for that. >> And how about going the other way if if if the student needs to get in touch with someone? >> In my day, we had payoneses in the schools. >> They they obviously don't don't have that. >> We don't have those anymore, Tom. I'm sorry to say no more pay phones anywhere. >> They still do exist, but uh they're very rare. But what I'm wondering is u is there going to be a need for us to set up any kind of u >> like a dorm hall phone >> so that the kids don't have

038to >> be disrupting an office if if there is that mechanism or do we have to do >> do anything updating to the menu system on our phone >> possibly y and that's something that I think we may have to see when when we see it some of that. Obviously, there's, you know, phones in the main office that can be used. You know, if there's a nurse need, you know, they there's a nurse phone um that that can be used. I think that um you know, we have to be really proactive in our communication for things that we need to communicate to home if there's changes and sports practice changes and what have you. So that we don't have students constantly being like, "Oh, my practice just got cancelceled. I have to call." Right? I

039mean, we have to really look at our communication practices. Parent Square has been amazing and it's been great. And I think that, you know, um really honing in on that and those pieces to limit the amount of time students would have to call for school related reasons. Um but I I think that may be some data we need to take as far as how many students are accessing or trying to access or want to access the main office and nurses phones. I think one of the one of the things that we may want to do is >> prepare a frequently asked question on this topic >> to deliver very early in the year to to let the students know what >> their options are, what's expected and what's not allowed. And >> now that we've

040got both advisory and rock available, >> that could be a a nice place to have those discussions where you've got >> a a broad spectrum of uh students to You're not necessarily going to be dealing with ganged up clicks. >> Y >> right away. >> And honestly, it's bell to bell. So when the last bell rings, every single kid is going to I'm not kidding. Like >> but they can't they can't necessarily because if you look at the policy, the policy is encouraging them not to bring them in the building, >> right? But I'm saying they're probably going to and then and and as soon as that bell rings that phone is going to come out and you're going to have kids walking into the parking lot catching up on every single text and all

041that. So just so you know traffic people know like kids eyes up please cuz I I mean >> if I couldn't look at my phone for eight hours I would probably be like you know >> the good news is none of their friends can have it to test. >> Right. That's something that you may want to bring the resource officer into discussion to reinforce for those of them who are going to be driving. >> Yeah. >> Reinforce that look, we know you have an if you're go if if this is the time you got to play catchup, don't put the key in. Don't press the button. >> Don't go to your don't get in your car yet. Yeah, that's a good point. So, um yeah. Okay. I think it's going to be an interesting start

042to the year. Um, have you heard from a lot of parents who have concerns about safety, accessing their kids during the day, um, that kind of thing? >> Yes. >> Okay. We've heard from a lot of people about that. >> I'm I'm not sure it's a lot. I honestly I from it's actually less than I expected. >> Okay. >> But school hasn't started. So I I feel like come come Monday, there could be some more questions. >> Three people calling 10 times a day. Yeah. >> So, the only thing that I've heard is that even though I'm sure the communication went out that it's a law, we need to keep reinforcing that because I think some of the kids think, "Oh my god, why is the school doing this?" Like, and and that'll lead to

043frustration with the school and it's not the school. So, um, >> doesn't mean that we wouldn't have done it in a year or two. But, >> do you know if the law affects non-public schools? >> Yes, it's a it's a state law. Yep. But does it does the state law like does does do private schools have to >> as far as I'm aware? Yes. >> Okay, >> that's good. >> Interesting. Okay, awesome. Thank you. Are there any other questions or comments on that? >> Um I I haven't heard some from some community members on this and >> Well, yeah, because you have some of you still have kids in the school. So, >> yeah, >> I don't. So, one of the concerns is is that the law seems to state that uh the school must

044discuss this with parents before implementation. And to what degree have we done that to date? >> Right. >> We're having that tonight. >> Yes, that's what I understand that. So, that's that's what I'm kind of >> strawmaning the question so we can >> get it out there. So, we're discussing it tonight. Uh, are there plans to have some sort of um forum >> or or just a public hearing of some sort to make it available so we can hear from them? And I don't know if that's >> necessarily the proper way to do it. sent out notifications to to the families that and I don't know what the the nature of the the letter was, but did it present the opportunity for anyone with questions about this to contact a school? >> The the language

045was really the the procedures that we were going to be looking at to start the implementation pending board policy. So when we discuss the policy is only up for first reading. So we're going to be doing a second reading. So there could be time and avenue to invite people to ask questions and we can send that communication out there. We could decide to do that. If you wanted to have public input in a public forum as a board, we can do that. Um as far as pending your input on the policy so we can engage in whatever way we feel. >> So this is not is this not going to be effective with the starting? >> It is. No, it absolutely is. It's supposed to be effective July July 1. >> So without a policy,

046how how >> that's that that's where the handbook comes in. >> So it's effective in the handbook. >> The handbook explains the law. um and what the law is and what it says and then we're and again pending board policy due to the law being created the procedures that we're looking at are starting here and we explained this will be adjusted as we go forward um pending board policy >> and as of tonight the at least the draft policy is now public and available correct it's just not approved >> correct >> so by having a first reading of the policy tonight we certainly I think it would be really healthy of us to make sure that the public the at least at least in our, you know, the co-op community knows that this policy has

047now been read once and it will be going for second and potentially third reading and adopt. And so we could certainly encourage folks to come next month and make public input and we'd like to hear from parents because then the procedures will have been in place for a while and we can hear back from families and and you know certainly encourage them to reach out to the SAU leadership team and to the building leadership teams. But yes, they should definitely be aware that we will discuss it again separate from our policy memo. Again, we'll keep this one separate and give people an opportunity to give us public input on that. >> And I would encourage um community members to also read the draft and bring questions to us >> and read their handbook >> and

048and read the handbook of course and if there's concerns or questions or ambiguity, >> now is the time to engage us. >> Absolutely. And that's one of the reasons I said what I said earlier. Our intention if we were going to do this just from us was to do public forums, community, you know, open house, open conversations and that kind of thing. That was a committee that we were thinking about forming. We had a conversation about it in a chair's meeting about a year ago. And um >> we just with the transitions that we were undertaking with from moving from one superintendent to another, we wanted to take this year and we thought we would kind of start it this year. >> Sure. And >> we are yay for us. So >> uh just for

049just for a little clarity for folks at home that may be listening or probably to checking our meeting minutes when we talk about doing a first read on a policy. That means we are reading it tonight for the first time and then if we do a second read next month will be the second read and if it goes to a third read it'll the following month after that. So, we are potentially in a threemonth window of looking at this policy and taking input. So, when I say now is the time to engage, we're in a three-month window looking at this policy. So, >> actually two >> two months from tonight. >> Two months. >> Well, yeah, not counting tonight, right? >> But but we we've got two months in that period. >> Yeah. And and

050we don't always do a third read and adopt. I mean, if we have if we have enough questions still, we'll keep moving forward, but generally we we do >> three readings and adopt. So, um, and this is one where we won't skip a reading. We'll do at least three. >> So, >> you say that with certainty? >> I hope so, Tom. I can I don't ever say anything with certainty in life. >> Well, particularly if we get a lot of input. Right. >> Right. If we don't and this is deemed >> as priority as >> where we where we want to start >> right so I can't say that with certainty like if no one comes next month and we get no feedback and we feel like this policy hasn't changed at all we could

051potentially do a second and adopt you're right but obviously if we got a lot of feedback >> I just want to create a a sense of urgency if there is input >> right so in terms of communicating that to the public can that come from the SAU office. >> Sure, >> that would be great. Thank you. So, we don't generally as a board send out communication. So, >> but as a policy, you're just talking about really almost procedural because the policy is the law. I mean, we can't adjust the policy that much. It's really more about procedural and how we're going to handle it. >> Right. Right. And that can and you and as a board, when we get to the first read of the policy, you can see you can decide to not put

052the procedures in the policy. Right. Right. Now, in the draft, the procedure is in there, but you guys can have that discussion whether or not to include that. There are some districts that are not putting the procedures in the policy. That's a decision by the board. >> That's something we left in as policy so that we could all talk about it during that part. >> Our proposed policy is more restrictive than the law in that area where we're not giving educational except we're not outlining educational exceptions. the >> the law leaves a ambiguous opportunity that we have not carried into our policy at this point. >> The the the law does state the medical, educational, and the English language learners. And I can go back and double check it, but so those are team decisions

053and administrative approval decisions. So th those are not general classroom exceptions. >> Oh, the educational one is not? >> Nope. >> Okay. I thought it was. No, >> I thought it was if they were, for instance, if a teacher wanted to >> have the students use them for um say um a VR experience. No, that's not permissible. >> No. >> Okay. >> On their own devices. >> So, we would have to we would potentially have to provide devices if we're if it's part of programmatic delivery. Correct. Where they're writing an application for something. So, we would have to provide >> if if it couldn't be done on their onetoone computer or if it couldn't be done Yeah, we would need to provide that. >> Okay. >> Um >> All right. We may need to I'm

054interested in leaning into this policy a little bit. >> Yes, we're going to have a long chat about it. That's why it's a separate item. >> Yes. >> All right. So, moving on. So, we also have this now we're back to now to our discussion portion of the meeting. I have per minute in public. So, we'll keep it. Um, at this point, we we're going to talk a little bit about our LEA plan and if you could tell us what LEA stands for. >> I will for local educational authority. So, this is um the special education policies and procedures manual. So, this is the actual printed out. You guys have it in your packet and that is what is on our website. Everything is hyperl but I have to keep a full version of it

055at the SAU office which has all the hyperlinks are printed. So this is the entire manual. A little glimpse into the world of special education policy and procedures. This is with all the hyperlinks pages. This is with >> Yes, this is about 450ish pages. So it's a little glimpse into the world of special education policy and procedure. So this does get up updated every year. There's an optional policy that we have not had as an um as a school board yet brought forward, but we are going to be bringing it forward. I believe we're bringing it forward tonight >> if not next month. um for the school board to have an awareness and approval of this manual and it's really just to give you an overview and to have you know just a sense of

056the different policies and procedures. A lot of it is law but then a lot of it is our own policies that are printed and hyperl in here and then our own forms that we use for procedures, our own pro our own programs within each district. So, you'll see um actual specific programs that we have, educational programs that um are in the high school and middle school and what those are and what they're for. Um you'll see a lot of our our own um deliberation forms, you know, and all the procedural and process pieces that go to special education. So, if you ever want a little light reading, you can stop by the SAU and grab this one or you can check on on the website or in your packet. >> Right. And in our packet,

057we could look at every single one of those hyperl forms are hyperl. >> Everything is hyperl. Um, and so this we so I want to give a um kind of credit to my assistant director, Christine Height, because she really um helped me dig into the minutia for this overhaul because we really um changed the format for the readability. We made a lot of um additions and changes for clarity. So this has really gone through a huge o overhaul. It has not had such a major overhaul since um 2017 18-ish. So really um I thank Christine greatly and it looks beautiful. So um if you have any questions we're happy to take them. Um otherwise um you know it's it is available for you to see and it is on our website. >> And just to

058update the board in terms of the agenda >> next month right you and Tracy are going to come and are going to come to us and do a presentation on what our programs are >> in terms of special ed program. not the minutia of all the policies and procedures, but really just kind of give us a summary and a overhead view of what we offer programming wise. >> I believe it is appendix B in the >> I believe it's appendix. Yes, I have this memorized so um yes, so we will be doing that in September. >> Has anything been gutted recently by on a federal level? >> Any of the programs that dictate Okay. >> No. Um, I'm going to close public input at 6:42. So, that's happening right now. Are there any other questions

059on the LEA plan? >> I mean, I I I did really skim >> Oh, it's okay. I I didn't expect you to read the whole >> There was no expectation that you read the entire thing. I'm not going to quickly comprehensive. >> It's a lot. So, um, >> it's a lot of work for sure. >> It's a lot of work. It's great. So, this is updated now. >> Yes, it is fully updated. You'll note when we get to the policy memo um that there's quite a few special education policies on the memo. Um Lauren because of all the work on this has also updated a lot of those policies as well and you've used a lot of the attorney help to do all that. So >> any other questions on that comments? >> Okay. So

060we did the staffing update. Um item 300 under discussion is board goals. For those new to the board, I'm sorry Amy, I should have probably given you a heads up on this. Um, and we can also table this or do this again in September if people aren't quite ready. A few years ago, we started sort of a tradition at our July meeting, and since it's August now, where um board members can just um kind of speak to something that maybe is a concern for them or a goal um or sometimes a program of studies idea or something that we can put out there. um you know, we've had things like talk about fields or facilities goals. So, um this is an opportunity for board members to just kind of have a little influence, but specifically

061we try to do it before budget season so that the team of leaders um have an idea of how we see the budget process going, whether there's something we think is an important priority that maybe has been underlooked or overlooked. Sorry. Um, so I'm gonna let anybody dig into this. I don't really have anything that I can think of right now. So, anybody thought put any thought into it. Um, I hope you have because then maybe you'll trigger an idea for me because I thought about it. Um, I had a really uh interesting conversation recently with a neighbor who uh has children in the school and has also in the past been a um elected member of one or one or more boards within the >> make sure you're speaking to >> within the SA41

062area so that they have experience within the restrictions and the scope So, they're not daydreaming. Um, and the topic, long story short, that family elected to take their children out of the public school at the elementary level because of challenges that they felt were not being resolved. And I was kind of asking them why and what and how might it change. And it it triggered a thought process that I that aligns with some of the things that we've talked about in the past. It really focuses on the um seeming inflexibility of public schools relative to how curriculum is established and the teachers ability to adapt to the um to the needs of of the students. the interests of the students and their own particular um preferences and style of teaching. Now it so we talk

063about our goals of getting standardization so that if your if your child is in a subject class with one teacher and another that they're getting the same education. And we've been really pushing, I think, to to try and get that commonality. But I'm wondering after having this discussion whether that stifles the ability for beneficial flexibility, how do you balance that when developing curriculum instruction, when you develop the uh guidelines for what can and can't be taught? Um, in particular, what was brought up in this instance was math curriculum at the time and the fact that the math curriculum was not working for their student and they wanted to use an alternate even in the the one-on-one breakout for their their child and was told they're not permitted to do so. So I guess um what

064I'm thinking of is if if we can look at what we do and look at it through the lens of um giving the student whatever level of personalization might be possible without undermining the >> the standards >> what sometimes comes out to be either a lowest common denominator or a dictate from the state. how we've done it really well in some areas, but I'm wondering if if you put that filter on, would that change any decisions that we make, any choices that we make? Um, and I'll I'll go back to something I've been harping on for a decade, which is giving the access to some of these external resources within the school day. So that we've we've seen over the years that there are students who who flourish or at least from the alternate methods

065of delivery, whether it be online courses or the things that might happen through homeschooling. Is there a way that we can create that option of alternate um learning experience within our multiple walls? >> Thank you, Tom. I'm so you you spoke so eloquence to that. That's was excellent. I'm sure that our new assistant superintendent in terms of curriculum was taking it all in, >> writing it all down, writing it all down to the fact, but I I actually think those are really valid to talk about. >> I don't want to put anyone on the spot, but it was a really interesting conversation and um offline if if someone wanted to follow up, I would be willing to try to facilitate a direct one-on-one conversation with the individuals. >> That's great. Thank you for that. in

066addition to some goals and I've done this in other service and other districts is is looking at what our deliverables are as a as a as a board and one of them is bring forward a budget that funds the schools that meets the needs of the students and things like that. So that's a bedrock goal and that that you >> we should always have every year in my opinion. uh other things like engaging in collective bargaining faith in good faith all these things I mean we certainly understand that right but if we're putting these goals for consumption not only for us as a north star but also for consumption for uh community members um I'm h I I believe in putting those bedrock deliverables whether you see them every year, but that's what we do.

067Um, so th those type of things. >> Yeah. So, for me, I um I think one of the things that we've tried with the policy committee is to create this policy memo. And I understand that this is a new way of doing things and this is really challenging. But I think as a committee it's, as you all know who've been on this committee before, it's really frustrating to sit and know that you're just you can't do one or two a month. Like there's so many policies that need updating. And so this using this memo is helping to facilitate moving more forward, but it doesn't give the board as much opportunity to dig into each policy. So, um, you know, I hope that board members feel comfortable enough to send an email to the policy committee

068members to let us know if there's more that you want us to do in the committee. And then the second thing that um I think as a board, we've talked about this at the SEU governing board level too. It's a real struggle I think to communicate from like I just said from the board like we don't have a mechanism for doing that. We don't have none of us social media is not set up for us to have you know one of us has to have a private account like there's no way to do this and so um I think maybe having more conversations with a communications person to figure out a way that we could have like a piece that comes from the board but we have to be so careful because none of us

069can really communicate directly so it's it's a tricky thing and I don't think we've gotten real handle on that so I would love to be able communicate like these meetings and and these meetings are supposed to be the way people can get access to us by watching us by coming but that doesn't seem to be working. So if there was something else that would be um my two things but getting through policies and figuring out a better system for us to communicate would be awesome. Um, Cindy, Amy, >> I think my biggest thing is Rob kind of hit on it is the deliverables. We were fortunate enough that the community supported us for the facilities, >> but I don't want the fact that we are getting the facilities finally up to date to where we

070need to to cut into general education funding. So the the I think the budgeting this year is going to be interesting because of all the facility needs that we have and that's just because as a community we kicked it can down the road as far as we can and now we're kind of backed up against the wall with the boiler situation and some of the other facility issues. All right, Lam's new to us, so you know, if you think of something or come up, you obviously can always say it, but we can we can revisit this next month as well because Beth and Kate are not here. So, we might want to keep this on the agenda for one more month if that's if we can make a note of that. All right. So, uh

071is that it good? Is there anybody else who has anything else to say on that? All right. So, moving forward to facilities committee update. Did you guys not meet or >> No, we we met, but the I don't know. Do you want me or you? >> Yeah, I want you were there a little longer than me. Uh I had to I had to leave about halfway through. Um but I can add color. But >> the um the the primary focus was trying to figure out what we are doing with regard to the solar energy project because of the recent changes in federal funding and things of that nature. Long story short, when we last spoke, uh we were concerned that we would have a September deadline to have items on on premises and the project

072underway. Um that deadline has extended a a bit. I I don't remember the exact date, but it's sometime in 2026. It might even be the end of 2026 that you have to reach that threshold. As a result, there seems to be a uh a preference among the committee, although we haven't taken a vote on it yet, to uh revert back to the primary path of looking for the net metering grid tie even for the high school >> because there is belief that we can work within the the Eversource framework to get that done. But we're still looking at the cost and benefits of bringing batteries in. So that's that's really the the meat of what the discussion was about. It was technical technical about about batteries and things of that nature. But the net effect

073is we are moving forward with the purch we're going to the recommendation is to move forward and I believe it is the superintendent's intention to move forward with authorization of completing the cont signing the contract making the purchases to qualify for the federal rebate >> and that will involve bringing materials to be stored on site and doing some non-intrusive non- intrusive on on the teaching environment work on the on the schools but there is resistance to doing actual on building construction uh while students are in they might use periods of vacation and holiday to do some initial stuff but it means that majority of the installation work will be planned for next summer and u I'm a little disappointed because I was hoping we would get some of the financial benefits of it for uh

074this year but you know the reality of it is the amount of energy that's generated during the the winter is a little bit limited right now I don't know the details of it but the focus from a SAU personnel standpoint on the facilities is getting the middle school boiler project completed. Yeah. >> As quickly as possible. >> Um >> the projections all look pretty good as far as uh us meeting our financial goals for the project, but there's just so much unknown because of this the variable tariff situation. >> Okay. Thank you for that, >> Rob. Yeah, I I think you you summarized it really well. I think for me the the there were adding local storage um helps with the question of the timeline and to get the project started. It kind of shrinks

075that in. Um but for me by having local storage then it brings a whole host of other questions like how do you deal with it from a fire standpoint and and there's technical complexities but it also makes it simplify if it's it's kind of crazy because the net tie is complicated and having local storage simplifies that but then you have these other complications about you have big batteries in the and where do you put them? And >> that that turned out after you we dug into that and that really wasn't really a concern. It really came down to finances. The cost of of installing the batteries versus the um savings that you get from coming off of uh peak demand time. >> So you use it to what they call it peak shaving. Yeah. And

076uh they were they give an example of there was one one school where one day a month there was an activity that drove them over peak but as a result their billing for the entire month was at a different rate. They saved tens of thousands of dollars a month on their electric bill by being able to stay below the peak trigger point for Eversource. And that's something that having batteries can do, but the question is how much does it cost you to get that capability >> to get there, right? The batteries t kind of take the peaks and valleys out of the >> usage. Okay. >> Yeah. So, that's where we're at. >> I'm learning so much about solar. >> It's great. >> Well, come to our meeting. >> Okay. Thanks. >> I love it.

077>> Happy to. Um, all right. So, uh, are there any other questions or comments on that? Sorry, I didn't really have much of a question or comment. >> No, that's okay. No worries. >> Um, how about a budget committee update? I don't Linda, I hear see you here. You don't you're not on the agenda today. >> No, I'm not. Okay. You're just >> I'm okay with that. >> And I do want to let the principles know that. I normally um we'll let you guys go, but I do kind of want you here for the policy questions just in case. Um, and I don't think we're going to be super late tonight. the budget committee didn't meet. >> Okay. >> But u I think it's worth people understanding that based on the new state uh law

078that passed the budget committee um the board member of the budget committee is no longer a voting member. >> Right. So yes, let's repeat that. um the board member from the budget committee is no you you represent the board as a liaison but you're not a voting member >> right >> correct >> so I have had a conversation with the chair of the budget committee and I'm hoping that we will so we go to them as a board member and have a liaison and represent I'm hoping that they'll they will there will be some opportunity for the budget committee to kind of come to our meetings as well. So that I don't know it doesn't really solve the voting thing but it it kind of puts the onus on both side you know both groups.

079So >> yeah, the diff the difference is that the board member representative or or the board the school board member of the budget committee is u specified in RSA, >> right? We we have to have one. >> Yeah, the reverse is not there, >> right? But we're working with I'm working with the chair of the budget committee to to make sure that >> and the non- voting status is new due due to recent RSA. >> Yes. >> House bills 594 694 something. And >> is that true? It's just in co-op boards, right? I guess because co-op budget or is that true for like the Hollis budget committee? >> I believe it's true for uh well I think budget committees have a board member, >> but did did they remove the vote just from co-op boards

080or from from >> So the Hollis member on the Hollis budget committee, the Hollis school board member can't vote either. >> Okay, interesting. There's been a lot of laws that have changed a lot to keep up with. All right, thanks for that update. I just realized something that um under agenda adjustments um I just wanted to let the board know that I've been reached out to from the um the capital improvements >> Oh, sure. >> new board that's coming together. So uh it sounds like as of today that their first meeting which will be mostly you know to organize the the committee uh with the chair not and vice chair and all that uh will be September 2nd. Um I have to double check it's at 6:00 or 6:30. I'm not sure of the location

081yet but I I will I can get >> and that's an advisory committee right? like it's just an it's just can make recommendations to you. >> It's just a place where all the different entities come together and saying what are your projects going on? What are your projects? >> And this is a family it's a hollis >> uh my understanding yeah because it was it was provided at town meeting and past town meeting so it doesn't extend to Brooklyn >> at this thank you Rob. Thank you Tom. um stipen committee. I think that would be >> Yeah, >> we haven't met. We have plans to meet early September and then we'll have a um layout or a guideline of what we plan on doing before having to present in April or May the 26. >>

082Great. Thank you. >> All right. Um actually, can I just kind of piggy back on that and maybe ask Jacob or Patrick? I saw a note on social media today that we don't have bass fishing anymore. >> Does anyone know about that? >> I know that when I signed the fall affidavit eligibility, we did not check the bass fishing team box. >> Okay. >> I couldn't give you any information on that. >> Okay. So, just so you know, it's at social media and I don't know whether what you know, but a person was disappointed with that. >> You may be getting some calls. >> So, um yeah. So, I didn't know that was decision made, but that's okay. All right. So, um All right, moving on. Now, we have this policy um memo. So, I'm

083going to try it as a motion to approve the recommendations identified in the policy memo as presented. Um can I have a motion? >> So, moved. >> And then I'm that was moved by Rob and a second. Cindy, I assume since you Okay, >> so on the question. So, um, going through the memo, um, and I'm going to need help from whoever can help me. Uh, we have policy KFD, um, which we read, we are on the third reading. We had no changes to this policy. When I say we have no changes, it means that when we reviewed it in policy committee, we go through the minutes from the previous meeting and if there are questions or comments or anything that a board member at the during the second reading, we would make those changes.

084So what it means is if it's third and adopt with no changes, it means nobody had any questions last time and so we didn't make any changes. We didn't need any changes. So that's policy KFD, which is the use and implication of automatic external dividers. This was a new to the district policy policy JLCC which is it's pediculosis management. We had no changes there. Um policy EBCB um we had had we had made a change at the 618 meeting and changed the title to emergency drills but had no further changes. Um policy JLCJA we also had amended it after its first reading and then um did not have any changes at the third reading. Policy DAFF which is that giant administration of federal grants again amended and changes were made at the first reading and

085then none since since the second reading and policy eh which is public access to school district records. Um when they say no changes um the only change in that was uh there was a little change in that we c we I think actually made this change um in the second reading we had to we just were consistent in capitalization some punctuation. So that was third reading and adopt no changes. Um so policy moving on to third reading and adopt with some changes. Um, so policy JLF, um, I guess we noted at the previous meeting. I don't know what I did. What did we change? Do we What do we change in JLF? Do we know that? >> Um, there were some strikeouts of references. >> Okay. So, it was not it was no substantive changes.

086>> No, nothing substantive. >> Okay. And then that's policy JLF. And then policy EH-R that would be the um right to no request procedures. Um can you can you see that >> we changed the copy fee to 50 cents per page to clarify? >> Right. And that's what we do. We actually talked about that at this last meeting and you guys agreed to that. So we kept it at 50 cents. So that's really they were very small changes. Okay. So second reading. We're moving these forward for second reading with a possibility for a third reading. Um obviously these are not second reading and adopt so we will be bringing them forth for a third reading. Um so policy IG parental objections to specific course amendment. Um what did we did we make any changes? Did

087we make did we didn't make any changes after the second reading and that's um also for IHAM health education and exemption from instruction. Again these are law these are specifically um directed by law and we didn't have any changes for that. Um so presented for first reading is IHBA. [Music] Um, and I'll let Lauren speak to that because that was first read reading with some changes. >> Sure. Um, so due to an update in in RSA, this um, policy has just been re revamped to be a little bit clearer and to go into more detail outlining programs and services and procedural safeguards um, in regards to IDEIDA for special education and section 504. So if you go through, you'll see what was um, struck out and there's more detail provided. Are there any questions on

088that one? And then for some reason in the memo we have J J ICJ. So um but we're going to speak about that separately. So that one I'm going to strike from the memo. Okay. Um and then uh present present for first reading as new policies is IHBA special education evaluations. So Lauren, you can speak to that one. >> Sure. So um parents have a right to request uh independent educational evaluations. Um if they either uh disagree with our evaluations after conducted, they can request um for an independent evaluation at district expense. So I had requested that we bring this policy forward to the school board to outline the criteria and credentials surrounding such an evaluation to make sure that we have appropriate um providers providing the evaluations and have an agreed upon process you

089know for access um as we have to then deliberate on such evaluations that come forward to us. It also outlines the difference between um our um between getting your own education evaluation and bringing it to the district versus requesting more at the district expense. >> So, is there any feedback on that one? Because we're this is this is an opportunity you can give feedback. We won't amend it as a first read, but we can give feedback to the policy committee and that'll go in the minutes. So, go ahead. if I I'm having uh I read it and now I can't find all the the specifics of it, but >> sure. >> They looked to be a bit of a conflict in that it said that the district has shall have the right to get copies

090of the reports. >> Then later on it said they have to get permission to get the report from the the parents have to agree to release it or something. There's this there there seem to be some um conflict between whether the school has absolute rights to it or whether they have the right to request it, but it has to be granted. I'm going to find where you're seeing that because yes, we have so we're we're funding it and we we have a legal obligation to review that evaluation and as we're funding it, we absolutely get results of that. If a parent has an outside evaluation done of of their own accord outside of our process, they pay for it themselves, etc. That is up to the parent whether or not they want to bring it

091to the school and have us access it. Um, so I'm going to read through this again with a fine comb and make sure I'm not >> I think it's in section five, the second paragraph which starts additionally >> says the district the district shall be entitled to inspect and >> oh that's the pro okay. So that could be a little clearer. So that's the protocols and the records used. So when when an evaluator does an assessment the actual test itself there's protocols etc and raw scores and all those things that the evaluator keeps. So, and you know, so those are not necessarily brought forward as the findings of the report and the evaluation results, but if we ever had a question about them, we can request to see the test protocols. But you think it

092should be clear? >> It says that it says that the district shall be entitled to inspect and obtain copies, but then it says, however, for the purposes, the records will not be accessible, >> correct? >> Other than the evaluator unless it exercises its right to inspect. >> Yeah. Accordingly, parents must authorize release of the information. So, it it's unclear in reading whether or not the the right is absolute or it's or it is discretionary and has >> So, Amy's taking notes. So, we'll take it back to policy. >> Yeah, we'll talk about it and I'll go back to to legal. This this this was attorney provided. So, I'll go back and get clarification on the fura piece. Um, but it does have to do again with the >> No, that's fine component. But I you

093know I hear you and I understand. Yep. Absolutely. >> Okay. Um any other comments on that one? And then we also have IHBAM which is district special education policy and procedures. >> There there's one in the IHBA family and I couldn't I I I thought I kept it here but I couldn't highlight it in this document where there was just um a stray pluralization of two consecutive words in the first one was it's like instructions services or something like that. >> Okay. So >> in in in either IHBA, IHBA or IH >> I think it's one of those just a grammar grammar thing. >> Okay. >> All right. So um >> I see it again. >> Just so you know, the memo is striking. Present for the JICJ because we're looking at that somewhere else.

094Um All right. Is that good? >> Well, it's also later on in this. >> It's later on. Yeah, we do. We do have a separate motion. >> We have a separate motion. It's JICJ is unauthorized communications. >> Shouldn't be on that document at all. >> It shouldn't be on the memo because we're it's a separate deliberation, but >> it's fine because it's for first reading and we're going to deliberate on it there. So, um we're going to keep the motion as is and move forward. Is there are there any other questions? All right. All those in favor of the policy memo recommendations policy 5. Motion carries. Okay. So, now we have policy um JICJ which I want to pull up. So, Um, so this is uh this is kind of going back to the way

095we used to do policy where we're going to sit down and talk about this policy in >> what >> line by line used to do it. >> So um again I think Rob made a really good point that members of the public should know that we are reviewing this policy. The way this works is that all of the underlined all of the underlined act um items is new language to the policy. Anything crossed out as old language. Did we have this policy before? >> Apparently we did. >> We we did. We had we had it. It was called communication devices >> back in 200 um seven and 8 and then amended in 2014 >> also known as policy when we instituted a this is part of a bring your own device. >> Yeah. So, we've

096crossed out language related to um just the very general statement that we had and all of the language in this policy is new. Next month after first reading, all of those underlines will be gone and will be any other any changes that we make between this reading and next reading will be kept apprised by strikethroughs and underlines of new language and whatever. So is this is this verbiage uh directly from like a policy you know template >> school board association recommen >> and as Lauren said the big question we had as a policy committee was under D which is consequences and violations. So that is where you really get into the nuts and bolts of um consequences. And in general, >> we as a policy committee don't usually recommend having all of that in policy.

097We usually think that that should be it's procedural and it should be in um the handbook >> and in procedures, >> but given that this is so new, the the schoolboard association is recommending it be here. So we wanted to bring this to the whole board. We didn't want to make that decision. >> Is the RSA silent on this section? >> So, do districts have a latitude how they want to handle compliance? >> What whether to have the procedures? >> Well, violations and such that and what so what do we do as a as a as an SAU versus >> some other SAU? >> Right. Right. No, I mean there's there's flexibility there as far as how we handle, you know, just like Holly said, there are some districts that are purchasing pouches and just

098keeps them in the pouches and they get locked up for the day, etc., you know, so it's a matter of what we're looking for as a general policy and then the implementation of the procedures could be separated or if you wanted them in the policy, they could win the policy. Just just to note um the high school and the middle school are separated out because the middle school has been doing this for what is this you're going on your third third year of this and it's been working well so it is a little bit different with how they're handling it um procedurally just so you know >> um >> what's I just ask what's the significance of the emboldened type is that just for emphasis to us >> yes >> because I don't think in

099the in the way that we print policies that Yeah. I don't I think I think it it must have been bolded in the schoolboard association representation >> where it says strictly prohibited. >> Yeah. And then in in no event. Yeah. So we could look to un unbold that. >> Yeah. We don't generally put like bold. >> Yeah. I'm going to go back to the original. I'm curious if the one they gave us. >> Also, when it says consequences and violations um and we laid these out, these were not recommended by the schoolboard association, were they? Or >> they had um they had very general ones. Um but we are very specific. >> Yes. And we as a team looked at these and edited them >> according to what we felt to bring to bring to

100you as a proposal. >> I would suggest you either reverse the order called violations and consequences or use the the wording below which is vi consequences for violations. >> Okay. >> Yeah. It should be consequences for violations, not consequences and violations. >> And it was it was bolded when it was given to us, just so you know. I had to look cuz I was like I don't think we bolded that. >> So we will unbold. >> So we needed to say do you should say consequences for violations. >> Sure. >> Amy, are you taking those too? >> I am. >> Yeah, I have it too. >> From a practical standpoint and I I'll look somewhat to to our building administrators. >> They're here. What what do you envision being the Patrick you since you've been

101living with it for a bit to be the logistics of dealing with question? My questions are things such as do most people comply? Do the ones who don't comply do so out of you know rebellion or objection or just have it? And what how far do you have to push it to get someone to comply if they are non-compliant by nature >> which I think doesn't just stick to cell phones school students >> exactly >> push back on a lot of things. Uh it's just the developmental age. Um, we're lucky in this district, us, I mean, welcome. You're lucky. Uh, that we do have students that comply with most of our rules and and policies and procedures of everything. Um, so in the two years that we've had, I I can't think of a situation

102where a student has been so stuck with a cell phone, won't give it up, won't comply. Um we've definitely gotten push back, but as soon as we get parents involved and we have that conversation about um what we're trying to do during the school day is just prepare your child for the next grade level or next step in their life. Um, and sometimes those conversations do come into, you know, the annual meeting and when we get kind of blasted for not having great test scores, even though I don't necessarily agree with that, that's sometimes where we start to kind of bring back, well, this is not just our decision. This is, you know, a community decision, which we think is best for our middle school students. And I think it goes back to Jake's point,

103having that conversation with kids and with families about why we're doing these things here during these seven or eight hours during the school day. What is the purpose of us being here at school? And again, we're lucky to be in this district because we have great families. We have great students that comply with most of what we're asking them to do. Um, I can speak to other schools that I've worked in where we we've gotten a lot of push back. We've gotten parents that want their kid, they want to be able to talk to their kid. But um at the beginning of the year, the last two years, I reminded students that we grew up in a time without cell phones. And even though it's a >> You're still alive. >> And like, please call

104us. Like, we've got staff in the main office that are ready ready to welcome those those phone calls and and relay those messages. I mean, if a parent absolutely wants to talk to their their child and a child really needs to talk to their parent, we're going to meet them at that need. But um I think through those sometimes difficult conversations, you you realize there's a different need that needs to be met, not just the cell phone. And what other supports we we can offer to the student during the school day, whether that is like a parent check-in, we've had that. Not for a long time. The goal is to wean that off. But um I just go back to what Jake said, just having those conversations with kids and families um and getting them

105to understand why why we're doing what we're doing during the school day. >> I know in the high school we heard that a lot of students who have study hall um rely on using their personal devices for let's call it entertainment during during those periods. Do their um Chromebooks offer the same options >> like can they play geogaster on their phone Chromebook? I had a son who went to this school and that was his study hall activity. >> For instance, do do we allow them to stream Spotify or things like that? >> Not not Spotify. I mean, you know, we would have to look and see what is accessible, you know, that is not blocked or or and to see >> you might want to work with the librarian or something because I think that

106may be an area where there really will be a loss for the kids who who are using study hall and things like that as a as a a downtime >> and are looking for whether it's um audio books or >> that's actually kind of part of what Cavlock was designed for too was to give kids an opportunity to Like some kids use it to study, some kids use it for extra help, some kids have to use it for extra help. We tried to do some enrichment with Cavlock, but also part of it is just a time where kids can sort of decompress. And no, you don't want them scrolling through Instagram, but there are some tools on a device that can make that a little bit more of a entertaining, less boring. >> I I

107think >> we can't pretend that they're all going to be like if we can fill the void that would help >> because of that. That was most common theme that that I heard of of when the kids thought it would be horrible to not have it is it in study hall. >> My question is a little bit more specific to the I mean I'm not sure whether or not we should have the these in policy because I feel like this is a little bit of a pilot that we're going through. I mean I know you've piloted it for two years but I don't love to put stuff in policy that we'd have to change in a month. Yeah. >> I don't really love having it in policy. However, >> I think I'd like to keep

108it in for one more >> goound so that people in the public can see it if if we're going to advertise that we're having a policy conversation and we can then talk about removing it next time around if we decide to do that. >> And are are we still on the right side of being compliant with the RSA if we're moving that into a procedural document? And I think I think from a maintenance perspective it makes a lot of sense >> to not have it >> because policies need to be like the the direction we're going and then the detail is in in the procedures. >> I just want to make sure I don't I'm not sure if it's necessary to double check with council that we can do that. >> I will double check

109but we are we are we are able to do that but I will double check >> the sample without doing the concept. I would like to for the first year of implementation keep it in. >> I would like to keep it in primarily well for two reasons. One is to ensure that we as a board are aware of what is being required and secondly I think the buck sort of stops here. >> Yeah. >> And in policy where we we have an obligation to be accountable for what we're asking for. >> Yeah. And I think that's great. We would just have to make sure that we make a a real specific calendar note to revisit this policy in Sep in like June June or July. >> My other thing is I wanted to ask the

110principles. So I think and I'm going to confess that we talked about this in policy as well. So, one of the problems is like when you say first offense, second offense, third offense. Like, okay, so a kid pulls out their phone in English class, period one, and then a kid pulls out their phone in math class, period 2, and then a kid pulls out their phone in science class in period 3. Like, >> so that they've technically hit three offenses, but they would probably only be known as one offense, right? Because the teach at the moment, they'd only be known as one. So, we're going to start a um an internal tracking form at the high school for um behaviors across the building for staff to fill out. Admin gets up uh notification when it

111gets filled out for various levels of minor stuff to major stuff that we can use to help us with our reporting at the end of the year. Um, but it's one of those things that in the moment, yes, it's that singleton, but by the end of the day, we'll look and like, wow, Susie's first offense was really her seventh offense, and that's a different conversation we need to have with with her and her parents. >> Yeah. >> So, these these things will be documented though, right? So, >> that was going to be my question. How does it get documented? who's in control of the document that knows what whether they had five times when one day. >> Now, you know, I want to give teachers a lot of discretion with this because again, they're the

112ones on the ground doing this, right? If a teacher doesn't mark down every time they ask Susie or Billy to put their phone away because it's the first time they saw it, >> I'm okay with that. >> It's their classroom type situation. If it's a constant thing and they're not reporting it, then all of a sudden the parent gets an email, she's had her phone out 30 times and there's no documentation, that's a conversation we need to have with the teacher because they're not following the proper process so that we can hold the kid accountable, have the proper conversations and address it that way. So, >> so you're not you're not viewing it as an absolute that >> I don't think they need to document it absolutely. If Susie pulls her phone out, yes, that's

113your first offense. Please put your phone away. If they don't type it up right away and send the report, I'm okay with that. Um, it's that followup that that's really important. Uh I'm not following either it's a either it's an offense and it gets >> it's an offense and it's being addressed >> and but but if it's an offense how can it not be documented and be >> I think because it's really hard as a teacher to if you've now t told 10 kids to put their phones away and you're trying to teach at the end of that period this is just practical theoretically you should be able to go in and be like Johnny Jimmy but you might not remember every single kid. And so I think what Jacob was trying to say is

114like I want my teachers to know that like we're not going to come running into them and say, you know, did you mark down every single kid? But yes, ideally the message from the board should be yes, if you if you if you see it, you should mark it down because it's in policy and it's like if it's going to >> Well, again, I think that's the >> that's the decision the board gets to make about whether that aspect is in the policy or not because >> um >> that's what concerns me about having it in the policy because I do know like >> I only did this for a few years, but it's hard at the end of a period like you're not going to spend like you're teaching a class and you're trying

115to get through the material and you're trying to work through all the different personalities in a room and Susie takes her phone out and Johnny takes his phone out and Amy takes her phone out and you're saying, "Johnny, Susie, Amy, put your phone away. Put your phone away. Put your phone away." Which is what I brought up earlier in this conversation. The onus of this law and all of this has been put on teachers to say, "Okay, and now at the end of period one, as you want to go to the bathroom, you've got four minutes. You've got to go to the bathroom. You got to get back into your room. You got to get ready for the next class and you got to remember who did I talk to about their phone. And so

116>> then we have to develop a tool for them to do it easily and quickly because if you if you leave it the way you've just described it, >> it's tricky. >> It's not just tricky. You're going to have unequal enforcement from class to class. >> And that's that was my concern, too. the the the do the the the the documentation process needs to be lightweight and effective. So it's not like >> should be an app on their phone. >> I don't have time to >> Oh my god. >> Well, >> so I mean and again this is this is a discussion. This is the piece that we're going to have some input from teachers as well, you know, to talk about what that is. I mean I you know >> I hate to bring

117up pen pen and paper and I'm not saying to do this. I'm just going to give you an example of what you're saying. Um Tom is that you want a tool like like a teacher every day has a list of their roster printed out and you put a tally every time a kid takes their phone out and then they're able to then report that to the principal or or scan this to the principal or whatever that is. >> What I'm saying is it's not it can't be pen and paper. It needs to be something electronic so that they press the button once and they're done. >> Right. But in but in the moment if a teacher is standing up and teaching and engaging they can't then say Amy put aside your phone and then go

118to their computer and tap it. It would be a lot easier for me to put a tally and then at the end of my period put it into put it into the >> I disagree and I think I think everyone's got to pay the price for the interruption. And if it means that for the first week or month of school that teaching is inefficient because the teacher has to constantly be recording that people are doing this. That's an appropriate price to pay to stop it because it's like when when you're at a when you're at a at a at a performance and the idiot in front of you has their phone there and they're texting and it's destroying you. You are so happy when someone on stage stops the performance and says, "Put your damn

119phone away because you're wrecking it for everybody else." >> I I feel very strongly about this that yes, it's inconvenient. Yes, it's disruptive and maybe I'm out of line with the rest of you. No, it's >> But I would rather pay the penalty for it being disruptive and call attention to it than let it drag on and fester and be different from class. It's kind of like the coach that if one of the team members don't do something right, the whole team does 10 push-ups, right? >> So, I think that's the message from us is what you're hearing, right, Jacob? So, and Patrick, like that's the that's No, I >> agree. >> I don't disagree. I I'm trying I I understand where you're coming from and in theory I do agree with you and I

120do I don't want to see inconsistent enforcement. I just wanted I just have like empathy for the staff members and how they're they have to manage it and I would love to see a tool that's light and easy whatever but I think that's where the staff and the administration has to come together and have conversations which I think is what you guys are planning on doing about how they're going to do this how it's physically going to work and how and I think sometimes the staff is going to come up with the best solution like they're the ones who are going to know and I will tell you there are teachers in our buildings who already have this rule in place and have been working probably for you know years on how do I manage

121cell phones in my classroom and this is what I do and if there can be an opportunity for them to sit down and talk together about what will work for them and how to get that the the big gap is like how are we going to get that information to the office so that we can follow through on first offense second offense repeated offenses >> and that's why I'm saying number one make it an online tool so that when it gets recorded, it gets recorded in a centralized database that all the teachers >> have so that that student, you know, when when something think of the bing second offense, third offense because if as soon as it's second offense, that phone's supposed to be taken away. That's number one. Number two is in in respect

122of what you're saying, Holly, I do think it's disruptive and potentially inconvenient, but on the long run, I think it will be make the staff's life easier because I think it will I would hope it would curtail it sooner and not make them >> a bad person for doing it. >> I agree with that. And I just don't know if we want this in policy so specific. That's my, you know, but but I think we need to hear back from staff. We need to hear back from parents. We need to hear and see. And this is still up in the air as to what we actually have in policy because in my brain, if it's in policy, >> we have to do it. And if we're gonna if there's any flexibility in this, it can't

123be written in policy like this. That's that's all I >> This policy doesn't really go to Patrick's because Patrick's aren't in their pockets walking around with it all day and being allowed to use it in the study hall either, right? They're supposed to be in their backpacks. >> No, but they can't use it in their study hall in the high school anymore either. >> No, I know. But I'm just saying >> he doesn't have his teachers don't have to document and we haven't had this we haven't been faced with this situation because his kids don't have their phones out at all. Now you're saying that these kids can use their phones. No, we're not. No, we're not. No, they can't. >> We cannot have them on. I'm saying can what can we give them to

124do during >> but that would not be a they wouldn't be able to use a phone. They might be able to access something. >> Yeah. But right I mean we don't have any situation that we've already had to deal with the same thing that Jake's going to have to deal with in his because Patrick's are >> not even visible. >> But that's exactly what's going on at the high school. It's bell to bell cannot be out. can't be out during the day >> to be in their in their backpack or in their locker or not even brought in. That's that's the expectation suggesting can we add something to the Chromebook? Could we add an access to a to a to an to a website that we've that we've um >> that we've done our process

125with that allows them to like plug in and listen to some music or watch something or play some sort of approved game. Like is that that's what he was saying. These kids like their phones according to law cannot be out >> or their smartwatches or the earbuds that you can. So when we did it as an it was an optional thing at the middle school now it's law. So I agree Tom like about the compliance and the inconvenience. I was just trying to present that >> how I want us as board members to recognize how challenging this can be for our staff members and our administration because Jake's going to walk down the hallway and he sees a kid with her phone and like he's got to track it too and you have to remember

126that you saw three kids with her phone, right? >> I'll just take my phone out and take a picture. >> Take a picture of them. >> It only applies to kids. Well, also I think if we can get student buy in to some extent this could be helpful with I think one of you were mentioning it communicating to the students like there are in general a lot of benefits um to this to not having cell phone and so you know we don't want it to be a punishment but we really want to reap those benefits and so if we can get students on board I we have a great student body and this will most likely be the exception after the first few weeks when people kind of get into the >> into the the

127wave of I think we're going to learn a lot in the first three to four months of school. >> And we may hear back from staff like can the board just buy those those those pouches like we're just done. This is too much work, too much of a pain. We're not getting through what we want to do. Can the board, you know, can we budget for pouches >> and maybe that'll be a conversation we have to have. I I think the other point that I want to spend a little time tonight talking about and we kind of jokingly said, "Hey, we didn't have them when we were kids, but we survived." But I'm thinking about parents who may be de developing anxiety. Like I'm used to get contacting my kid when right when I want

128to and now it's not necessarily going to be that way. So now there's a process to call the the front, you know, the office and then tracking down the student and then getting the message and whatever happens after that. I'm thinking about ways, creative ways that we can possibly shorten that latency to remove some of those concerns that maybe a parent has and they don't know how this is going to work. And I one of the things when you were talking about the past years in compliance that you've been working with, one of my follow-ups was have you had difficulty tracking down a student under those situations when a parent's calling the front office and say, "I got to get to Jimmy um because something's going on, >> my dog." And >> no >> are

129do we feel satisfied that we can get that message in a >> timing >> sufficient way? >> Yes. Yes. >> Absolutely. >> And that that kind of extends to the high school because now it's a big bigger school, more students, more I'm thinking about that latency to get that message to the that individual may get longer than maybe middle school. So, um I it's more of a comment than I'm not >> suggesting I have a solution, >> but are there are there ways are there creative ways that we can think about to if we find ourselves >> not getting that message to in in in a in a timely fashion or sufficient for maybe parents to feel comfortable with that? are there maybe some creative ways that we can you know um shorten the time

130or something. So that's just something that back of my mind and >> devil's advocate. What would what would >> concern me, you know? So >> does our phone menu have um an option that is all always goes to a live person >> for the the main office? Yes. >> Okay. during the school day, during the working hours. >> Yes. >> So, I I think if it doesn't already say it, if it can say if you need to speak with someone immediately, press, you know. >> Yeah. I I really would love to have some feedback as as people who are elected to do this position. It would be really helpful for us to get feedback from the staff, the the front office staff, all of that as to how this law that was put forth with

131without the time I'm just going to criticize it. It's without the time to really process and come up with plans for how to actually implement this. I mean, I think this passed in June, is that right? Like a really short end of July, end of June. So, a really short time frame for people in public education, many of whom would like to see this happen. Like, this isn't something that most educators want the cell phones gone. That's not the problem. But I want to hear back I want to hear back from, you know, I mean, we have we've staffed our buildings the way we've staffed our buildings in terms of our front offices. And like if there's 30 calls in a week because parents are trying to track down kids to say you got to

132come home today to take care of Johnny and you've got to like your dog is sick or whatever. Um I want to know I want to hear back because that's an impact and you know >> well the good news is the policy does not dictate or restrict >> those levels of implementation. you know that that can be an ongoing >> but I want to know I want to know the teachers to come and say like you know I want to hear from teachers who say like listen you know we've been doing this this is how I have to do this this is how it's impacted my day and also I'd love to hear the positives because I know people who's like live in different states who've already gone through this and the positives on the

133kids I I'm so for this so for it but I think we needed to breathe through it and I don't like our staff is so smart and so capable and if we were we had presented this as a as a challenge to them they would have come up with it and now it's feeling like it's being forced down their >> it's like anything else you can have the best idea and implement it poorly and then the idea doesn't look so great anymore right but if >> it's a great move it's a great move and I'm I'm actually happy the state did it I just wish they'd give us a little more time right let's just you know >> I have two questions about the actual language of what's in Um section E review. Um do

134you view this as an ongoing need for a formal review of this policy or is this just a first a first year one? >> I think that has yet to be determined. I think that you know as things evolve and change I mean that could be decided. I think it definitely needs to be reviewed after a year, possibly sooner depending on the feedback we get and different things that we get. Um, I think that that's up to the discretion of the board. >> The only reason I'm asking is I'm I'm most policies >> don't have that kind of a requirement >> and I'm don't believe that that's in the RSA. >> I'm I'm hopeful I'm double check. My point is I'm hopeful that 18 months from now we'll have a policy we really like. But

135I could also see it changing multiple times in the first first two school years. >> So >> I think that's why this review is here. But we want to find out if it's part of the RSA. But what I could envision is us wanting to have this review happen sooner. I'm concerned if it's in here, we will default to it rather than viewing it as something we need to revisit sooner. I mean, I'm almost thinking we should put it on our agenda already for six months from now. Um, if you're going to have a an element in there for review, >> I think it would be good to to frame who participates in the review. So, talking that the superintendent, you know, parents and or staff can bring a request for review to the super.

136>> We'll look at that. We'll look at that. I know. I know. I would be I would be interested in hearing just a highle summary of how this is going. I don't need to have a spreadsheet of how many violations or anything like that. Uh I just want to know is h how is this how are we doing rolling this out? How effective are we? Um or you know are is our staff handling it well? And and if it's not going well, I think we need to hear about how it's going. But the idea of the review um >> to me this section >> would be better served to be equivalent to things like we have about um review of of materials like library materials have a thing that describes a a methodology for requesting

137a review as opposed to dictating >> okay >> a timeline for um we'll take that under it says that there's a there's just a note that April 1st is a s suggested date to allow the board time to revise the policy and to have changes included in the handbook for the upcoming year. It doesn't have a mandate that it has to be reviewed annually, but that if it was >> that they recommend April 1. >> And then the other question I have is is a little bit more general. Both the middle school and high school sections talk about um the the last step Uh first of all on the on the high school to have an A without a B on section four you usually if you don't have a if you don't have two

138you don't divide it. >> Okay. But there seems to be a lot of some ambiguity and a different level of response as the final the final element. And I don't know what the ultimate uh ultimate action can be. I mean is this is this a um suspendable event? Is it I don't know. detentions in their schools. >> Yeah, but um I mean repeated misuse may result in student be required to check in their device daily. >> Um that to me is is uh not a particularly good outcome because if you've got a student who's repeatedly doing this, you don't know what phone they how many phones they've got they've got. I mean >> Well, that's that's a that's right. Thanks. >> So, so my point is that that I think we need to think about

139what is >> the ultimate for ongoing repeated offenses. >> But I believe this is currently in the handbook as is, right? This language. Yes. Um but I do also want to remind everyone that this the handbook is not a static document. So we can update it over the course of the year and send out a note that says there have been updates. And I think the way um like we've done that before we when we've had to we've had to make changes in the handbook because laws haven't been passed and we've had to change them in the middle of the year. So um >> but I think we as a board need to agree on what is the most severe outcome that can result from repeated use >> but and I also think we have

140to recognize that we might have a difference in what's the most severe for a high school student versus a middle school student. So >> yeah. Oh I agree. Yeah. The most severe for the middle school is they have to go to the high school. >> So, um, so at this point with this reading, we're going to keep the, uh, consequences to violations in the document. Um, that's the advice that we're giving giving the policy committee. You've given us some things to chew on in policy. It will come back a little different. It might not be exactly different as you want, but it'll be changed. Um, so I just need um I think we put the Did we put a motion? We did a separate motion. >> Did we put the motion on the table? Did

141we do it already? Okay. So I need a motion to accept the first reading of policy J I CJ unauthorized communications as presented. >> So moved. >> Moved by Rob. >> Second by Cindy. Are there any other comments? Are we good? Okay. So all those in favor? 5. And I'm going to ask again that some sort of communication go out to um the co-opwide families that mostly families that um that that we'll be discussing this again at the meeting. I'm also going to say and I'm sure you're aware Patrick and Jacob that um you're not going to get through open houses without lots of questions on this. So that frequently asked question document if it could be prepared because there's no way it's just going to be the topic at open house. >> Oh yeah.

142>> Might there be anyone who would be appropriate an appropriate person to put something together for the hospital news. >> Um >> because I think this is a topic >> I think Juliana I'm sure somebody at Hosburg News would I wonder. >> No I mean to put to to give them >> a I'll call it a press release on this. Yeah, I mean >> that that would do a couple of things. One, it would say the new law law was passed, >> right? >> Schools are required to do this. Here's what's happening in SAU41. >> So that news is through the Rotary and our former board member is a member of the Rotary. So I'll check in with her and let her know that we have this conversation and she'll probably reach out to Rotary

143and the she knows the Rotary members who run the Hollis Brookline News. the the I'm more asking who would create the press release, >> the the PR that whatever it is that goes because >> they don't usually Julian doesn't usually write it. >> She does. She writes a lot of it. >> In the past, I've always had to she's always asked me to give her something and >> I think she writes >> if we have the if we have a frequently asked questions, we could just have attach that document to the whatever article small article >> or she can reach out to the for press for comment, you know. So, yeah, we'll work through that. >> Gina, I think met with her on Friday, so they may have already discussed this. >> You good? Did

144you have somebody else? >> No. Okay, great. All right. Thank you very much. That was a very hearty debate discussion. >> We have a nonpublic. Yes, we do have a non public. >> Did we call the vote? >> Oh, did we call the vote? Did we vote? We did. >> Yeah. Yeah, we did. So, we're bleeding into one. >> Sorry. >> Um I believe that we're being watched from Arizona and yes, that that was discussed. So, >> I do. >> Um okay. So, I do need to go in. We do have a quick non-public. So, I'm going to need a motion um by I need a motion that the board by roll call go into non-public session pursuant to RSA 91- colon 3 part A, the dismissal pro promotion um actually C to discuss a

145matter which if discussed in public would by likely affect adversely the reputation of a person other than a member of the body or agency. So move >> moved by Raw. >> Second by Cindy. This is a roll call vote. I'm going to start with you Tom. I >> Amy I Cindy I >> Holly I >> Rob >> Rabbi So we're going to go into nonpublic at um >> 7:52 and for the viewing public we will come out of non-public and automatically adjourn so um we will not be coming back to this room um and that means that we are off um