001All right. So, I was going to ask, you know, we've talked about this actually quite a bit over the last, you know, several years. Um, you know, how if if as a House resident, you can sign up to get minutes from the select board or from the budget committee or from the recreation committee, whatever, like sent right to your inbox. Can we just do an automatic blast? Square link. Here's the agenda. Here's a link to the agenda for our meeting coming up on Wednesday. >> We can we also have >> these are the minutes. Boom. >> We also have the ability, which we um our plan was to put in place this school year because we had too many uh software implementations last year to have folks sign up through Diligent if they want um
002to know anytime anything's been updated, whether that's like the minutes posting or the agenda's posted forever whatever committees they want. Let's they really want Hollis policy and Hollis board they can sign up for that but or maybe they want only board meetings from Hollis and co-op you know they can choose what they want and then they'll be notified when there >> this fall >> great I don't know doable because of some of our you know um some of the limitations of being a board but I can understand that it would be a lot to ask someone to read all of the notes of our meeting. You know, >> I was thinking the same >> and I don't know if we are able to provide a summary or I think my thought is we're not able
003to do that because then it's sort of one person >> is here and they can decide what they want and that way it is unbiased. >> I mean it could end up being like I mean I think about like with the select I get The week before I get this is the agenda. >> Yeah. >> And the week after I get the minutes. And so I know from the week before when I looked at the agenda whether or not I'm interested in the minutes, you know, >> and I think they I we can't expect people to read them if they're interested. You know, you skim them. I I skim the select board minutes. I skim the budget committee. >> Skimming again. >> I'm just skimming. But you know what? I'm doing it. >> But I
004do I like that just It's a parent square push if that's something that's at all possible because parent square post can be like here's where you can find our uh meeting minutes here were the topics that were discussed and they'll know whether they need to click into it or not versus making them click in to be like you know >> um I mean honestly true everybody has something that's most >> yeah I mean if we're just doing the and maybe that's the same thing as the agenda to say like this is the topics that we're discussed you know what I mean that's probably a little different. But >> I do like your uh feel like I'm lost. >> It really is. >> I do like your comment though, which is the like and I am
005aware that we have legal components where we have to be cautious about official versus unofficial components. >> Yeah, we looked into this a lot for co-op. >> Yeah. But like getting that, you know, you get the blurb in the newsletter like so talking about HS like you can get a blur from the principal. Here's a paragraph of what's going on at the school, right? It's sort of the like yes, if once a month it's the from the board, hey, enrollment committee, we're seeing the numbers uh above what was projected and that's it. Like it's a statement. It's, you know, and we can link to the for the official thing go to the meeting that it's here, right? Like that way you can have the top level because that's what everybody's really looking at, right? They
006don't want necessarily the nitty-gritty unless they decide to drill in. They're looking for what are we talking about? What are the hot topics that are of a concern to the board or a parent or a citizen? Right. >> Right. Um I think it's interesting that we're having this conversation for FY27, right? This what we're setting goals for, but these are things that are are applicable to now. Um, so it's just a matter of getting some information about what some of the things we're allowed to do. >> Um, >> I think the diligent updates, signups are going to be incredibly helpful, people that are interested. >> Um, but I do think that there are enough I mean, especially new members to our community that don't know diligent. They don't know to dig in and go find
007things. And if we're like, you can sign up for diligent updates, they'll be like, what is that? My kid has 17 things I have to do. I don't know what this one is. So, I think that at least even a parent square once a quarter >> thing or if we want to do it >> monthly something that we can enact >> right now. I think parent square once a month. I think parent square here's the agenda for the meeting next week. Here's the here are the notes from last week. >> Yeah. >> If that's the bare minimum that we can do, that's still I think meaningful. >> And I don't know if you speak more about what the co-op when the co-op was looking into this what they learned they could do or not do.
008>> Yeah. So what we actually I mean there was discussion of could our students be present and sort of take notes so that that could be maybe an article in their newspaper that the Capron which is online and um and it was um deemed that that's a slippery slope. Um, we wanted to figure out ways that um, an article could be put in the Rotary News Online. Same slippery slope. >> Um, and >> the reporter from the Rotary, >> correct? >> That would >> that they wanted to come every week or every month, excuse me, that that could become more of a regular article. But if it was just every once in a while, then why one month and not another month? So, you know, the the legal was really of the opinion that you
009have agendas posted, all the content and all the minutes. Um, I'm just trying to look to see what is it what does it look like? I mean, I read the minutes because they come to my inbox, but what does it look like? Um, can I click on an agenda item and get to the minutes? That would be Yeah, that would make it easier. you know, if we if we push out an agenda after the fact and the minutes loaded, >> I think that would be pretty cool. Um, >> yeah, >> I mean, that's the agenda has things that kick you down to where >> I think probably parents and it just being like here are the topics discussed, here's the agenda or here are the minutes is going to probably be the way to do
010this and that might even be something that could come from the SA office anybody else with that kind of stuff but just keep >> right instead of instead of it going through other people to be submitted to parents I don't know if it makes sense to have it right post it that that can be one to talk about. But I like that I think it's >> there's a lot to digest, especially when you're new to the community and where to find information and how to get involved and how to have your your voice heard. >> Yeah. >> And and to be honest, some of this is coming from the I get asked at the bus stop a lot like, "Hey, how did the meeting go? What happened?" And >> even when I refer them over
011to the I know what they're looking for, right? They're looking for the here are the high level bullets of what we kind of chatted about and you know like you should go look at this or you know whatever and I feel like those conversations likely if I was in multiple bus stops would happen on a regular basis and be people want to know but going and finding it keeping up to date is hard especially as parents. >> So I think the diligent signups are going to be key to promote parents where we Yep. >> Instead of just being like message from the school board, bam, here's what they talked about. >> Is it I guess as a follow up to that part, is it within our reason because I don't know what um parent square
012has available, but like after six months of it or whatever to do a poll to see if anyone found it of interest like because that that's always the hard part, right? You're going to try something and the feedback part is the hard part. So, I don't know if that We can push out a poll, >> but we can push out a poll, but I think you also can just look at the metrics of who clicked on stuff, right? You guys, >> we can see how many people appreciate the post. >> Um, >> I wasn't sure they had those metrics. >> I appreciate, but I don't look into it certainly. >> Sure. >> But yes, I I wouldn't mind a gauge of some kind after a trial period to figure out like, hey, is this working?
013Is it not working? Do we need to come back and talk about something else? Like, >> sounds good. Carol, would you like to I was about to, but I wanted to make sure we were done here. So, closing public input at 7 p.m. would have been sooner, but we lost. Um, these are great. Um, I think we'll add this to the final kind of formalize it next month. >> Um, and if there are any others we want to discuss and add, we can do so then. But I think this is These are they're not lofty, but they are things that we really want to make happen and we want to make them happen sooner than at the start of FY27. So, I'm I'm happy you guys are feeling enthusiastic about >> um one other comment
014or request for Gina to some extent is I would like to hear to some extent from the two principles what they might need to help me figure out what short side, what we might look at as a goal. >> So, in our September meeting, they're going to present their goals for the year, and their goals will be strategically linked to things that they're going to need. >> Um, >> right. And this will be for fiscal 27. >> So, it's a little bit about what they're doing this year and then where they want to go. Okay. >> So, you'll see that in the next month. And you saw their report out the end of the year. Yes. Only, but that started with a with a presentation at the start. Good. >> So, Chuck, I got you.
015We're good. >> Oh, shut up, Carol. You got >> fine. You're fine. This is all new to you. We've already done this. >> It's all new. I'm still like [Music] >> I'm kidding. >> I don't know what's going on. >> All right. So, now we're going to move into our deliberation portion of the program. And this is where we get into policies. So, our deliberation talks about um our agenda mentions uh to see what action board take regarding the proposed policy memo which of course has all of them listed but as is usually the case we take them individually so we will be doing that with our individual um policies so I'll be taking um motions for those so our first one is to see what action the board will take regarding the proposed policy
016memo policy JJ unauthorized communication devices which is new to the district given its first reading I'll accept a motion to accept the first reading of policy JCJ unauuthorized communication devices. So moved a second >> discussion. Okay. So um as part of recently passed legislation, we now have a bell to bell ban on cell phones and smart watches and and all that kind of good stuff. Part of the um part of the law requires that the board adopt a policy and that we adopt procedures. So, um, we worked as an administrative team to develop a start to some school-based procedures. We worked with, um, legal counsel on what that looks like for any possible exceptions to those um, rules and um, and we put that out in our student handbook. Both um, this is where we
017plan to go and also um, the policy is in progress. So, anybody who has registered their students already through Powers School, one of the things you signed off on is that you've read the handbook. Um, that handbook has um language that's brand new related to this. Now, because it's in the mix of a very long document, we all of our principles in all six of our buildings are sending it out this Friday as a separate standalone communication about our updated cell phone um policies as they are currently being proposed. But throughout this three reading process of this policy, the expectation is that we get parent feedback whether to the policy committee or in public input um so that we can finalize what it's going to look like um in Hall school district. So this is
018bell to bell. There should be um no use no viewing of any kind of cell phone or personal communication device. um you know we've we've always had our district own um Chromebooks that students are um onetoone um assigned that will be the same. So, we've also really only had no cell phones in our schools, but sometimes there have been some small exceptions for very specific reasons, you know, to assist with with learning in various ways. But Lauren worked uh pretty hard with directors across the state to figure out um alternate ways to meet educational needs and goals for students without the use of a cell phone. So, overall, I think this is really good move forward. Although It's a pretty heavy lift and um you know will require a lot of back and forth communication
019um with families and input from the community. >> So just to clarify for people this like smartones or excuse me smart watches. >> Smartatches. Yeah. So that's usually what you're going to see the most in our elementarymentaries. >> So they just can't wear them. They have put them somewhere. I know a lot of people when the start coming out they were asking so are there going to be like pouches the kids put their thing in in the in the classroom or anything like that. So I just want to clear that up that's not in the backpack put away not in use. >> Um so just this was what I saw but I wanted to double check it because I was originally curious because I heard Massachusetts was implementing something similar and got confused as whe
020this is federal or not. This is New Hampshire statute now and it was attached to the If I recall, that was how it was passed and people are looking for it. Okay. >> Yeah. And um RSA 189. Oh, that's the personal communication device. Um Lauren, which is the it's in the communication that we push that we will be pushing out as a separate communication on Friday how it came to be. >> Okay. >> Um >> I just for anyone who doesn't have a kid and is watching the like this came in from the New State and attached to that. That's looking up. >> Um, and so the language, usually we get example policy language from New Hampshire School Board Association. Is that where this language? >> That's where we started and then we made some
021edits based on Yeah. what we felt worked for our district and what we, you know, because it's it's a sample policy that's K to 12, >> right? >> So, not a lot of times we have to make some adjustments to their suggested language. Um, I think the only thing I I noticed is where it says first reading, there's an extra one. >> Yes. No, we we're not doing this until 12,25. >> Yeah. Sorry, I I did notice that today, but it was already in the packet. Yeah. >> No, you're totally fine. >> Um, I think this is well written. Thank you for doing it. Um, I think that, you know, first of all, it's I think people need to understand this is whether we support it or not, this wasn't our choice. This has come
022from the state. Um, personally, I think it's a great move. Um, but I just wanted to bring up a couple things. I had a a parent contact me who wasn't able to come tonight who saw the agenda. You're crazy. Um, uh, so I want to bring up her note and then I went to the Holl student handbook to look through it for something else we're discussing tonight. And then I just have a note just to bring up. So, um, the note from the handbook is on page 40. So, I saw that you put this this this new policy in the handbook. Nice. And thank you for putting that in red. All the changes in red. They made it so much easier. Um, but on page 40, I thought it might be confusing to a family
023who wanted to be confused. Um, that where it says under policy JCL, school district internet access for students. And there's where it says personallyowned internet devices in school. And I I don't know, I'm just saying I don't know if that needs to be revisited in light of this new policy. Okay. >> Um so I just wanted to bring that up. And then um the the parent brought up that Stanford University has this system called TAPS. Um stands for Sorry, hold on. Should have had that ready. >> Yeah, thank you. Because I sent that to for assessing phones in schools. >> And so they've created um surveys for administrators, teachers, parents, and students um that could be used. There's also a user guide available. And the surveys they've created can be, you know, made copies of
024in Google's forms and be completely edited. And I just wanted to bring it up just as something to think about because I have a feeling there's going to be a huge range of reactions to this polic and it might be good data either for talking points or even for our own reflection um etc to see how attitudes of various stakeholders change over time >> towards this. So, I just wanted to put that suggestion out there. And I also want to put out there from having worked in some schools that had policies like this that were not in from that did not come down from the state. There were just school policies. I find the biggest challenge isn't the students. It's getting all the adults on board. And I don't just say teachers, I mean all
025the adults, like any adult in the building who sees something and turning a blind eye. And I just hope that um everybody everybody gets on board because consistency messaging from grown-ups is really important, especially the age group in our district. Um, and thanks for for for the work you did on this. I think you wrote a very clear policy that is not difficult to read. Um, don't see I had no edits for it at all. Um, and thank you for sending the taps. I did see it this afternoon, but didn't have time to time to click and look through it, but I'll definitely >> And thank you for the parent who shared it. >> Yes. So, while this might be common sense with policies, I get a little nervous about it. Nowhere in here, uh,
026especially with the restrictions stipulated in no event and with the exceptions not outlining it does it say that a student could use their device in the case of an emergency. It's common sense that they should if they feel unsafe and need to contact someone, I'd assume be able to use it. And I'm thinking about a lockdown situation or something where they're stuck somewhere. >> So in a lockdown, we actually don't want students to use their cell phone. >> And that's good to know, but like that was what I was thinking of as the okay, so I'm in trouble. There's no adult around, I have a device with me. Do I call an emergency number or if I'm with someone and they're having a medical event, do I call an emergency number or do I leave
027them and go try and find somebody? and the policy really doesn't allow for the latter option. Um, and having had some minimal first aid training, it's like you don't want to just leave a person who's having an issue or whatever. So, that was the only concern I had with it. I understand that wasn't the intent. And again, common sense dictates, okay, what happens? But since it's a no event specifically bolded, I'm just curious where that left us. >> Um, well, they shouldn't have their phone on them, right? So they shouldn't have it well and students shouldn't be left unattended. >> So there are a lot of things that would have to put be put into play that should never have gotten to that point anyway. >> Um >> and developmentally the age group we're looking
028at too developmentally like for them to make those decisions in those emergency situations they would likely go get an adult versus calling and deciding who to call in an emergency. Do you know do you know what I mean? I mean just you know look at the >> I do know what you mean. I am in this particular case probably leaning towards Hughes and not HPS obviously >> and I'm aware of some parents even on my street where the number in the phone is to the parent and so they've been told hit send twice it will call me >> right and I'm actually more concerned to some extent outside of the facility on a field trip where they get separated or something and they're nervous about what to do and I'm not trying to be overly
029honest I'm I can imagine instances in this particular age of communication where it could come up and based on the policy the answer is no don't do that and if that's the intent that's okay but that's what I wanted to bring up as a concern >> I think that is the intent is that it's no event and yeah I think that is the idea is that you know an adult should be And they wouldn't and and it does pertain the law does pertain to field trips also like Yeah. So they so so they shouldn't have their device on them >> but it's stored in their backpack >> but even but they don't even always have their backpack on field trips depending on the it might be left on the bus or it might be they
030might not even so really it's meant to not be on their person. So in light of that, the language about the field trip says students participating in field trips or other activities outside of the school day shall abide by the rules and consequences established for personal com devices set by the designated supervisor for the activity. It doesn't say no. That leaves the door open to it could be a different rule on a particular field trip based on that. So I don't know if that if the Indo event needs to extend to that then I think we may want to work differently. We definitely have to look into that. Huge consideration not in this district is the DC trip. >> Yes. >> Um but uh but really there's only one trip field trip that extends beyond
031the school day. >> Um so once again it doesn't really apply to 99%. So it's absolutely this is a first read and there's a there we have already asked ourselves all these questions and tried to get those answers. What's the intent? What does the law say? Let's go back to the language back and forth. Um, and you know, keep the the comments, the questions, the whatifs coming. And then, you know, that's how we have to clean these this language up. >> Okay. >> So, um, another note uh, I guess maybe to consider is whether or not being on the bus is considered part of the school day. And I think of that mostly in the sense that if a fifth or sixth grader something like that is looking at something on the internet that might
032be approp inappropriate. And I know we try and separate kids on the bus, but that all depends on what age groups are on that particular bus in that particular route. Um, I'm not saying you need to have an answer for this right now, but maybe we need to kind of think about also, I know there are procedures in the handbook for poor behavior on the bus, but do we need to think of something that's specific to inappropriate use of internet or on the bus before that happens and something a young child could be presented with something that a parent wouldn't want them to be. >> So this policy says it's so does not cover school. >> That's why I'm bringing >> but there are different bus policies could if we had an appetite to >>
033update them as such. I do think in some ways that's almost a spot where when you think about specifically your example Ann of a kid um showing another kid something inappropriate on the phone, right? Which like that feels like a real phone, >> right? Yeah. That that's the bus is almost the most risky place for that to happen. That was probably never very likely to happen in a classroom, but on the bus it does feel like that's the moment. So that's worth thinking about >> that would be covered under policies that would inappropriate material could be taking a picture of somebody that's coming under. >> So this basically ends up suggesting that the phone could be used on the bus with the understanding that it's being used within acceptable parameters defined by acceptable use policy,
034behavior on the bus, etc. >> Well, I know particular of a parent actually does have the kid have their phone on the bus because they track the phone to be at the bus stop. >> It's a tricky >> Yeah. And I think you know if you were in a city where um >> you took the bus to school took the bus city bus city bus to school. It's a little different. We have kids that walk a half mile a wooded area and you know so there are a lot pieces that um we know we need to consider but part of that is getting feedback from the community. >> Okay. So at this point the motion on the table is to accept the first reading of JICJ unauthorized communication devices. All in favor of accept first
035reading. >> Thank you. >> Our next policy is IHA programs for people with disabilities. I'll accept a motion to accept the first reading of polic IHBA as second. >> Second discussion. >> Lauren, do you want to take? >> Sure. Um, so this was just um an update due to um RSA. So we kind of, you know, struck out a lot of larger pieces of it to really focus on the recommendations from a sample that was provided to us as well. So it just has revamped it. separates out um IDA and section 504 a little bit more clean cleanly than the prior version, but this was taken from a sample that was given to us as well. >> Yeah, it definitely makes One question I had that kind of connects to >> the big book. >>
036You need a new label for it. That'll go on the side. >> I think on here I see for the minimum age I see like three years and I think I saw on there a lot but then there were certain times two and a half years. >> So if I'm if I think I know what you're referencing, two and a half years is uh references preschool and when we can begin to get referrals for preschool age as two and a half years old. Three years you hear three years for re-evaluation time timeline. I I'm not sure if I'm looking well three years old is when services become our responsibility >> as opposed to um like it becomes goes from like a family plan to an educational plan and that hits at three years but two
037and a half is when >> we get the referral >> we start finding out >> any other discussion on IHBA seeing none I'll take a vote all those in favor of accepting this first reading policies our next one is IHBA I'll accept a motion to accept the first reading of IHP district special education policy and procedural manual district. Um, so as Lauren already said, this is an optional policy, but it really just um solidifies that we're reviewing this annually and um that it confirms that you'll take a look at it and you know it's gone before the board to know that we've done our due diligence and made any updates per RSA changes or anything like that. >> Like I added three more pages. We can we can edit >> there are pieces that yeah
038we >> can edit instead of here and after the manual we can change it to here and after the big book >> the big book that would be so funny >> the next board would be like what >> so just for clarification so it's an optional policy but it still has the same effect as a mandatory policy because it's included >> if we adopt it then then yes it has the same But we are not there is no RSA that says the board will adopt a policy, you know, identifying the that we have special ed procedures manual, but we there is an RSA saying that we will have a procedures manual. So, we've always had that, but this just I think it um brings to light what we do do. It makes it gives a
039public audience because sometimes in prior years we've heard, oh, it's so overwhelming for parents. It's so complicated. We don't know where to go. And so I think this is a good opportunity to say that we're talking about it. It's here. Here you can find all of the relevant policies and here are the people that you would ask questions to. >> So I think my only comment on this particular one would be that um in section one you have it update the district manual manual. Section two about midway changes or additions to the manual. I would just make the wording consistent of the district manual. I know manual's capitalized so it implies it but it may just make it cleaner. >> We we also just have to adjust our numbering because we moved the criteria waiver
040to the end. So evaluator credentials just needs to start with number one and then >> so we're on >> Oh, I'm sorry. I'm on IHBA. >> Oh, sorry. Yes. >> Wait, let me pull that one out. >> I know. I was like, where's the skipped? >> Yeah. And then and then this this also just notes that, you know, when there's smaller changes that the superintendent um can approve some smaller changes without board approval as long as um she identifies in dates, you know. >> Actually, yeah, I sorry, just going back to the manual thing. I think the confusing part is so and I missed it. The front part says the procedures manual is here in the manual, but then it calls out the district manual. And I don't know what the difference between the district
041manual and the procedural manual is. >> Yeah, I think in number one >> they just dropped in the word district. >> All right. Any other discussion here? >> So at this time I will take a vote. All those in favor accepting the first reading of IHB. Our next policy is up for second reading. It's first reading took place in June on during our June 3rd meeting. This is policy JJ- JJ-R. So I'll accept a motion to amend the first paragraph by adding the word resident before home educated and in section C by deleting reference to JJIB and accept a second reading of JJ-R access to public school programs by non-public charter school and home education students as >> a second >> discussion. Um so we had addressed some concerns about section B1 by adding the
042word resident into it. Um we also um described clarification that we don't need JJ because that's a policy about supports which we don't have. And then just note that we're going to be resending IHGB and IHGR once. >> And why are they being again? Please remind me because this is replacing I know. I'm sorry. What were the other two addressing? Basic stuff. Yeah. And we're just rolling into a single policy now. >> And now this is a new district policy just as a reminder. So the added the word res like oh you know like this isn't supposed to be for somebody who lives in you know but just making sure that and I believe I g was for home educated students this one rolls in charter school students as well and so um the recommendation
043is to put under J and not I I'm not sure but links at the bottom policies like references >> I was curious about links to So they're in the sample policy and um because because those change I usually like to delete them and just identify the code of the policy so that way we don't have dead links. Um so we should get rid of those for for third read. Um this is sorry this is a small thing just brought the the title ends up being a little confusing because it looks like it's a non-public charter school >> as if the charter school is nonpublic but I think you actually based on needs yeah nona charter school and home educated >> um and I don't know I feel like we need a hyphen between home and
044educated >> that's it but sorry nitpicking just so reads cleaner but otherwise no issues Um, I had a clarification in section C actually because it as it states, you know, in writing by parent guardian to the building. I wasn't sure in this case which building in particular they were supposed to bring the writing to >> request by non-district. >> Yeah. >> To the building in which that they're requesting the participation. >> So go by principal. >> Okay. He's saying if somebody if a parent is reading this and they say I'm supposed to what building >> is it the SAU is it the school they're going to >> swear I wrote principal wait maybe I did not >> I think I think building the word principal I apologize the word principal should likely be after building
045I wonder if I pressed delete after I typed it. So the word principal should be there and then that would go by by grade level. student was in fourth grade. >> No, it really was just like generic building. >> I've read a few places where that happened to be like where >> I have a follow up on that as well. Number four where we say C4 the building principal by the coach parent guardian to shop an event. The same applies to parent guardians of enrolled students. Are we going to make them required to be SAU? >> Oh, 100%. >> Oh, yeah. Absolutely. >> So, I think we need to say like put an asterisk or something that says, you know, the rules apply that they have to be an SA41 approved volunteer. >> Sure. >>
046I believe somewhere too. Let me see. >> Um, that basically >> every everything that applies to an enrolled student applies to participating students. It's probably in the um cross reference documents. >> It might be in another >> because it's Yeah, >> might be in JJ. >> That was why I was thinking >> JJ. >> Oh, you're right. So JJ is the actual policy. This is more the procedures how to do it. >> But in JJ, I do believe we can check, but I do believe it says that basically the same rules and criteria apply for eligility. >> The The reason I think that maybe we want to call it out in number four is because it's called out in five and six. Participating non-district students are expected to abide by >> those other rules and
047other you know the same thing the board policies relative to athletic participation. >> Good feedback. >> Y any other on any other feedback on JJR? >> All right. Seeing none, uh, let's vote. All those in favor to amend to accept JJR as amended. Second reading a terribly worded. All right. Next up is a second reading of policy- which is new to the district. I'll take a motion to amend the title by correcting the spelling of school and in section two by deleting the word encourage and accept the second reading of EH-R public access to school district records procedures for public access to district records right to know requests as amended a second >> second discussion so changes we corrected the spelling of school we did it seems like there is legal ambiguity about if we
048have that maybe we need to be able to allow verbal requests. Um so we took the word out of the title of two. We talked about that last time. We added RSA reference. We made some minor grammatical changes. Um, we talked about um, Jonathan, you had brought up a concern around um, if someone is providing a USB to us in the packaging, they still could have um, tampered with the packaging and so do we want to require that they use our USBs? Um, it seems like we are not allowed to do that. Um and so that if people want to provide us their USB in its packaging that we have to allow that and we talked about other sort of um cyber security measures that we might use like doing this on a device that
049wasn't hard drive and transferring it to other creating data containers. So those were our discussions >> question number two >> I see you took it out of title but it's still in the text making request for strongly encouraged to submit the request because we sort of can't say that they have to give it to us in writing and so we kind of have to allow you know if they I mean pragmatically they generally always end up being in writing but we can't actually say you have to so we're trying to sort of encourage that people put it in writing by taking out the word encourage from the title but we sort of what what we do just so you know as procedure it wouldn't necessarily go in policy but anytime we get a request if
050it's verbal on the phone whatever um we we always follow up in an email to document what that message was how we heard it how we perceived it and then that person we we ask for confirmation from that person whether they do or don't varies, but um even if they don't, we have it in writing. We did try to cooperate with them in writing and that's our procedure. So for clarification on the device, I'm assuming it's because the device >> and that would be seen as blocking possibly from getting access from legal standpoint. >> I would assume that's the legal standpoint. >> My follows assuming we have a cyber policy of some kind of what devices are allowed to be plugged into our networks. Do we need to come up with a procedure when this
051is presented to us to avoid compromising networks or >> No, I think what what we said was we wouldn't insert the device into our network. So, we would gather the information in what in a way that we knew was safe >> and then transfer the information not utilizing our network. >> Okay. >> So, like to an external hard drive and then you plug in the other one. So if itffects the hard drive, it's not. It's a >> Yeah, >> not a problem. >> Um, good plan. >> I've had too many cyber trains like don't pick up the USB stick. >> Exactly. Don't car. So all this conversation, >> happy place, girl. Happy place. >> Um, any others? >> Yes. Section six. says 15, I'm assuming. Is that for page? >> Um, thank you for bringing
052that up because I didn't know if I wanted to throw that out today. Co-op. Yeah, just add it per page over there for copy fees and also down below in section um 8B. The district will charge 15 cents per individual electronic communication. So, it's per page of electronic communication. So, I'm not sure if you want to have policy committee discuss whether it's per page or per communication, but I think the intent is per page. >> And we did look up that RSA today and it is perity. All right. So, all those in favor of requesting the second reading request, excuse me. All those in favor of accepting the second reading of EHR as amended. That was a big discussion last time as well. All right. We have another one that is new to district. We
053had our first reading on June 3rd, 25. I'll accept a motion to amend policy HIV, special education evaluations in its entirety by replacing it with the copy provided with the agenda and accepting the second reading as amended. So second discussion, okay, so this is our second read. So we um some points changes that we made we changed B1 to be the last point instead of the first A we changed the first point when you look at B the first and we just felt like for the sake of clarity that the last point >> here are the rules but we Yeah. Okay. 5 A and B. That's when we're trying to give people multiple options of how to get in. We're trying to give these other providers, right, multiple options of how to get in touch
054with the school. Um it's us trying to be collaborative and flexible with outside providers. Um and so that's something that we had discussion around. So just kind of bringing up that point. Um and we in our policy discussion that said, you know, in someone's having this communication because maybe there is a diagnosis but we're not seeing impact of education in the school and then we also change the word contact to communication better and I have one additional change that has to be made that I cannot believe flew by I'm very sorry so if you look at me um where you see I in quotes that I is supposed to be independent not individual And I had gotten this from legal and of course I read it and you know you know when you read something
055over and over and you're like oh that's right so um the I should be independent so I am very sorry independent educational >> I totally understand that >> so now since we're on this policy >> we have to adjust the number >> and the number yeah so I can't put a strike through while keeping the one >> you know what I mean and change all the so yeah so that as soon as that number one is deleted everything else falls through >> this is up whether or not you want to make director of student services or not. That's >> um director of student services is used in some of the other policies. I mean obviously we're not going back and changing that. But but since this is a new one that's up to you guys
056as a board, >> is that still part of your title? Like are you assistant superintendent of student what what is your title? >> Assistant superintendent of student services is a mouthful. assistant superintendent of student services. I thought it was a little like if you go to the staff page like assistant director student services I can see how confused maybe but I don't also want >> right exactly so that's just and that's not right >> something for third read >> I think I think it's if we decided to change it here for better clarity, I think it's okay that we're changing it here and then like we'll continue to update it on other policies as we go. So if that like I like if that's our point, I feel okay about that. But also I mean
057as as it's a role that can be under either title, you could also write assistant superintendent directors >> and then it covers anyone in this position >> maybe when I'm not Wherever you're listed in our, you know, SEU employees staff directory, maybe you should say, you know, serves as the director of student services, you know, whatever. Just so that that's somewhere so that when policies come up, it's like, oh, it's her, you know, >> it's it's like an alias, otherwise known as director. >> Any other feedback on this one, guys? I think there's just um might just be the way it's in here. It's just formatted funny over the header. >> Yeah, >> some spacing and stuff that I'm sure >> once we delete number one. >> Yeah. >> It will all be fixed. >>
058That's right. Excellent. Well, uh with that, we'll go ahead and take a vote. All those in favor to accept the second reading as amended of IHBA. Our next one is also a second reading with the first reading having happened in June. I'll accept a motion to amend by replacing will develop rules with have established procedures replacing rules with procedures and the second paragraph by deleting and following recommendations and inserting and parent input at the end and accept the second reading of policy promotion and retention of students as second >> discussion. So as kind of outlined a little bit there's the changes we made or we added the language parent input about what's the criteria for the promotion of students and it felt more procedure felt more accurate than the word rules and then just develop
059any discussion. >> So I was trying to see just because this is something that in everyday interactions with people gets brought up to me a lot and I don't have an answer specifically for parents. That's about the whole red shirting thing and I brought this up last time we met. So I went to the student handbook. I'm sorry I had it on page 40 for the last note. Um and it it does address promotion and retention not specifically of that age group. And is that something that we should treat differently or would you say that this do you feel that can you say again the beginning >> preschool to kindergarten that idea of red shirting you know of a kid who's right on the cusp >> that could be either older for kindergarten >> yes
060for the birthday >> cut off you can red shirt at any year >> right >> it's not just preschool to kindergarten >> I always only heard it in that regard but that's essentially what I mean is that considered with the same procedures for and I'm sorry but I have this in front of me and I had it earlier today. >> Yeah, because the birthday cuto off this is more like looking at the students skill readiness at different criteria as opposed to a to a date cutoff that's established by the you know like it's not promotion retention wouldn't be just >> I don't know I I can I can see your point. I'm trying to like >> because I've had parents who have kids on the cusp and I want to hold my kid back. I
061want my but I'm told I cannot. >> And so I was like, you know, I can't help you there. Um >> so it is so it's on page 19 of the student handbook and you do reference policy Ike. >> Yeah. As far as the procedures, it just doesn't make it clear if you are and maybe we need it to be ambiguous and it is case by case. The people I've talked to have felt like it wasn't case by case, but that's very anecdotal. So, >> I was going to say >> we could we could talk to the principles about it. >> It also says considered. So, I mean they're going to look at all of these things. >> So, I could understand in a scenario where a parent wants to quote and the district looks
062at them and says, "Okay, well, I've taken your input based on all the other things, I'm going to tell you that that's not sure what is appropriate or what we're going to agree to." Uh, they might feel pushed around a little bit, but like the whole picture is considered at that point, right? It's not just, hey, I want to hold back a year. Does that make sense? >> Yeah, I hear that. I'm just talking about the lived experiences of different people in that specific situation. But maybe we >> I'm bringing it up because it has been brought up under I think to your point it does fall under it. Um I never quite thought about it for the kindergarten one but um but it would fall under the same process of consideration. >> We can
063talk to principles about it. >> Okay. If we and if if we were saying that this policy addressed that specifically, have there been changes that you would make to the policy? >> I'm not sure. I mean, I'm bringing up the issue because, as I've said, it's been brought up to me by the community um by a few members of the community. Um I brought it up last time and it was told it was going to be in the handbook and I looked at the handbook and I just didn't see that it was >> I mean, if we going to if this policy we're saying this policy addresses that issue, one thing we could is add language in here that makes that more clear like add in language that is saying like oh that you know
064something referencing birth cut offs >> but I don't know >> so we have J we have JA which um really just talks about compulsory age of attendance shall be required of all childrens in accordance with RSA 1931 which talks about um >> because kindergarten's not mandatory it talks about first grade and um when you're six by September 30th. So, so we utilize that as when you're in first grade, when you're in kindergarten, if you're enrolling in now kindergarten, um and then any variation from that cutoff, we would use that the criteria identified in the handbook to determine if a different placement is more appropriate. >> Okay. So, actually JA is a better spot to It doesn't say much. It literally is one line and references follow. >> But you're but you're you're saying that it
065can be a conversation just like any promotion retention with these procedures. >> If the child is demonstrating any of these things you look at their achievement September 30th age cut off any request to veer from that we would utilize the procedures identified in the hand >> same ones. Okay. >> All right. Thank you. >> Any other discussion on policy? Seeing none, let's take a vote. All those in favor of accepting the second reading of policy as our next one also is a second reading. First reading happened in June. I will accept a motion to amend policy KI school visitation and observation in its entirety by replacing it with the copy provided in the agenda and accept the second reading as amended. second. >> So, we had a lot of conversation last meeting about talking about
066observations and observers versus visitors and what exactly is this referring to and so as a result of our school board meeting also had this conversation and they um mentioned so they you know in developing their policy um address some of those issues and so we are adopting you know that >> there's a no proclus >> yeah and I don't know why >> see >> that's my continuity that you asked for one step ahead >> yeah thank you for making that was one of the things that I thought was unclear and I rereading this today you know some great great improvement thank you differentiation between visitors and observers and who by adding the by outside providers also adds another layer of clarity that was missing before. >> I had a question on three paragraphs down the
067last line in particular that says visitors and volunteers are not permitted to bring any other family members when visiting. I almost feel like this is silly. I almost feel like it's redundant given that the first paragraph specifically stipulates all persons other than staff and group pupils need to do XYZ. So you wouldn't be permitted anyway to bring someone in with you without following the policies because you're not you can't just drag someone along just >> it could be it could be another child though that wouldn't necessarily go through the visitor process >> because they were a pupil basically. No, >> a younger sibling who maybe isn't school age yet and you know like if a parent brings >> okay you know >> I guess the confusion and I get I get what you're saying so
068in that scenario like if so for example if I brought my three-year-old to see my second graation The answer is no. >> Right. >> Yeah. >> But even if they even if I check them in at the office. >> Yeah. So the communication >> So the communication goes out that no siblings are allowed to participate etc. Sometimes siblings could be allowed >> but whenever a parent is um are asked to participate in something that is clarified. >> Um sure >> for example it's more are often allowed to bring a sibling up to this school. And the reason why is the students here are older and can better manage. It's much more difficult at Hall's Primary School. So, it is um 99.9% of the time not allowed. Um and that and that is why this language
069and we had a good discussion about it. That is why this language is here. Um there are um first of all, there's not a lot of space. Uh there's a lot of little people that need a lot of supervision and the addition of additional little people that need and require supervision that you know maybe are the best behaved at home but might you know bolt in that situation it becomes a safety concern um and a liability to be honest so so it was very intentional to put that language there and when we were Jonathan just to add like extra details of what we talked about right so like one example of when um someone like a peer might be coming to volunteer in a class and it would be difficult to have, you know, like
070first of all, I totally understand, right? Like you have your three-year-old home with you. What are you gonna do? Also, it's actually pretty tough to be volunteering in the second grade class and also watching your three-year-olds, right? So, that would not be something that would work. But for like the winter concert, right, the principal might say if you have a kid that can sit on your lap, they can come with you to the concert. In which case, they would explicitly say that when they were sending out the, you know, winter concert, >> right? And I guess I guess my tricky part with the line is just the so there are limiting criteras to the invitation for someone to be coming to the school which defines that they can or cannot bring a family member but
071the policy here now specifically stipulates they can't bring a family member. Um, so I'm just >> Well, let's say there was a mother and a father. >> Sure. >> So, two family members and they've both completed the whole process, then they're fine to both come, >> right? If they both >> have permission and complete the requirement. >> Is there a specific line that What's the specific line? It's the last line that says uh sorry third paragraph last line which says visitors and volunteers are not permitted to bring any other family members when visiting unless specifically authorized by the building principal. >> Yeah. >> Um >> it allows for an exception. >> Yeah, it does allow for an exception. It just >> What would you Is there something there that feels unclear to you that you
072think we need to change? I felt like it I felt like it was implied from the first paragraph and in general with the restrictions of you can't just show up at a school and walk in that it would be not necessary to control by policy that particular aspect of it. >> So I think can I just chime in? So yes, the first paragraph applies and that language I think is kind of further clarifying because leaving it ambiguous they might be like oh they're not talking about my three-year-old. >> Got it. >> So this is like We are talking about your >> and that's what we're talking. >> So this is and you know I I think if there's any other I think if there was anything that you mentioned that might be >> you know
073I hold on that might be um a further clarification I don't know if it's totally addressed is it might just be if you're coming here to volunteer or whatever you need to follow the rules of that activity or that volunteer or whatever. as we were just saying like they can't come to this but they could come to this. >> So if if that that would further clarify but I think that this is necessary to just >> we're not just talking about adults you got to we're also talking about your other people. >> Absolutely. So I think the only secondary part about this that I'm curious about is so this says shall visit a school right and I'm >> part now >> just in general the policy is talking about the second second paragraph basically no
074person in a school um so I'm going to be non obtuse and then I will be obtuse a little bit and just bear with me I'm trying to poke at the policy a little bit so I understand it. The obtuse one is we are currently in the school. This policy doesn't apply to public meetings held at the school or anything that to that effect. Right? Even though this policy says >> if you visit a school >> okay so and that helps with the second question I had which was and I'll give the practical example. So my child's moving up to use. There was a band meeting here to brief the parents. It was after school after the school day had finished and quite a few parents brought their other siblings with them to be able
075to attend the meeting because their single parent for the day or whatever. This policy doesn't affect any of them because of that. And that's fine. That was why I was trying to make sure I got all the stuff that we're talking about. >> Yeah. Carol, can I just go back? What was the something you said if you wanted to you can make this more clear. Um well we were saying um Gina was mentioning the question and you were mentioning as well there if you're a volunteer and they're going on a field trip maybe you could have a civil or something like that. So there could be exceptions. So if there was language that said for any um volunteer or visiting things instances um you just need to follow the rules specific to that activity as
076defined sign up or something like that you know >> I think that unless specifically authorized by the building principal I think covers a broad swath >> I that the rules of a field trip would be authorized by I think that >> it doesn't hurt. >> Yeah. Okay. I'm not married to him. to to meet some of the uh criteria of what we were discussing. Great. All right. Any other discussion on KI? Seeing none, all those in favor of accepting the second reading as amended of policy KI? Okay. Um, that concludes our public portion of the program. So, we're going to need to go to nonpublic. >> I thought Sorry, I saw the puzzle. >> Yeah, I thought JFAB. I guess JFAB did not make it. >> JFAB was that on the policy memo? I don't
077think it's on the memo, but you're right. >> We talked about it at our last policy meeting and maybe it just didn't make it to our memo. >> It's not on the >> because I thought it was going tonight. So, want to throw Jav [Music] need to take a roll call vote. So I'll take a motion that the board by roll call go into nonpublic session pursuant to RSA 93- A3 2 sections you said CC and D C which is to discuss a matter which if discussed public would likely affect adversely the reputation of a person other than a member of the body or agency itself and section D consideration of the acquisition sale or lease of real or personal property which if discussed in public would likely benefit a party parties whose interests are
078at first to those of the general community. >> So moved. >> A second. >> All right. I'm sorry. >> Yes. >> Um and so this is a roll call vote. So we'll start with you Jonathan. >> Jonathan I. >> Ann. >> Jeff. I >> Carol Roy. I body is now going into non-public session at 8:08 p.m. We will not be conducting any business after this other than adjourning. So, thanks for joining us everybody. We'll see you next