001regular meeting for June 3rd, 2025. Uh thanks for the flexibility. We are meeting obviously on a different day and time than we normally do. It's to accommodate some schedules and some uh academic and athletic awards that our family members are receiving. So congratulations to those of you that that refers to. Um we're going to start off with your agenda adjustments, nominations, resignations, and correspondence. Sure. I have one agenda adjustment and it is to um see what the school board will do in terms of accepting an anonymous donation that was made to Hollis Primary. It was identified in the administrator's report, but I will share that um HPS received a generous donation from a community member with expectations that it be spent on staff and student wellness. And so we are looking for the board to
002officially accept it as it's over the $5,000 mark. It's a $20,000 donation. Well, first of all, thank you. Um, so would we add that to our deliberation then? Yeah. Okay. Uh, do you have a preference as to where in deliberation it falls? No preference. Okay. I'll just put it at the end then. Okay. [Applause] All right. We didn't have any uh resignations uh retirements or any of your nominations today. We do not today. Excellent. All right. We'll move into the Sorry, my notebook's full. Um we're moving into our approval of minutes for the April of 2025 meetings. I think in our outline it might say May. We have both. Maybe it's supposed to be. Maybe our should just be I thought we approved the other one. All right. So my agenda adjustment is these are
003the approval of minutes for May 2025 regular meeting. I'll accept a motion to accept as presented the Hall of School Board minutes for May 7th 2025. So moved a second. Second. Any discussion? All those in favor 0. Uh, member Lehens will be here a little bit later, so we'll count her votes once she arrives. Um, I will accept a motion to accept as presented the minutes from the Hollow School Board first non-public on May 7th, 2025. A second. Bless you. Second. Any discussion? Seeing none, all those in favor? 4 0 And finally, I'll accept a motion to accept as presented the Hall of School Board the minutes for the Hall of School Board second non-public meeting on May 7th, 2025. So moved. That's like I got it. A second. Second. Well done, guys. Uh any
004discussion on that one? Seeing none, all those in favor? 400. Thanks, everybody. Now going to open public input. It is currently 5:07 p.m. Uh we will leave it open for at least 30 minutes. There is a public hearing that we're going to be popping into at some point. This public input is for just the rest of the meeting. There will be public input in the public hearing. Just clarify for any of those who are intending to come in tonight. We will leave it open for at least 30 minutes from its original uh stated starting point at 5:15. So, we'll close at no earlier than 5:45. Hello. Let's have the principal's report. Hi, guys. Hello. Nice to see you both. All right. I'm nominated to start off. So, um, as most of you know, at the
005end of the year, and I just want to say that a couple of them are going to jet off right after they go as they have, um, events to go to for their families. Right. That's the timing. That's the timing. Yes. So, we'll be appreciate that. Of course. And you're jetting jetting freely right afterwards. Absolutely. Thank you for being here. We appreciate you. Um, so welcome to the end of the school year. Holla School District end of year in review. Um, as some of you saw or know, at the beginning of the year, we have state our goals and let you know what's going to happen throughout the year. And this is our chance to sort of let you know all that's happened. So, we are I for those who don't know me, I'm Paula
006Vbicki. I'm the principal at Hollis Primary School. You guys will introduce as you come up. Correct. Okay. Um, we wanted to start off with some celebrations. So throughout the year, there's lots of things that happen at Hollis Primary School that we like to share with everybody. First of all, um at the beginning of the year, we have our Veterans Day ceremony, which is very near and dear to our heart. We had a lot of veterans come um and we made a lot of connections and hope to continue to move on. We have a very great showing every year. We hope to continue to be able to get that in. Um our third up at the top there, you see our third graders, their endofear celebration. um they did their concert. Um we had uh t-shirts
007donated by the PTA. To the right of that is a little bit a sample from our amazing art show and math night that we had just over a month ago or actually a couple weeks ago. Um great turnout. Uh the picture of that I couldn't get a good picture of with the lights off and the glowing and everything. It just didn't do it justice. You had to be there. But maybe next year you can come and see it. Um, we finished up a bucket filler food drive. Students, um, we, um, helped with the NSHA soup kitchen and decided to do it at a time of year where they typically don't get a lot of donations. So, instead of doing it around the holidays where they're typically over stacked with stuff, we did it later in
008the year to um, have that. So, they really appreciated that. Um, I think we had over 40 boxes that were filled just in our school. So, that was great. Um, we do things during the year such as like math week and STEM week and read across America. And one of the bulletin boards that we had up that you see there are um, it's like a little ma uh, not a magnetic but like a Velcro wall and students as they went by got to build bridges. Um, so it was like all the whole school collaborating on building bridges and seeing if you know how it would hold up. So kids would go by and make something and then somebody else would add to it. Um, and what's even more is awesome about it is that none
009of them got torn or taken down or ruined. Like everybody just built upon each other. So to have it up for like a whole week and have a lot of hands on it and everything, that was one of the creations that happened. And then I wanted to give a shout out to our PE teacher, Kyle Precourt, who does a great job with what he has. And um, last year at the end of the year, he asked me if he could make a little mini um, golf course for kids for field day. and he did um and then he's been using it to uh teach the kids a little bit of golf and um in gym class and that's just a picture of them. So, lots of fun things happen in school besides the reading and
010writing and uh arithmetic I guess that we'll hear about tonight. But um wanted to share that with you um as part of our opening of awesome things that happened this year. Candy Fowler, principal of the upper elementary school. For those of you watching who might not know, uh, I'd like to just say it's been a great year. One of the things that we were looking at at the beginning is how in environmental science, how are we helping build a culture and climate at our at our upper elementary school. And um, you will see that the teachers spent a lot of time with the students on our talent show. We worked together on what could we do as a community. We chose Makea-Wish New Hampshire so that students or children who have severe um diseases, critical
011diseases, they can get a wish. A wish is like $15,000 to $20,000. So, we were able to raise a third of a wish with our talent show and they came and told our story and kids were just amazing at what they were doing to help. So, we have some pictures up there of our talent show. We have been um looking and following this Eagle family. But before you get to the eagle, I have to say for anybody who has not been to the Hughes talent show, one of the highlights is the teachers performance at the end. And uh and for those of you who weren't there this year, they performed a medley of songs from Wicked and uh Candy flew in on a giant rolling staircase at the end of it. It was absolutely spectacular.
012It was great. So, it is not just the kids who get to showcase, but it's the guidance and the and the fun of the teachers as well. And everyone's donating their hours. You can see from that very first large picture there, there were a lot of of teachers who spent, I would say, hours trying to get our roles right. And this is a medley. We're supposed to be lip-syncing. And like, I need to practice. I need lyrics. I need hand movements. I mean, I cannot mess it up, right? Um, but we have a lot of fun. And the kids did a a lot of great things. is we had crafters that were at at part of it. So, if you don't have a show talent, you might have a crafting talent. Uh we had snacks.
013It was just a really fun night and for a great cause. And then after all that happens, we come back together and we have a mini assembly about a week later where we ask Ask a Wish and we do the big check reveal and the kids were just out of their mind happy with what they had they had done. So, it was fantastic. We also have been watching an eagle family which you like it's amazing. We're watching these ba they're how they get a pip. Lots of conversations around in the environment. We get three eagle babies. We're watching every day the kids every day and one baby dies. It was devast. I'm like oh my gosh this went from Disney to horror, right? But it is real. And so there's lots of conversations around what
014happens even the best of our intentions, right? And what we're trying to do to to help the environment, bad things sometimes happen. And so it was a great lesson for us as we were as we're watching. Um we had leopard recounting of the day when my day she'll be like, "Mom, I have terrible news. This terrible news was this like some sort of a channel that was like there's a YouTube out in California and um we were part of our, you know, life cycles and part of the environmental science. You can see the little eagles. That's uh Jackie and someone else now. I can't remember." But um it was like on on screens and we were very invested and there was guessing like how many days till they pip which is when they come out
015and why aren't the mama eagles and the daddy eagles helping them get out of the shell because if you're not strong enough to get out you don't get out right so like what real mommies wouldn't do that there was conversations around why is the mom only feeding the one who's asking the most right and usually like the stronger the ones get fed and then we talked about how human moms and dads equally feed their if you had your triplets, you would equally feed them, but that's not So, there's a lot of great conversations around why what happens in a natural sort of setting. We had leprechauns visit our school, we had elves visit our school. We're really building up, you know, those fun things where we know we're an upper elementary school, but they still
016have these amazing minds that want to believe in so many fun things, and we want to help that. And then all of our students in fifth grade got a chance to touch a really really really probably the oldest rock they'll ever touch is a meteorite that fell from the sky when um we had Mr. Rand come who is a member of the New Hampshire astronom astronomy society and it just happened that Mr. Rand taught Mr. Ruben and so a picture there together. So just kind of bringing those things back and the kids were like wait that was your teacher. So, there just some fun things that we can do with our students um that the PTA provides funds for that we volunteer for that we spend extra time. I just have to say making 3,000
017snowballs for a snowball elf fight was super fun. Um so, is that what the deal with the hallway is? The hallway there with all the trash in there. Yeah. So, the elves broke in and um we had a conversation around how elves could break in past the security at Upper Elementary School and um the kids figured out that it was through the vents because they're magic and they can get in the building. So, I was searching all over who who left doors open, windows open. Nope. It was totally secure. The elves kept getting in every night through the vent system. So, we're going to work on that for next year. All sorts of mischief. Naughty and nice lists hanging up features on one or the other. It was like fourth, fifth, and sixth graders would
018be able to solve those problems quite uniquely. They were very excited. One day the elves stole all the chairs out of every teacher's room in the entire building. I'm not even kidding. Yeah, it was. Yeah, it was crazy. Yeah, but you know, part of it is, you know, you can you come to work every day, right? This is their work and we need to have learn how to play appropriately at work, right? Have fun while also still learning. and they had some great times with that and uh looking at student wellness and staff wellness. All right, moving on. Funny I should be talking about enrollment, but um what we did here was um it's a new topic for me. Um uh we uh just put our numbers that we have now and our changes from
019the beginning of the school year. So what you see in parenthesis is the changes in grade level. oftentimes you see each month, right, as we get additions and subtractions, people move in, people move out. Um, you know, overall we're up in enrollment. Um, right now, um, we have incoming kindergarteners registering and we're up to 83. Um, that went up like six kids from like just a week ago when I last reported at the enrollment committee. Um, so we're it's pretty that's a pretty large number for right now. So, um there could there could be a need for a sixth fifth uh a sixth kindergarten teacher just kind of keeping track. I don't know if people have learned to register early or if we're going to get more in the summer, but we usually do. So,
020that's where we're at right now. Um the rest of the grade levels have about one or one zero one or two that have registered so far for next year. So, those numbers are not as concerning to me at all. Um, our enrollment committee, um, is, uh, we last met just a week or two ago and are just really getting started on the quick planning stages that are going to happen this year so that we can get everything rolling. So, I feel like we're at a really good spot. Um, Mrs. Gina and I I don't even know I didn't know whether to say Bergskog or not but should be coming or we work today on um going through the map and uh sort of identifying our needs and um working collaborating with our um Bar I'm
021going to say the name wrong. Who's the company? Banwell. Banwell I almost said Barnwell Banwell. Um working with Banwell to ensure that um they are very clear on what our needs are. So, we're at that stage and more will be coming out through the enrollment committee and I think we're well on our way to a really good path of really like answering all the questions and getting everything that everything that we need in a very timely manner so that all uh participants will be involved. So, I encourage the community to just pay attention, keep track. We will be having things and inviting input and and making sure that everybody knows what's going on. Um Paula, we're not here yet, you know, but um if it's, you know, we are ahead of where we would normally
022be right now for kindergarten. Correct. You know, is this a year people signed up early or are we going to get the normal bump that we get in the summer? We don't know yet. Correct. At what point do we decide we need to hire another kindergarten teacher? And then also where do we have a classroom for another kindergarten? So I I've already thought about that. I already have that ready to go where what room we'll be using. So, um, all of that is already taken care of, like as far from my mind of where everybody is going. Um, is it moving anyone else to hallways? Well, it's we're not to hallways, but to smaller spaces and people are going to be sort of separated, moved apart. Um, I'm not sure if we're going to have
023to have anybody on a cart yet. I got to I like I have to see how those how everything continues to work out. Um but yeah, we're going to be even tighter than we are um just due to that additional classroom because we have that six going into second grade. And I just want to add to that. So right now we have 83 registered for kindergarten next year. This year's kindergarten class is 71. So we're 12 more than our current kindergarten. Correct. And it's June. Yeah. And would be and kindergarten students throughout the year, particularly in January. Be at a good bump. Yes. A lot of people just make a lot of changes in January. It just seems to be the time. Um, in the summer, when do we I mean, is it So, what
024I typically do is Gina and I are in contact all the time. Andy and I used to be in contact all the time just with numbers. Weekly, I would just say, hey, we're here. We're here. Um, right when we get around 90 is when I'm going to start to get concerned. And it's like, do we go at 91? Do we like is it 90 in June or is it 90 in August? Right? Like where when do we hit that number? And so Gina and I will be in constant contact about the numbers going up and down and where we where we end up landing. Yeah. And then from a hiring perspective like the market for hiring teachers has definitely been really fluctuated a lot. Correct. And maybe we are things are smoothing out a little
025bit but certainly not what they were precoid and do we have any concerns about being able to hire a kindergarten teacher on relatively short notice or do you feel like that? So yeah, so I will say I had an amazing pool, a very large pool this year for hiring second grade teacher and I was very satisfied with what we had. I there was probably like 10 people that I could have hired. Um I I do try to keep relationships with people and say if we you know people do say if you do have an opening please get back to me. Um I do say you know there could be something that will pop up open over the summer. So we try to keep that communication going. Um I don't want to step ahead of myself
026and and you know I'll knock on wood a few times here but um I feel very confident in the hiring that we've had this past year. I feel like we are in a really good place further than we've been before. Okay. Yeah. You're welcome. So just to follow up on that because sure you touched on it but I was trying to get a sense. So we don't have a meeting in July at the moment. Um, I'm trying to figure out to some extent when you and Gina pulled the trigger on making the adjustments in the school, the impact to the student body to some extent. Um, and then of course the follow on which is the and if you blow the numbers where you do have the capacity when at which this board would then
027I know enrollment would get a heads up. So I'm going to jump in. So later on in our deliberations, we're going to grant Gina, superintendent, um because that would be her official title, not superintendent elect as of July 1st, um the right to hire and stuff without having to come to us because of the lack of a meeting in July. So they'll be able to move forward on that. They don't have to clear that with us to move forward on that. Sure. They'll just come to us afterward with the nomination. My question isn't actually around hiring. My question is if we hit the space cap and we need to pull an emergency plan of some kind or an adjustment to where students are because we've talked you mentioned it in the um in the previous
028uh town school board meeting of like we've looked at lots of different options. If the construction or or expansion isn't done yet, when we hit that point, when would we know? We'll know as soon as possible. Sorry. Yeah. As soon as we make a decision to move forward, I will send you a communication so you'll be aware of it. At that point, the administrative team will have to reorganize those um sections of kindergarten, right? Because you're not going to have a section of two and all the other ones sit sit regular. So, everything will have to be re-evaluated at that time. but they've been making decisions with that in the back of their head like what might happen. So then this is how we would balance it out. So they're really uh operating with two
029plans right now. Um just in case. Yeah. So we have like a like five classes of kids and we have six classes of kids. We have five if it goes to five spaces if it goes to six spaces. Yeah. We have both of those now. And I'm just playing trying to understand more the like if for some reason one of the grades or classes needed to shift schools which isn't necessarily out of the what I was trying to sorry yes we're not there at all. Yeah. Not at all. Yeah. And I appreciate that cuz it's it hasn't been entirely clear of how close we are. So there are a lot of things that Paula has plans A B CDE E F G H I J K ready to go for all the different scenarios. She
030was just mentioning hopefully not moving anybody to a cart. So the specialist can be on a cart and they're mobile. They don't have a set space. Got it. And that that's hopefully I think we kind of all view that as last resort. Correct. But it's an option before we ever have to protect the children. It's not it's not in the options now. So it shouldn't be a concern if that helps to die down parent. There are going to be other people may be watching who are thinking the same concern. Give me multiple specialist cards if we need person one special. Correct. Yeah, there's not great. Yeah, there's reorganizing and and the things we don't want to do, but yeah, and part of the reason we got to do whatever we have to do day anymore
031is because of the staffing and movement changes that have happened over the summer. They don't want to tell you got a teacher and then have to make a change. Yeah. So, they do all of this with the intention of the kids finding out who they have about what two weeks once you register for power school in August. Yep. And we're usually settled by that so they don't have to pull back on any information that it was before. Yeah. And and thank you. That was the information she was trying to figure out. We got you. Anybody else? All right. She's like, I'm running. She's not free yet. Hi, I'm Abby Diaz and I'm the curriculum administrator for the Hollis Primary School and Hollis Upper Elementary School. And it's been a really busy year this year with
032curriculum. Um really exciting because we started um two different curriculums. One at the Hollis Primary School um was our first year implementing Eureka Math Squared. Eureka Math Squared has been an excellent um new adoption for teachers and for students. It really focuses on building number sense for students. It's very hands-on. It allows students to work together a lot. Um, and teachers have been very positive about the change and they're really excited for a year two of implementation. Uh, we've directed a lot of our professional development towards both of our new programs. So, teachers had tons of time to work together um and really focused all of our goals this year around these two programs. Uh at Hollis Upper Elementary School, uh we adopted um a new literacy program which was amplify CKLA. And this is
033a program that's based on the science of reading. And it's a knowledgebased curriculum, which means that students were working on their reading and writing skills, but around science and social studies topics. So in our English classes, students were studying the Reformation, they're studying Shakespeare, they were studying geology. It really upped the rigor for students to be reading and writing on these very interesting topics and also very complex topics. Um, and we saw kids really excited about these new topics of study and teachers um, really excited to learn something new. We just finished our end of year Ames web testing which is not in your packet because this is hot off the press information. There's still like a handful of students who are still finishing up. Um but I did want to give an overview of
034how our data is looking so you can see how these programs um have benefited our students this year. Um so the the first one is for kindergarten math. Um obviously green is good so it's really helpful in reading these um pieces of information. Um so for we uh in the fall on the left side you can see for the green students we had about 60% of students who arrived when we did our very first fall assessment. Um in the green section we ended the year 91%. And so that's an amazing amount of growth for our youngest students and really shows some huge improvements that happened with our new math curriculum. Um for ELA we also saw similar growth. um the green section which is I'll kind of focus on to keep it moving quickly for
035you in each of the different um slides. We had 53% of students arriving um on target for ELA in the fall and we went up to 73% for spring. So huge growth in first grade you can see those that same Yes. Sorry. Can you translate the tiers to colors for me? I'm sorry. The green is the good tier one. The tier one that are on target that are that are Oh yeah. Um, so the tier one is the green, which is the on target, and tier two is yellow, tier three is red. All right, thanks. Yeah, no problem. Um, so for math for uh Oh, I went in the wrong direction. There we go. Math for first grade. Um, in the fall, 53% of students were tier 1. And in the spring, 87% of students
036are in tier 1. again benefiting from that hands-on learning and that increase in number sense. Uh here's the ELA. We went from 45% of students in tier 1 to 69% of students at tier 1. Huge growth for first grade ELA. Here's our second grade math data. Um you might have a hard time seeing in the spring some of the tier 2 and tier three. Um, but we made a large amount of growth from 72% of students on target in fall to 98% for spring. That's awesome. Uh, for ELA, we had second grade, we went from 70% in the fall to 96% in the spring. For our third grade for math, it went from 89% to 99% of students on target for math. No scores in tier three. Correct. Yeah, that's great. And this is the
037ELA data for third grade. Uh 91% to 94% stayed pretty much the same. Uh for fourth grade math, we went from 87% to 96% in the tier 1 category. Fourth grade ELA, they went from 71% to 95%. This uh group of students, this was the doing the CKLA program, their first year with it. Um, lots of growth in both reading and writing. Fifth grade math, 88% tier 1 to 92%. Fifth grade ELA, 86% in tier 1 to 96%. And sixth grade math, it went from 90% in the fall to 99% in the spring. We had no students in the tier 2 section. We had one student in tier three. Um, very similar for sixth grade ELA. We went from 92% to 99%. So, really exciting. Lots of great work happening. It was a really busy
038year for curriculum. Can I ask you a few questions about that? Thank you so much for sharing. Um, first of all, how does that I mean, like it looks like great, incredible data. How does it compare to LA like past years? Is that similar growth that you would see? is that improved rate growth for math, you know, like how would you compare that to other years growth? Sure. Um, so it depends on if you're talking about like cohort data like the same group of kids as they are traveling up or different years. Um, but for cohort data, we did see growth compared to like these sixth graders in fifth grade and in fourth grade. Um, so significant growth by cohorts. Um, but every year we do generally I've showed these um same graphs before. We
039do generally see a lot of progress each year. Um but this year was substantial. Um that's great. I don't recall it ever being named no scores. I asked um the principles. I'm like, "Have you ever seen that before?" They're like, "I don't think so." Yeah. Um the math was not This was not completely consistent, but there tended to be a little bit of like better score, slightly better, you know, scores for math than um for ELA. Is that also generally consistent with what we see in past years? Um a few more like a kind of bigger chunk of kids in the you know on track and that was I think more so in the if I go back to like kindergarten and first grade that's a little bit more noticeable. Um and that that's because
040in kindergarten and first grade they're really measuring very discreet skills like do you know your numbers? Yes or no. Do you know your letters? Yes or no. Um so we do tend to see you know more I would say more of an impact there but as you go up in the grades it becomes really very similar. Yeah. Okay. And keep in mind also Jess like a lot of kids join us in first grade for kindergarten. So it might be their first time in a structure. Yeah that makes sense. Um and then I had one other question. You're doing great. Yes. uh about CKLA and this was our first year using I mean I know that teachers have have been able to use it a little bit like start um piloting parts of it but it
041was our first year really using it just to cues correct and I was wondering about like did teachers were they able it was kind of the full year doing it were people able to sort of like stay on track and get through all of the material that they wanted to that it was the goal to get through or was it like you know this was a new program and like kids did a good job but also didn't necessarily make it through all the curriculum like how did Sure. Um so it was slightly different at each grade level um just with you know starting something new but our goal was to touch on all of the units and in every grade level we pretty much made that goal. Um so I think that was great because
042uh the information is very cyclical. So making sure that kids have multiple exposures to certain aspects of the program I think was very beneficial. Um, and also just to make sure that, you know, with the exposures to each of those units, kids were so excited. So, the program has a different student reader for each of the units. And so, the kids are like, "What's coming up next? What is the next reader? What is it going to be?" Um, so the kids were excited to see what the new things were that they were going to be learning. Um, so we got through almost all of the program in grades four, five, and six. Um and then this year at the primary school because um they were getting a new math program, we didn't want things to
043be too overwhelming. Um but many of the teachers at the primary really jumped right into CKLA also because they have heard how great it is and really wanted something that aligns with the science of reading. They saw their kids very engaged with the content um and the knowledge building portions of the program. So some teachers said things like, "Well, I'm just going to try one unit." And then they're like, "Well, I'm just going to try two units." and then they were like, I'm just going to finish out the year. Um, so especially I know third grade did many of the units with their students. Um, first grade did many of the units. So in the fall we'll be starting um focusing K to three on um CKLA in that building. That's great. Thank you so
044much. Yeah. Um actually that was so one of the clarifiers was so the Eureka path I think was piloted last year and now it's schoolwide correct HPS. Okay. Yep. Um the second question was for anyone who might be watching at home or myself who's a little muddled today. Um is Ames Web a standardized that we have? Is it the state standardized? Just can you provide a short blurb as to where the Ames web comes from? Sure. Uh Ames web is a nationally normed test. Um so we are comparing our data with um students across the country. Um, we give it three times a year and it's really our way of monitoring progress. Um, and we use the data especially in the fall to look at, you know, which students specifically are going to need extra
045support in reading and math. It really drives our RTI program. Um, so when we identify students in those yellow or red categories, we know those are students who are going to need extra support and we do that really through an RTI model in both buildings. Um, and then we have, you know, that second and third data point to look at growth for in the winter and in the spring. So, are there kids who continue to need that support or are they all set? And, you know, we can focus more on their tier one instruction um and which is always our goal. Okay. And then the followup to that is um because I'd like to know um if if for some reason we heard the state talking about test scores, this is not what they're talking
046about. Correct. This is not what they're talking about. Um, these are our internal progress monitoring scores about that to some extent, but I wanted to clarify in case someone's like, well, the test scores aren't good in the state. It's like, well, this isn't that better view. Um, so the state test is New Hampshire SAS test and that's for grades 3 through six. Um, so it's not a great tool to use for K1 and two. Well, it's not a tool that can be used at all. Um, so we use this to make sure that we have data for all of our students K to six. Um, the SAS testing is a good measure of endofear progress, but it doesn't have those points along the way to support student learning. It's like, here's all the learning, here's
047the result, but doesn't guide teachers really in instruction. Um, usually we share the New Hampshire SAS um, data results in our fall meeting um, when all of the data is back from the whole state. Um, but what we have so far, the scores look great. Um, and it's always really exciting to see. Thanks. Yes. Any other questions? Thank you very much. There you go. I'm hopping on to um the rest of my slides. My son is getting an award and I'm just going to finish up if that's okay with everybody. So, I'm just going to go through um at the be at the beginning of the year, I went through our mentoring program um as far as all the different levels that we had from district mentor, building mentor, ro specific mentor, their monthly meetings
048and whatnot. and just following up on the year that has um we've tightened up the program and have been able to select people that are really wonderful mentors and um the mentees are really uh they really know what their expectations are and what they mean to do and um I really feel like our our program is starting to give us a little bit more of that teacher retention. We are starting to see teachers that are having a lot of reflection, a lot of growth, really reaching out to their peers to help them support them in whatever it is they need. You know, we we do expect when we hire teachers that they can teach. It's all the other things that really need, you know, sometimes need guidance or that teacher school doesn't teach us. So,
049um, our program is really strong. It's growing wonderfully and I think we have some really good people in the positions to to keep it going. um we've been able to have classroom visits. We've been able to have teachers go uh sit with teachers, even other people say, "Hey, I can help this person with this aspect of teaching and and whatnot." So, um it's just been a really great program as far as moving people forward, having them be reflective and then again keeping them here because we want to invest time in people that want to stay. Um summer work at HPS is coming. Um, so, um, just today I actually got the night locks. Um, they're, um, for doors that swing outward that you co couldn't barricade on the inside. There's a little, uh, doohickey. I
050don't know. I don't even know if they're called night locks that help to lock the door so that you don't have to worry about that. Um, and we had to get a var I had to we had to get a little variance request. So, we are approved for it. Police and fire wrote letters to say that it was okay that we have them with, you know, certain expectations. So, that came in today. That's going to be starting this summer. Um, we have our gate replacement at the SAU field, which is when the kids go out. There's a little missing piece there. Um, we have our door magnet holders, uh, which when our fire alarm goes off, the doors automatically shut. There's some doors that when they were all replaced, didn't have all the magnets put
051back up. We are very excited as staff, they're going to hear this tomorrow at the staff meeting, and I know they're going to be very excited about our staff that bathrooms that are really, really old are getting renovated. And then um just our uh incoming students as far as enrollment goes. That will depend on anything going over the summer where everybody lands. But um good communication with our custodial crew and front office and keeping tabs with Gina. I think we're going to be all set going forward. So um we're at a good spot and um this is the first summer we're really not like breaking ground in anything. So, it feels really good to be able to, you know, just get some cleaning and painting and um have the, you know, the things that are
052being done are super important, but we'll be able to be able to welcome teachers back in a nice calming way, which I think will be great. And those are my final things. Does anybody have any questions on those two things? Summer work or mentoring? Thank you all for your time. I appreciate you. Thank you. who I appreciate. Hi, I'm Sarah Pum, the special ed administrator for the Hollis Elementary Schools. Hi, Sarah. Hi. Um, piggybacking off the mentoring of the teachers. So, the mentoring support for PAR professionals has really worked well. Um, it's allowed the staff to have someone like a point of contact besides the administration. Um, they've worked on building procedures, time cards, they've been able to observe each other. um getting to know the job a little bit before jumping right in because
053being a parah is a difficult position and oftentimes they're pulled for various um supports and different roles. Um we've been working really hard to actively hire new paras to I know last year we had a lot of contracted paras because the hiring pool was pretty much zero. So but we've had a lot of great applications. Um Abby and I have about four or five interviews this week for paras. So, we've hired a couple of new ones, some already that are hired for the fall. So, they'll be starting in the fall. Um, one yesterday that we hope to hire. So, it seems like there's a lot more applications in general for the PAR pool, which is great. A lot of people with good training, which is also helpful. Um, and then we have also had some
054additional trainings for paras that work in the SAU this year. So they've done some um work with reframing behavior which is a section of CPI training and all the paras have had that training done by um case managers who were trained in the program and also although this is not about paraprofessional retention the K to not the K to 6 the 4 to6 self-contained program um has been really successful this year uh Michelle Zako has done an excellent job the pairs in there are wonderful the students have really accummentated well to the school the specialists and everyone has been very dedicated to working on different ways to accommodate them and um include them in all kinds of different ways in you know the gym class, the music class, performances um and they have really learned
055their way around the building and have become active participants in the community. So that program has done very well and I'm looking forward to seeing kids from the primary move up and um make it even larger. So I'm going to interject. Um Sarah's being very um modest uh humble humble. Thank you. um this mentoring program. So we have a mentoring program sau and um it's structured across all the districts. Um but Sarah took it upon herself to really put together a par profofessional mentoring program and um really did all the organization, the planning, everything to make it happen. And I'm hoping that other districts can really um follow suit because she's just um she took it on and um you know turned that goal into reality and that's really critical for for our pair professionals
056and the success of our schools. Thanks. Yes. She's like, "Yeah, that's fine at all." Thank you for the call out. Also, um it's so great to hear that after the pair professional hiring pool became so tight and that's so significantly effective in our budget that the new pair professional contract that got by Amy is immediately making a difference. It's making a difference. Yes. Incredible. My goal is to cut that budget down. Voted on by the voted on people. Yeah. Are we seeing some people going from contracted to asking to be hired directly by the district? Have we seen any of that happening? Yes. So, the difficult part of that is some of them have a a non-compete, right? So, I do think the contractors, they really love being here because they love the building and
057they love the staff and they've had a really good experience. So, I think they would that some of them just have that binding contract they can't get out of. But I will say we even have a parah that left the district who now that we have the benefits in the different contract has come back and actually we're interviewing this week. So I do think that's a huge part of um retaining them and showing them how you know important they are. I think that's great. Yeah. Thank you. Thank you. I do love hearing about people who want to come back. It's fantastic. Um so I wanted to talk about communication. We brought in the new um parent square alert system. Uh do we have a round of applause because it's so amazing and at first it's
058like how is this all going to work and how do we make it happen? And I will say it's been so delightful for forms payments. It's really easy to find things. We are learning a little bit about it though because I send out two alerts for yearbook dedications, right? never thinking two files would be created for yearbook dedications. So, we got 37 in one and then we did it again, we got 42. And when we did the yearbook, we're like, "Wow, these are such so low. I thought we had a lot more yearbook dedications." Of course, the yearbook team was looking at one and I had access to the other. So, thank god we found that before we sent out the yearbook to go to publishing. So, we have all those dedications, but now we
059know it's not a new post. It has to just be go find the post that it was on for the first time. Um, so what we're finding is that I feel that there's more communication, quicker communication, the messaging where I can just send a quick message to, you know, families um that I need to talk to. So quick people are getting back to me a lot quicker. I hope you're feeling that there's a lot of communication going on. Yeah. Are you feeling it? Yeah. Okay, good. Love I love it. Okay, good. Yeah, it it seems really easy. When I'm on my phone, it's easy for me to get to. when I'm on my computer, it's easy. Just so many things and I and you can turn on the alerts or not. So, I do love
060that parents, some of you are saying, "I want it right away. Anytime you send something, I want it right then." And others are like, "Show me at 5 when I'm after work because it's distracting." So, and then people have the a chance to change that up. It's gone really well with field trips and getting permissions back. We spend a lot of time chasing permission slips and of course you sign them. They don't get back into they're in the bag. We don't know where they are. Backpack mail. Yeah. So, it's just been so great. So, I'm glad that that you're also feeling that it's easier for you on the parent side. Um, and anyone out there watching this, if you have feedback that's not so good, let us know. Some districts that I've spoken to have
061said feedback from families are there's too much communication. We're getting messages too much. I haven't heard that yet, but we don't want to overuse it. I just feel like that good communication, there's a balance. Um, but it's also great to push something out when we need it right away. So, we'll be watching that to make sure of that. And then pickup patrol has still been working fabulously. Yes, sir. Just just on the the parent square. Um, and I know Carol, you're in a tech industry as well. I'm hoping that you guys are also talking with the teachers about making sure that they're unplugging and that there is an expectation that it's like for example I I'll use myself right I might drop a note to a teacher hey this is happening or whatever my expectation
062is they get to it just like email and they can have it whenever but that's not always people's expectations with instant messaging and whatnot so I want to make sure that our our faculty is not feeling like they have to be on all the time like I sometimes do at Um because there does need to be that life balance for them as well. And I'm hoping that our community also understands that of the yeah if it's 9:00 on a Sunday I really hope they're not checking and answering me like I hope they're having a good time somewhere like but but I hope that that also because as we increase communication right there is that lean sometimes of unex uh unreasonable expectations. I think in general we talk in both buildings about that work life balance.
063However, we're dealing with humans and so if there's something that's going on, we care about your humans, right? You care about us. So, we're going to probably tend to reach out if we're awake. I know some of us have said, you know, hey, Friday night and Saturday, I'm not going to really look at my email, but Sunday I'm going to start doing that again. Again, it's really about the humans that are involved. So, I appreciate that. We do pretty much have a rule like we want to get back with you within 24 hours. A lot of times it's 10 minutes, right? But we also know that sometimes I need to research or do something or find that out. But thanks for that. We are working really hard and it is easy to just not unplug.
064So it's really easy not to unplug. Um so thank you for that. All right. And summer work at HBS, summer work at Hughes. Um so we have some summer work at Hughes. If you don't know what that picture is from, it is from our Yep. You know, it was from when we had our spirit week and we thought we would do a movie theme and we asked all the kids on the day before vacation to dress up in their fanciest clothes and walk the red carpet. And the specialist team put all of that together. They spent time spray painting those plungers. If you didn't know those stansions were plungers, they are. And we got red carpets and we, you know, got the movie set and it was just a really big fun day to say,
065"You are super special." And we know just like on movie sets, things have to get cleaned up behind the scenes. So, as we go into our summer work, um we're looking at night locks, which I think you already heard from Paula. Um we have some cabinet replacement phases. If you've seen the cabinets at Hughes, they're really old looking. So, we are doing some replacements there. We have some exterior doors that are starting to rust and not look so great. No matter how much we try to paint them, those will be replaced. Um school guard is in phase two. I have a leaking door that lets in a lot of rain every time it rains. Uh so we're we're gonna work on that. Um we've got some bathroom girl stalls where we replaced the boys' rooms
066last year. Uh more classroom flooring. You know, pricing has gone up with that. So we thought we could do the whole lower level. We're not going to be able to do that where we'll be doing just a few of the classrooms with the amount of money we have budgeted. And that will come back again in sort of phase two of the phase 4 section. Um, and then we're going to finish our admin office area that we started. And then the Munter's unit, which keeps the de the humidity down in the lower level where we had some issues many, many years ago with mold and things and things of that nature. That has to have some work done. It it's been since 2008. We always have it updated, but it has to have a little bit
067more work done on it. So, that will be some summer work for us. And you all know that because you've helped build a budget with that. So, a giant thank you from um all of us here for the support, the the schoolboard support with the forms of contracts for our pair professionals, for our support staff, making our jobs easier to retain and keep amazing teachers from the community and the PTA. It all goes handinand to make an amazing school. So, we want to thank all of you for that. Thank you. Thank you and your staff and everybody at the schools. You guys have done a great job. Yep. Questions for us? I thought it was really collaborative, so I didn't think you had any questions, though. You were just asking away as we were doing
068it. All right. Good. All right. Thank you so much. Thank you guys. Have a good evening. All right. Our next uh we've got a couple of other end of year reports or do we need to go through the board and enrollment reports that? No, we talked about Yeah, we talked about that stuff already. I just wanted to make sure. Um, at this time we are going to uh I will accept a motion that the board recess until the conclusion of the public hearing of I'm going to interrupt. We can't start until 6:15 because that's when that was legally posted. Oh, so we'll just have to move on. All right, we'll move on. We'll come back. Sorry, JK. No motions accepted right now. Um, all right. Moving into discussion the revenue and expense update. Okay, let
069me just flip my page. Okay. All right. So, looking good. Um, looking at our revenue and expense report, you see that um our expense balance is in the negative. Um, we do have revenue, some unexpected revenue coming in the form of um of um grants. um as we typically see our contracted staffing for both special ed and support services was well over our budgeted amount which is why we're in this um this negative deficit that we're in. Um as I mentioned we do have a revenue balance. So right now uh it's projected that our unreserved fund balance is 105,940. So that's in the black which is great. Um, from there we uh the voters approved the $23,970 that moves to the SAU building trust. Remember that money comes from the districts for rent for the
070SAU building. So it's um it's really a technicality that just shifts over to take care of Orland Lane. Um and the um we I'm sorry, we also have the voters approved 125,000 for maintenance trust. Um and the desire would be to pull a retained fund balance of 225,000. So the total reductions would be 373,970. Um that would put us in a negative overall fund balance. We do have our current um our current retained fund balance that we can pull from. So we have what we retained from last year that can offset what we would like to do with this year. So, at the end of the day, um, looks like we're going to be at zero, returning nothing to the taxpayers, but that is a whole lot better than being in the red and requiring
071a special meeting asking for more money. So, absolutely. And we've returned a significant amount of money to the taxpayers over the years. We were at close to a million dollars, I think. Yeah. Point. So, I think, you know, this is a this is an unusual year with those extra contracted expenses. Absolutely. and we've been vocal about it all year and we responded with the support staff contract that should alleviate that issue going forward. But um you know we still need to close out this year and that's why we're in this. So what will our retained fund balance be after we pay this 26830? That's what you say. So the retained fund balance it either just drops to the bottom or we use it. So we're suggesting that we use it um and and truly it's
072like an accounting game. We're using it so that we can retain it. Yeah. For other purposes. So that would be um if we were able to do the 125 in maintenance trust, the building trust of 23,970 and then just using 225,000 for for the retainable fund balance. Last year the retained fund balance was 268. So, it's a little bit less than last year, but but we would be able to retain that amount which would give us that um emergency and the retain fund balance is um one possible use of it is if we were to add another teacher that was not budgeted. Yeah. Yeah. So, items like that. Okay. Thank you, Gina. There's a um the food service and reserve fund balance is um 70,620. Are those is that referring to um like student lunch
073bills that are not paid? That's on the second page. Yep. Um it's by your right. Yeah. No, I know. I'm just So that's just um that's a necessary transfer. So we have to transfer to instead of like pulling from. But is that because of like what is that? It says to food service, right? Is that just like generally a food service bill in ter or is that like specifically from paid lunch balances or is it just There are some unpaid lunch balances but no that's just um once again it's an accounting okay of how the money has to be transferred. Um and then on um sure it's all accounted for um on this first page of listing our expenses um y the last expense listed uh is transfers and so I just wanted to check
074what that is referring to um that would be one of these um like food service transfers. I see. Okay. Yeah. I think it also comes from the grants, right? Every time the grant increases the transfer increases. Say that again. that every time I've noticed like when the federal grants increases like that's at 250,000 it was a lower number before as that one rises the the transfers also rises on the expense side um I just oh are you okay um just want to clarify in the delta from the last report it seemed like um there was an improvement on the fiscal year 26 retained fund balance because I think that was previously at 169,000 so that would put us in much better shape. Yes, we are overall in a much better position than we were a
075month ago. Right. Absolutely. Great. And you know, Kelly runs a very um tight bud like she doesn't want us to go over obviously. So she's more conservative um because it's always better to end up with more money than less money. And so as we get closer and closer um some of our encumbrances are released and that's why you see it go up a little bit because if let's say we um thought we would need something well at this point we only need one month of it as opposed to three months of it so we can release some of the money that we were holding for that particular purpose. Once we actually close out the year then you'll get actuals and more money will be released. So, um, the the retained fund balance, if you recall,
076I come to you in the fall with a number that comes from the auditors, and they'll let us know what the actual balance is that we can retain based on how the books worked out, but this is our best guess as of right now. There's other items like um teacher professional development. We have to have the money available if they um, you know, want to engage in these professional development activities. And we don't know who's going to request something for June until they do. So, we have to hold it. But then if they don't request it, then we release it. And so, we're these numbers should continue to improve. Any other questions for Gina on revenue and expense update? Our next item on the Thanks, Gina. Um, our next item on the agenda is the
077enrollment committee update. Okay. We had our last meeting on the 21st and at that meeting we had Brad Prescott from Banwell Architects and Adam uh is it Jensen's or Jennis? Jennis. Jennis um from the energy efficient investments and that's the um engineering group that was a part of their bid that we approved and when we accepted them and brought them on board. So, they came and just, you know, answered some of our questions, got a feel for where we were. Um, talked a little bit about what they anticipate the the next few months up until the bond in March will be. Um, they'll be communicating consistently with Mrs. Vicki with Gina um Lance Skinmore our facilities director uh just to make sure that they have a clear understanding of the the work we've done so
078far identifying our needs um looking at enrollment projections coming up with our formulas um so they can get moving on that. They'll also be writing the um the request for proposals for a construction manager. They have several you know construction managers that they have worked with in the past they will send it out to. They'll also post it publicly. So, that's part of what um we asked for when we put out our proposal and we accepted their bid. Um they also told us that they feel that a traffic study that we had budgeted into our warrant article that it's a little premature to be doing that right now and actually may not be necessary um until after the March bond when we have a footprint to design um when we've consulted with construction managers. So,
079um, in my opinion, uh, based on our conversations, it seems like we're going to be coming, we're already under budget from what we had asked for the taxpayers on that warrant article. I anticipate we will continue to be so, and that was part of the reason why we were interested in Banville. There were obviously their qualifications for number one. Um, but they they don't try and squeeze us, which we appreciate. Um, it was a great meeting, so we really appreciate them coming. Um, we also, um, if anybody is listening to this and they're like, "Oh my gosh, you're moving forward with this, but what about the possibility of moving to third grade?" um we consist we went through that option very thoroughly. So I want anybody who's at home to understand that um Mrs. Vicki
080and I met in April. Um then I met with Miss Fowler and Miss Diaz and Hughes to go over first how such a move could impact the Hollis Primary School and how it would impact Hughes. And we looked at it from a building perspective just like the actual physical aspect of it. Um we looked at curriculum. Uh we looked at also impact on septic which thank you Jonathan for your note on that. Um and our ultimate conclusion was this is not a feasible option. And instead of going through all of that, we have that very thoroughly written out um and linked into our enrollment committee minutes from the 21st. That will also be posted in the FAQ page that should be completed by the end of this month um and posted for everybody. So, anyone
081who is interested, I encourage you to read that and reach out to me with questions. And I also want to point out that this was not the first time you looked at the third grade option. You had gone through it at least a year ago with all of us when you were bringing forth here are the 15 things that we have looked at and realized don't work. Um, but this extra action by the enrollment committee was prompted by several community members really asking them to dig in. So, I appreciate you guys doing that extra work to evaluate if that was even a feasible option. Uh, and realizing that it's not. I think it's good to know what you can't do helps set the path for what you can. So, thank you for that. And the
082full explanation of why that doesn't work. It's up now on the page. Um, so we weren't able to have a full robust conversation about it because we did have Brad present at the meeting and we wanted to give him um as much time as he needed to talk with us. and I keep my meetings to a tight um one hour to respect everybody's time. Uh so keep that in mind. Town members if you want to come listen. Um but uh all that information was shared with them before the meeting so everybody could review it. And um I did ask if anybody had any questions or any comments and everybody felt good about it because also um Mrs. Mrs. Vicki, Miss Fowler, and Miss Theas got a chance to read through all of my organized notes
083as well and verify they felt that it was all accurate and that everyone was in agreement um on the final conclusion. So, uh but again, that will be up and I encourage anybody who would like to discuss it further to reach out to me um and I'll happily go through it. And do you still have an opening on the enrollment for We do. So I've made that announcement not only here and at the enrollment committee but also at the house um budget committee meeting uh most recently and I asked that that be included in their minutes so we could reach that audience as well. I still have not heard anything um from anyone. So I really would love it if somebody who does not have children at the schools and would like to be a
084standing member on the committee to please reach out. So community member no kids in the schools that's for the member. Yes that is what we are hoping for and can make the commitment to come every month. Awesome. And when's your next meeting for people who might be having a hard time finding it? Yes, our next meeting is going to be on June 19th at 10 a.m. at Hollis Primary School. Awesome. Thanks, Sam. Any other questions, comments for Ann, the enrollment committee? I was just going to add that um we're in the process of developing the RFP for the civil engineering work. Um, so that'll go out probably by next Monday and and that's Banwell wrote it and I'm just um working with our director of facilities to make some small edits to it. And then
085um Paula and I sat down together today to look at the HPS program and drawing and identify what are each down to every closet um space at the the primary, what is the intended use and what are our needs around those aspects. So, we um are finalizing that and we'll get that to Brad tomorrow morning. Perfect. Yeah. Um I I think I've said this I think other members of the board have said this over the last year and a half of this discussion, but I want to make sure that we don't put ourselves in a position of expanding a school that then is outgrown immediately because I've seen too many towns around us do exactly that. they build a brand new school and then they're struggling and putting, you know, mobiles outside. So, I want
086to just implore committee to keep that in mind. Don't do it just for what we've got right now knowing that we're not seeing a slowdown. So, I just had to say, can can you just provide like a 15 30 second on the civil engineering? I'm I'm not following where the RFP comes in play versus the RFP we already had and awarded. So sure without getting into too much detail. Yeah. So the RFP we put out was for the architect um and our architect when we went with the architect we went with that firm who works closely with an engineering firm. Yep. Who has project managers um what was separate from the RFP and it was identified in the original RFP as a separate service was civil engineering. Okay. And so now we're they're sort of
087managing it but making sure it's exactly what the committee wants. And so we're looking for that that piece to come in. Okay. And that makes sense because the the packets were a little confusing around civil engineering. I know they said who they would work with. I didn't realize we needed a separate RFP. So that's helpful. Um can I one of the things that I know that people think about for schools is how to um maintain flexibility, right? And things like not having built-in bookcases, having bookcase on, you know, on wheels that could be moved if they needed to be moved. And I wonder if that is also something that was considering right of like how to when they are developing a plan for the school how to also maintain a certain amount of flexibility that
088if we need to make changes to the user spaces. Yes. This conversation was had with our prior architectural consultant and I anticipate as we continue conversations with Banwell will as well like one of the things we talked about was in should we decide to build a new library to plan for things like we did with our prior learning contest have multiple doors and have it set up. So that if there should be a time when partitions need to be put in and we need to create more classrooms, we would have that that flexibility um just so that the infrastructure is there and in place and in any of the large spaces that we have that we may put in that we provide for that kind of flexibility. That was something that we asked of of
089um Windy Hill and I anticipate us to be asking that of Dan Wall as also when we put that in. So, um, and they're really experienced with things like this and so I think they'll probably also have a lot of ideas that, um, will need to curve us, right? Because I know about, you know, the ways to make a library flexible because we had this big conversation last year about a library for something else. I don't necessarily know about like what that looks like for a classroom, you know, or Sure. Yeah. And so, for example, um, we have a classroom right now where we have four case managers in there and they have a desk space. So each case manager at any given time would need to be working with one to two students. So
090that's four adults, potentially eight students. They could be in a space like that. Do we need to have um some smaller partitions for um to make the sound quality better for those? That space could be used as a classroom if they were to move out of there. that might make more sense than building four smaller offices because if it's a small office, there's only so much you can do with a small office. Yeah. You know, so just making decisions uh like that. That makes sense. Yeah. Awesome. Thanks for again for the work. Um we're still not at our posted public hearing time, so we're going to move into deliberations. Our our first item is to see what action the board will take regarding giving authority to the superintendent and superintendent elect uh to hire, terminate
091and accept resignations until September school board meeting. So I will accept a motion by somebody to authorize superintendent superintendent elect to hire, accept resignations and terminate staff until the September board meeting and require notification to the board of such actions. Moved. Thank you, Jonathan. Uh second. Thank you. Um, can I ask I don't feel badly about this, but we are meeting in August and we're authorizing this until September. Um, we are because there are often actions that happen between the August meeting and the start of school. Okay. So, being able to give them that flexibility without making us have to do a full meeting or having those people wait till September meeting which is after the school year starts. Um, that's traditionally why we have gone to September. Okay. But of course, I would provide
092you an update so you would know. Yeah. So, we would hear in August, you know, we'd probably get a lot of Y. What are your nominations, resignations, correspondents? We get a lot of information at that point. Excellent. All right. Any other discussion on this one? All right. Seeing none, all those in favor? Sorry, I should have waited till you were done. 500. Motion carries. Thank you very much. Do we need to close out uh public input? Yeah, I'm going to do that now. Okay, I'm going to close out public input now since nobody came. I was letting them have it for a little bit of time, but I think I went a little beyond. So, I'm closing it at 6:12. And again, that's public input specifically for our general meeting. Uh the public hearing will
093have its own when we start that in a few minutes. Um do we want to go to the policy amendment? We're I think we're we're gonna have to because all this stuff is part of the uh Yep. Yeah. We go to the policy memo. Expendable trust. Yeah. Expendable trust. That's what the public hearing is about. So, we have to have the hearing. We come back and then we deliberate on it and take our take our uh take our steps. Um we also could do because this this one could be a second because there are a lot. Do we want to go ahead do a couple minutes just do the agenda adjusted? Sure. Item. Um, so this is uh I will accept a motion that the Hollis School District accepts the generous donation being offered to
094the Hollis Primary School to go toward staff and student wellness. Yeah. As this exceeds the $5,000 limit that exists. So, oh, sorry. Jonathan second and sh so she's so frustrated with me right now. Not at all. Are you kidding? No. All right. Discuss it, please. Do you want to go into any detail or was that the detail when you That was a detail. I just, you know, want to say thank you so much for the generous donation. It was c certainly be put to good use. So when they say um staff and student wellness is that's a pretty broad term um did they give any indication in their donation letter of more specifics? They did not. Um but I've spoken at length with Paula about this and some things that she was thinking about is
095um the staff work room at the at the primary is not much of a staff space at all. And so she was hoping to brighten it up, get some new items, um maybe a clean microwave, you know, some things some things like that just that would be able to impact the entire that will um be able to to help the entire staff um for students looking at schoolwide things such as um activities on field day that all students would be able to benefit from. Can I just ask I'm I'm sorry that I missed this detail. Was this just the primary school or to Okay. All right. So it can't go to Hughes. Correct. Gotcha. Um, and I am sorry. I am not seeing me in the agenda. What was the amount of the donation? It's
096not in the agenda. That was the agenda adjustment because they received it after the agenda was set. It's $20,000. So, we have to take a vote if it's anything over 5K. Okay. Um, is there anything that um is it appropriate or has there already been a conversation with the person who did donate this about like should we solicit from them what they would like to is that appropriate for us to solicit from them what their thoughts are about how they would like to be spent or was it just generally it was just staff and student wellness. Okay. All right. Thank you. Um, you're on the wellness committee, right? Um, is there anything there that would be relevant to Um, not that I can think of from the most recent one. Um, we actually have our
097meeting um, this week after this meeting. Yeah. Okay. Maybe this should be brought up to the wellness committee then to see if there's any input from them as well. It's wonderful that you and Miss Vicki are talking about this, but since they said wellness and we have a committee, probably should go to the committee for some input. I don't think they need to decide what's done, but I think input would be helpful. Sorry, I thought you were going to No. Um, is the wellness committee SAU wide? No. So, we can only they may have ideas, but they can't offer guidance if it's not specific to the primary. But I think it bring it to them just for ideas. For sure. That's what I'm I'm just clarifying for anybody listening that it's not somebody who works
098at a different school saying this is what you need to do. I think just being that is helpful to know broad ideas. My my other question that would come up a little bit is whether or not um there might be areas in under the librarian staff or or supplies to some extent that would benefit the whole school for more than just a field day in terms of the So I I'm sorry. Let me clarify. I think the thought were was to spend a little bit on something for for students at a field day. Not to spend it all. Um but the best school's going down in history. No, but um she was really just focused on schoolwide um events. Um the library, I just worry that um there's no space. I don't know what what
099to purchase for the library, right? And and it may be different. Yeah. soon like it. Um, but really just uh doing things that would certainly reach everyone rather than a smaller group. Yeah, I think and I think the idea of any balancing, you know, some of the you said like more expendable things with sustainable like yeah, you know, the staff room being a little bit more sustainable, you know, over time. Um, and balancing some of that with things for the students too would be great, right? things for their maybe where they have recess, you know, areas for shade, water, things to play with that are safe and fun. We can't go get a hot tub. That's That's not appropriate. That doesn't sound very safe. All right, seeing no more discussion needed apparently, um let's take
100a vote. All those in favor accepting this generous donation 0. Thank you again to this donor. Yes. Absolutely wonderful. We look forward to hearing the results. All right. It is now 6:18. So we are past the point of our uh start for the public hearing which was scheduled for 6:15. So I will take a motion that the board recess till the conclusion of the public hearing on the Hollow School building and SAU building expendable trust and water system expendable trust. So move. Second. Second. Any discussion? Uh, can you explain? I'm sorry. I I want to understand why are we recessing to have a public hearing? Because we have to. Okay. The public hearing has to exist separately. It has a separate set of minutes and it's not a public hearing line. Correct. Got it. Okay.
101So, it is part of our meeting because we hold it and then we make decisions about it in our deliberations. That's when we skipped over. It was then because we couldn't do anything about it. Sure. Um, but we have to recess and then we'll reconvene. So, we're having two meetings and we're just sandwiching one in between. It's one meeting. We're just recessing and then we're coming back. We're not adjourning. No, I public hearing is is Yep. That's why there's a separate outline for it. That's a nice little Oreo. I got it. We can go. All right. All those in favor of recessing until the conclusion 0. Okay. board recess at 6:19 p.m. Okay. Would you like to me to go through this? I would love for you to go through this. Okay. So, um you
102have to call the public hearing to order. Correct. That was what I was going to ask. No, I can't remember that part. Go ahead, Gina. Pass to you. Okay. So, principles Paul Vicki and Candy Fowler identified several needed repairs and improvements for their respective buildings during the budgeting process. Um at the budget hearing for FY26, the Hall's budget committee recommended along with the Hall School Board that the funding source for certain items would be the Hall School Building Expendable Trust. So I want to explain these are items we've been talking about since October for the principles and I we've been talking about them since July. Um but now we're here to officially request the money from the um from the trust to move forward with them. So, we are looking at the um at Hughes
103an elevator retrofit for 38,000 and that's um segment two of five. So, we'll do that five times so that we can actually afford the retrofit of the elevator. Um the girls bathroom stall replacement at 20,000. We anticipate that all five will be replaced with that dollar amount. Classroom is that all five bathrooms or five stalls? Stalls. Okay, thank you. Classroom flooring lower level 35,000. um replacing the um office flooring in um the main office for 7500. Um and then doing phase two of the installation of schoolguard glass at our entrance here at Hughes and then the exterior door replacing or removing um exterior doors for 5,000. So the total of that would be 130,500. Our current available balance is 145,76. the we expect to add $125,000 because that's what the voters approved up to. Um
104with the expenditure of 130,500 our intens anticipated ending balance for FY26 would be $139,576. Um do I want to go through all of them or do you want to stop and ask? I mean there's nobody here but the public gets a chance to say um in favor of or against. I had some questions but I don't know. So this is a public hearing for all those people in the audience. Yes. To ask. We have our deliberative time. Yeah. Okay. This is for them to ask questions. So she'll go through this and then if there were people in the in there, they have public comment time. Got it. Our deliberative time is for us to chat about. Yeah. Good. Okay. We got you. This next one is we're acclimating you quickly. I'm awake. It's a good
105like to I've still been on the board for a year. helpful. It's a It's a funky little thing. There's like so much to keep track of and we do this how many times a year? Like you have to remember like it's Yeah. Don't worry about it. Okay. And then we have the SAU building expandable trust. So this is the trust that we have for the fourlone lane facility, the SAU office. The money comes from rent. So the request this year is to um renovate the building, the front building porch. um the one closest to the stairs that's not currently in use um because it needs to be renovated. So that's estimated at $45,000. Um our balance right now is $136,771. um $23,970 would be added from the rent transfers and then expected or the proposed
106um expenditure would be $45,000 for that porch repair leaving us with an ending balance at FY26 of $115,741. All right, moving on to the next one. We have the Hollis School District Water System Expendable Trust. All right. So, um, the FY25 request annual rebuild of the three chemical feed pumps at $3,466.34 and to add a source sample tap to the well at $2,69185. Um, that is what we need board approval for. we will likely um include a a warrant article in FY27 to be $25,000 to be added to the water expendable trust as our balance is is um dipping below the 50,000 where we started. So looking right now, our current balance is $32,393. Our expenditures that we're looking for approval would be $6,158. No money to be added. And so our FY26 ending balance
107would be 26,235. If you recall, we are um a water company as well. And so this is to do the work on the town water that we own. I'm very much excited about that new title of mine. I don't know what the title is. Water district. Water. Uh and then we have the Holl School District special ed expendable trust. So there are no plans to use these funds in FY26. Although this year would have been a year that we might have given all of our contracted um services that went over balance. But uh our goal is to hit 225,000 um in this FY26. We made a decision not to contribute this year just because we had so many asks. So, our current balance is 164,589 and nothing is to be added. So, that is expected
108to be our ending balance. Thank you. Yeah. Um, I'm opening the floor for public comment at 6:25 p.m. Um, there are no members of the public uh in here at this time. Unlike public input in our regular meeting that we can leave open in the background, we can't do that in a public hearing because the rest of the public hearing is to hear from the public. So um at this point we are going to close public input or public commentary I should say on the um in the public hearing. So open and closed. Well 626 getting changed. Here we go. 625 626. Um and now we will hold on flipping back. Um need to come out. Do we need to take a vote to reconvene? We just reconvene. We just reconvene. Okay. So, we are
109reconvening our regular meeting at 6:26 p.m. And so, we're going to move back into our deliberations and we are going to be able to move in to see what action the board will take regarding the expendable trusts now that we have had our public hearing about them. Um, you can see the list of items there for the ones that um Gina read for us today for the Hall of School buildings expendable trust. That's the first one up. So, I will take a motion to authorize the expenditure of an amount not to exceed $130,500 from the Hollow School Buildings Expendable Trust Fund for the purchase of the maintenance items identified during the public hearing. So, moved. A second. Second. Any discussion on the school buildings expendable trust portion? Um, I just want to I I think
110that we had talked about this, but I just sort of putting it out loud. We're only updates to Hughes and not to HPS. And I think that is because we are planning on doing it doesn't make sense to spend money updating HPS at this point we're doing. Exactly. Yeah. Okay. Um the girls bathroom stall replacement. It sounds like that's just one bathroom. Have other bathroom girls bathrooms been is there just like have there been other updates to other girls bathrooms? We we did the boys bathroom last year or so we're looking to do the girls bathroom this year. Is there just one bath, girls bathroom, one boy bathroom? No, there's one per floor, but there this is one that the stalls are particularly in need of replacement. Okay. So, it's not that all of the
111bathrooms need to be redone. It was one floor bathroom that by stalls, you're referring to the partitions, correct? Yeah. Um, for the multi-phase items, so that would be the elevator retrofit and the school guard glass at the entrance. How are we tracking in terms of getting them done within the phases, within the amounts that we were expecting? And I asked that because the price of raw materials and whatnot is possibly going up for the elevator in my head. Um, and I have no idea on the guard glass, but they're multi-year install. So, I'm just curious progression wise, how are we doing? Yep. So, um, so for the elevator, we're not doing anything in years one, two, three, or four. we're waiting until year five until we've summed up the total. So, as we prep for
112the fifth year of additions to the elevator, um we'll get another quote at that time and then make instead, you know, potentially it would be um instead of like right now we're doing 38,000 a year, we might see 45,000, you know, to to make up. That's what the note for set aside each year meant. Correct. Yeah. Yeah. I I translated that in my head to we have to approve it each year, not that we're just setting aside funds each year. So that makes sense. Um well, we are approving the set aside funds. It's to set aside funds, not approving a new phase to be exec. No. Yeah, of course. Um and then in terms of the school guard glass, so all of our schools are doing projects with school guard glass. So we are working
113with them constantly looking at pricing and stuff. So these are pretty firm um quotes. we look at a particular region or wing or you know depending on the school uh and and that's that's a quote that that stands pretty firm. Okay. Is there another phase coming up then after phase two or is phase two the last uh I would expect there to be another phase. Yes. Okay. Um somebody asked this at one of the meetings when we are setting aside funds are we getting interest on this because it seems like sometimes the numbers that come back are the same as that we've got. What happens to the interest that we're earning um on the monies that we have like in our trusts for example? Well, if you and if you take a look at special
114ed expendable trust, we've never um put in an odd dollar amount. Ah, okay. So, it's just like just keeps on staying within that trust for that purpose. It doesn't go in the correct. Thank you. I guess my other question which sparks from the principal's presentation is like how how far off were we on the flooring if if that's a reasonable question to ask cuz um Candace mentioned the like oh part of the issue with the flooring is the change in materials. Okay. So, we're like, if you look at HPS in that main hallway, the flooring is it's not as shiny as some of them are. And so, the it's it's a different material. Sure. Which is more expensive. Doesn't require all the wax, but it also doesn't have um some of the offging. Sure. So,
115we're going to move into that. That means if it's more expensive, we're not going to be able to cover as much. Got it. At a time. Yep. Y. So, we'll just phase it out over a longer period of time. Yeah. and and that's really good to know if the like we're changing materials and that's resulting in a higher cost. That makes sense. Um are there any concerns about the elevator being unsafe? Is there a reason like what is the reason that we're doing the retrofit? Because we know it's coming. Okay. Um and you know we have elevators in all of our buildings and um when there's a problem it it's not cheap and we need to fix it. And so we are planning on the fact that we know it's just time. Um you know
116and that's something that we'll move forward with to know to make sure that it is replaced when we have the money to do so or not replace but um whatever updates are necessary we'll do that. Um because you know in some of our other buildings we've had an issue and then just the materials aren't available at the right time or you know there it's not something that you just call out they replace and a couple days later it's ready. So we don't want to be put in a position where it's out of order and then now we're waiting for a long period of time. So So we're trying to plan proactively. And how are we figuring that out? Is that something that like that when we have elevator inspection? Exactly. So it's on. Okay. Yeah.
117So, it's not like h it's about that time, right? Yeah. Yeah. Okay. And like I said, so we just put in an elevator um at RMS a few years ago. Um we've just replaced the one at the middle school. We are looking to get to the replacement of the high school. So, we are in constant conversation with our elevator friends. So, we're trying to definitely be on their their lineup of activities. Any other questions about the school buildings expendable trust? All right, let's go ahead and take a vote. All those in favor to authorize the expenditure of amount not to exceed $130,500. Our next item was the second one that Gina covered and that was for the SAU building expendable trust. Um again that trust is made up of money from the rent that we
118collect as the landlords of Warlunk Lane which is the SAU building. Um and to recall it's wanting to go toward the SAU building torch renovation. So I'll accept a motion to authorize the expenditure of an amount not to exceed $45,000 from the SA building expendable trust for the SAU building torch renovation. Moved. Second. Second discussion. Um Gina, on one hand, this is pretty small potatoes compared to some of our expenses and also it's $45,000 for a porch and I know the porch has to be redone. Do you know but is it a thing that we have gotten multiple quotes on or you know are we how does that work? Yes, we get multiple quotes. Um we I mean structurally it it's not we're not just replacing like the floorboards. Yeah. So, um it's all the
119stairs, it's the the overhang, it's it's the whole the whole aspect. Take a look at it next time you um are at for Lum Lane. Careful from a distance. And then uh the porch that is in fine working order um is in need of repair as well. So, um the spindles are broken um and and cracked. So, that was will need to be replaced. We'll probably do that at the same time. Okay. Um, which I was confused, but I was going to wait for this part. Um, so there's a porch when you walk into the office for the secretary who who's there. There's another porch in front of the building. Yep. If you're looking at the building and the main door that you're talking about entering, it's to the right. Okay. Um, and mostly because
120I can I can hear the question coming up. Um, is that porch going to be used at all. So, it's it's a required egress. No, we're we're told not we tell people not to use Well, for a variety of reasons. Right now, it's not safe. Um but we filter all of our business through the main office. Yeah. Where the receptionist sits there, but we do need uh an exit that's safe. Yeah, that's a good question. Yeah. And I totally get the it's required to hear, but yes, I could hear someone being like, "Okay, so you're going to spend $45,000 on a porch for an office. Why would you be doing that? Even if it is structured, why don't you just remove it? It's not like a wraparound porch if there's a door. Yeah. No, I
121there's a door that needs to be painted. And you laughed at my hot tub comment. But but yes, that's that was why I was asking was like someone was going to ask that question. I knew that. So, y any other questions, comments? All right. All those in favor? Thank you. 500. Congratulations on the new porch. I'm thrilled. Yeah, it looks awful. Need to get her a rocky chair or something on the porch. We'll send you a photo of it. Before and after. Do we need to have like a small gathering of like sharing cookies on the porch or something? Yeah, we might need a ribbon cutting. I love it. All right. Our next item is for the Holl School District Water System Expendable Trust. Our waters are Gina uh was talking about the annual rebuild
122of the three chemical feed pumps for $3,466.34 and to add a source sample tap to the well as well. I will take a motion to authorize the expenditure of an amount not to exceed $6,158 from the Hollow School District water system expendable trust fund for the annual rebuild of the three chemical feed pumps and the addition of a source sample tap to the well. So move. Thank you, Jessica. Second. Second discussion. What's the source of I got the same question. You're required to test the water every month and it's a lot easier if you have a tap to take the test from instead of having to like go into Gotcha. Okay. And and then my question is the Okay, I see it's an annual rebuild. Why are we have to rebuild it annually? Is it
123just that part just don't work more than 365 days or because I'm new to the water system management program. I isn't that they have to like refresh the chemical and it it's not Okay. They're not actually rebuilding the the Right. Well, okay. I'm trying to how Andy described it last year, but I believe it had to do with like refreshing the chemicals. Like you have to refresh and I'm aware of that where like you could often pull pull the injector out basically put a new one in and that's it. But yes, when it said rebuild, I was like, "Okay, you're yearly rebuilding the feed pumps. That seems like a poor thing." Like, yeah. Well, those pumps get a lot of action. I totally get that. That it's only annual. Yep. Cuz that is for the
124town. It's for the town. Center of town. Yeah. This is the middle school. Yep. Town hall. Like that. All of it. Yep. Those houses in that area. As we learned, the Farley building. The Farley building. Yeah. All of that. Yep. Any other questions, comments on the water system trust? All those in favor? Thank you. All right. And we have one last item under deliberation since we've kind of popped around a little bit. Um can I actually just ask one quick question about the um special education expenditable test? Obviously, we're not requesting anything for that this year. I just was wondering why we decided not to pull from that in terms of um trying to meet our budget deficit this year. Was there a reason that we didn't pull from that fund because you can make
125the pitch that it really would be appropriate to, right? Because it was for contracting Paris. You know, I was just wondering about choosing one fund over the other. Um we made the decision that the the balance was a healthy balance. the budget committee had asked us to um look at the budget and to find some savings. So, we pulled back. That was one of the items that we pulled back just because it had a a healthy a healthy pulling back from adding to it. No, no, I understand that question. Um my question is why didn't we use this fund to make up our Yeah. Okay. So, it's there if we need it. We could very well have needed it. what we were trying to do at this point in the year is try to break
126even. Um, and so we didn't want to just jump to that and request to use funds when we really didn't know how the year was going to end. So if the retained fund balance from last year wasn't going to be enough, we absolutely would have moved forward with the special ed trust as well. But we prioritize using the retained fund balance because that falls to the bottom every year anyway. It lapses. Okay. So, um, it either is going to help replenish what we don't have or just go back to the taxpayers. Whereas, this trust is there earning interest and we can hold on to it because it's a trust year to year for those emergency needs. Yep. That makes so much sense. They can do that. Yep. Good questions. All right. Next to our deliberation
127items, our final is actually uh regarding the proposed policy memo. Um, I'll accept a motion to approve the recommendations of the Hollow School Board Policy Committee as per the memorandum provided as part of the agenda packet. A second. Second. Now, I know uh discussion and I'll start the discussion. I know we um we like to go through these one by one um versus all at once. Is that still the case? That's what we've done in the past. Do you guys still have the appetite to do it that way or? Yeah, there's a there's a lot here actually to discuss um with these policies. They really need to be I think discussed one by one. Um I'm fine with that. That was my plan. Um I just wanted to make sure that you guys were still
128Yeah. on board with that just having new new members. Um don't worry, I don't understand them as a group. So individually will be helpful. totally fine and they're not as a group per se. Um it was a way for the policy. Do you want to explain this or would you like me to do it? Um we were just I think it's helpful to have one document kind of summing up here's everything that we are talking about in terms of policies in this meeting. But then in terms of voting I think very understandably the board prefers to vote individually. So there was a period where it was like we can just vote on them all at once, but actually sometimes there's a lot of variance between what the policies are and what's happening and people like
129the flexibility. Um I like the flexibility too of being able to vote on them individually. So So there are sometimes when like the changes on them are really minor. So we've already discussed them and we're on the third reading and so we're like great, let's just do it all at once. But times like this, there's a lot there's a lot of new stuff. Well, first me first reading their new and first reading major change was so I read the motion and asked for a motion straight from our outline as if we were going to vote on it at once. Um Jess, since you were the motioner, would you like to adjust your motion to reflect that we're going to take them as individual items? Um I would like to do that. I'm uncertain of my
130ability to get the verbiage of that amendment right. Why don't we just retract the motion and then just make a motion to adopt KI or to move KI? Yep. So, would you like to retract your motion? I would. All right. Motion retracted. There it is. All right. So, our first item on the policy lineup is policy KI, school visitation and observation. This is a first reading uh with major changes. Um, one just clarification. One second. We need a motion. procedure. Um, so I move um that we you can uh help me adjust my verbiage here, Dr. Carol, but uh I move for a first reading with major uh changes. I move that we approve a first reading with major changes. KI school visitation and observation. Correct. And so a second on that one. Second discussion.
131So procedurally with these Yeah. So the policy committees come up with wording and adjustments based on the the legal information etc that you have. We as the board get to vote as to whether we're going to accept the adjustments. If we choose not to accept the adjustments then the policy committee has to make changes. Okay. And most often we will make adjustments here. We'll say can you fix this? That was going to be my second question in there right now. You'll notice a lot of of stricken verbiage and those are the major changes they made in response to their review. Yep. Um it could be in response to a previous uh board review as well where we've said you've got to tank all of this. This doesn't make any sense. Let's go back. Most often
132it is in response to the recommended language that comes down from the New Hampshire School Board Association or NHSBA that and then if we need an additional vetting by our legal counsel for any of these, we certainly can. Yep. Um but when we go into kind of the discussion, the first person who usually talks on it is the policy committee person to describe what had changed and we can ask questions of it before we vote for when we accept. We can say the first reading with our discussed amendments. Sure. So then when the second reading comes up, we'll see those changes and again we have that opportunity to make changes. Yeah. And I understood procedurally how the amendments to the article will work. It was just whether that was what we were about to do
133kind of thing, right? Yep. Okay. Uh and then the thing we can do is because we don't really want to word smith here. We can say I'm uncomfortable with this. This is what I'm feeling. And then the policy committee can contemplate that and come up with the specific wording during committee. They're very good at that. Yeah. So, so our disc back to policy K I uh just opening discussion. Yeah. So there were updated privacy and confidentiality requirements. Um so there are major uh changes to this policy. um and revising and replacing the policy to be in keeping with the requirements. Yeah. And so I will share that the um anything that's not stricken through is new language. Okay. And it should be underlined. Um and I just uh noticed that now. Um but basically it's
134very full replacement. It's a full replacement. It's it's a clear articulation of what you can and cannot do when you visit and how you visit and what you have to do when you do visit. Um and uh just to achieve that level of clarity for anyone, what what I found confusing is visitor versus observer because obviously not everybody who visits is coming to observe to observe and it it seems like there isn't um there isn't a delineation between the two. So, we're starting I I I was conf I was a little confused as to why we took off from the very beginning that anybody who comes in has to check in at the office basically and they have to be approved in order to do that. Um, you know, I I guess like I not
135that I have a problem with what's added like that can come, but I I was confused like why this part had to be struck first. like what was wrong with what was here before? Why not just add more specifics? Yeah. When so when we were revamping this um we did reach out to legal counsel and this was a sample that the legal council had given and we looked at the new language and but as the policy committee we can absolutely go review what was struck and look at uh at delinating that more clearly. I think the uh particularly the second paragraph see number three um talks about how you have to sign in on the main office and wear a visitor's badge. Yeah. Yeah. I guess because the reason why I found it confusing is
136it starts with all those visiting or wishing to observe a student during the school day or to hear I guess. Yeah. I I agree with you in that it's just nice to like start off with that, but they're not I I feel like there's a there's a disconnect because I visit the school, but I'm not there to observe. I might be a room parent. I may be dropping something off or we're attending a a a function or something, right? Like today we came for celebration of learning at Hughes. I'm not wishing to observe, but it seems like all of those sub items are very specifically Yeah. talking about observation of students where it's talking about don't record audio still or video images. So I feel like they're not addressing the two different kinds of people
137that come into the school whereas the stricken part does talk about people who are not there to observe. Yeah, three three and four talk mostly about visitors but not in the context of observing. But I understand your point of view because it kind of flip-flops back and forth if you look at the numbers. Um, and not having kind of a clear heading for each one. So that's something the policy committee can talk about. Yeah, I would appreciate that because it's it's starting with visitors must make a request to the building principal or designate for approval prior to observing the child at the school. But it's like saying that all visitors are expected to be observing a you see what I'm like just it doesn't sound like it. Yeah. Yeah. Um, and and if you take
138time going through it, it's like, "Oh, okay. I think I see what's being said here." But it would just be nice if it was just like super clear and simp. And I think the last line as well, all visitors must sign the Holla School District receipt of FURPA regulations and CO. So for the 150 parents that walked into today, we would have to stop at the door and sign the FUPA requirement because we're visiting the school to attend a celebration of learning. I'm just giving that example because we were here today a as purely as visitors. Yeah. So I think that that those things I think there just needs to be a distinction between what your purpose is that's there you're visiting. Yeah. And again it's some of the stricken language I think can come
139back that second paragraph that Ann called out you know meeting with a teacher or whatever that kind of thing. Yeah. I think it's it's nice having it stated somewhere that if you want to meet with a teacher because I would I don't even think of it necessarily as a visitor. you're a parent having a conference, right? That that's something where you're making that arrangement, you know, beforehand, just kind of making it official. You can't just show up and say, "I want to meet with a teacher in their conference period." You have to do that beforehand. Well, the definition of visitor is part of the stricken commentary in the first paragraph. Visitor, which is defined as a person not employed by the school system, the visitor, and here are the rules. If you're a visitor, if
140your visit is specifically because you want to observe, yeah, it's it's visitor with guidelines because if you're it's visitor with purpose guidelines. So if you're showing if you're showing up. No, I think the purpose has to be observation. That's literally the policy is observing students. But this policy covers, as you said, the original policy covered both visitors and visitors with a purpose of observing. They didn't they didn't have it. It was visitors period. Um I think one of the other things that I think is is missing um is it's talking about it does not It does not limit who they're observing. Whereas a lot of our other policies are like you have to be a guardian or this of a specific student and you can only view their stuff. This says all those wishing to
141observe a student observe a child, not their child, their like whatever. Like so I think that in the spirit of our other ones where we are very specific about who they're allowed to observe I think we need to be or allowed to in engage I call it I guess we have to be very specific on this policy as well even more so I think if I may Jonathan I just want to piggyback off of something that Carol said before we lose it. So Carol pointed out the dip visitor was defined there should be a definition of an observe. Yep. Yeah. Um perfect. and who's allowed to be an observer and who's allowed to be observed. Sure. And just to give you some reference, this policy was brought forward um to really focus on the need
142for guidelines for observers. And I think as a result some of the language of of just a parent visitor going to not just but the parent visitor going to celebration learning was not really considered. It was it was more of the other piece. So we'll bring it back and um certainly take this conversation into consideration when we make um revisions. Keep in mind that the adopted version is in place until a new final version is brought forward and adopted. So, um, so we I feel confident that we can, uh, move forward with all this feedback and take another stab at it. Yep. So, for Jonathan's purposes, you were talking about kind of procedurally. So, we will vote to accept this first reading and then knowing that it'll be a second, could be a third, and
143then that motion when we're ready to adopt the policy is moved to accept the third reading and adopt a policy. So, it can come back to us multiple times. It can come back four or five times if we get it right. I was just Yeah, and that has happened actually. Um, this one will be to accept just this reading knowing that they're taking the the step forward. Yeah. I I think my only other piece of feedback and I I know we've discussed a lot of it is the I think for both myself trying to read for approval purposes and honestly possibly as someone who might be trying to read the school policy as a regular person it may be helpful to delineate the sections if possible between I am coming in for the purposes of
144visitation to a student or to a classroom or whatever and I am coming in with educational or other observation purposes. Y that make me not there just as a interested party but as someone who is as it stipulates certified or or whatever. So I think that that's the feedback that Gina got from this conversation. So that's exactly what they're going to do. They'll go back and and kind of add in what was taken out so we can come to a second reading probably in our August meeting. Yeah. Is that fair enough? There's a meeting 100%. You're not committed to that. I'm just throwing out that that's the next No, no. Well, yeah. No, we I think we have a meeting scheduled. Awesome. So, at this point, um if there's no other discussion on policy KI,
145we'll take a vote to accept the first reading of policy KI. All those in favor. Okay. Thank you. 0. Before we move forward with the next one, I just want to let you know that the wrong version was posted, not the ones with the change. So if we could table IHBA first reading and then we'll bring back what we were saying. Which one is IHBA? Not all of them were labeled when you printed them. Which one? Programs for pupils with disabilities. Do we have to table it if we haven't taken the motion yet? Programs for people with disabilities. Because there's no motion on the table. Do we just not take it up? We could we could just Oh, IHBA. Here it is. Yeah, because we've broken it up. Whereas I agree if we've taken it
146as a whole, that makes sense. And why is it being tabled? I'm sorry. Wrong version. Wrong version. Darn. Okay. Yeah, wrong version was in there. That's okay. We'll see it back. All right. So, moving on to policy Ike, promotion and retention of students. So, I move that we uh accept the first reading of policy Ike, promotion and retention of students. Second. Perfect. Thank you for doing that. Uh so discussion IKE um there were additional policy there are additional policies in the student handbook for parents to review and that's referenced in this policy. The only changes um really were references. Those were the big changes here. And then we also added um just a little bit more clarity in terms of what is included in um the decision for retention or promotion. I think this is
147a great ad because it puts into policy that you can't request. Can we put um and retention in the second sentence or can the policy committee for promotion and retention? criteria to be considered regarding the promotion and retention because that that'll mirror what the principles so we have a statement that's going in the handbooks that all of the principles. So I don't know if you would consider it a promotion from prek to k but is there an official policy on this concept of red shirting? You know, I know that this is something that's been talked about in the town a lot. Wait, on the concept of what? So, like a parent who's like their kid has been through preschool and they can go to kindergarten, but like they're on the cusp and they might want
148to hold their kid back for another year of prek. It It seems like it's it's funky whether or not it would fall into this. And I'm wondering if there is an official policy on that because people discuss that in like and that's what this that's what this is. Um, so this addresses that as well essentially. So we've always had procedures. We just had a more vague policy and so we were trying to clarify the policy. So we we go essentially by age. If there's um if there is a request to differ from the age cutoff, there's a conversation where all these factors are discussed and those procedures are now going to be in the handbook. Okay. And the word promotion is not like a promotion from sixth grade to seventh grade. It's to the next
149grade. Yeah. Yeah. Yeah. Um well you you asked what what we were talking about if it was just kindergarten to first. It's the movement through the grades. Yes. Thank you. Um I don't see the parent I think it's implied the parent input would be a part of this. It's not explicitly stated. Is parent input a part of this? Part of the spelled out procedures. Yeah. In the procedures in the parent student handbook. Yeah. So where it says the rules um shall be published in the parent student handbook, that's the procedures that um parents are to follow if they want to make a request, you know, or any kind of conversation that exists around promotion or retention. So the process to follow if they want to discuss either promotion or retention. All right. And so those
150those are already published in the parent student handbook. So I could go home and I could go and I could look at them. They're the ones that are coming up when you register your child and you sign off. I've read the parent student handbook that I don't see it there. Oh, I know. But you know what's going on in the summertime. So, wait. You're saying that these rules are Did you say they're already there or they're going? They're going to be in the next one. Um, can can we potentially have policy discuss rules changing to procedures? Yeah. And so, will we get to see those then before we ultimately vote on this policy? Because I'd like to see what those new procedures that are going into Absolutely. So, we'll complete this conversation. We'll have that
151posted no later than July 15th. Great. It'll be part of registration. So, um it's not you don't vote. How different are those procedures than what they have been? They're not different. They just weren't articulated in the handbook. Correct. It we it said it in policy that it was there, but it never made it there. Okay. And it had been there since in policy since 2005. And so now we're just following policy more carefully. Gotcha. So, well, and I think we're covered with the with the language that says but is not limited to. Yes. To be able to include parent input like the parent input is considered when the teacher makes their recommendation and that's clearly in the procedures. Right. Right. Yep. Not to mention it stipulates considered. That doesn't mean that it's definitive in it
152like any of these are one particular way. Right. Great. Thank you. Any other discussion on IKE? Seeing none, we'll take a vote to accept the first reading of Ike. Thank you. Z. All right. Our next one up is JJ-R, access to public school programs by non-public charter and home educated students. This is a new to the district policy. I move that we accept the first reading of JJR, access to public school programs by nonpublic charter school and home educated pupils. administrative regulations. A second second discussion. So um we had recently presented and voted on um the access to public schools. These are the regulations that go with the policy that we recently approved and the regulations and polic and policies are separated. Um so this used to be the same as a previous policy IHDBR
153except that um we have added charter information to this and not just homeschool because what we do is slightly different um for the two and broadly the regulations are about allowing charter homes school students to attend activities I don't see language underlined during this presentation what I want because the entire polic she mentioned that she adding adding charter I had the same question can I wonder why JJIB is highlighted in yellow on that page yes I can want to share that Um so we were just looking at that when um we had said we were going to put this forward that uh the policies that are there JJ, JJ and JJIB. We don't have JJIB current currently. So the policy committee just has to discuss whether or not they want to bring that one forward
154or whether they will remove it from this. It is not a mandatory policy that JJIB. Um so the policy committee still has to decide whether they're going to bring that one forward or say no for good as an optional policy. Got it. Thank you very much. You're welcome. Um and oh sorry please go ahead. Um so this was up updated um like you said uh I IHGV is updated from there because of changes to RSA that happened in 2020 I believe 2023 or 24. Um so we are both you know weaving in the charter school but there is also actual RSA changes that changed the body of the document from the last regulations and procedures. Also, just so you're aware the overarching changes for our next reading since it's basically an update to an existing
155one. Is that is that the tell me the policy number that it's or policy one that it's uh replacing? I think it's IHT, right? So, it's the home education instruction one. Oh, I should be R. Thank you. Okay. I I'm just interested in kind of looking at that. Yeah, yeah, you and you should because there there are some changes that really differentiate the access to our programs. Um, so you if you could look at that, that would be beneficial. The JJ replaced IHBG and the JJR replaced the IH. So once this goes to adoption, we'll bring the IHG whatever it is IHGBR for to be resented. Got it. Um, this is just a a reading thing. So it says access to public school programs by non-public charter school. Looks like you're saying the charter school
156is nonpublic, but all charter school. There should be a common. Yes, I think so. That would be because it took a minute where I was like, is there such a thing as a nonpublic charter school? Yep. No. Um, there are a few other minor things that um just for readability that if it's all right, I'll just pass that on to Jess. Great. Um, sorry, English teacher. This going to happen with all these? We we took this from the school board, but totally understandable. Look at readability. No, I get it. I mean, look, I've been on policy. I know how hard it is. So, um I I think one thing that just was a little finicky for me under B1 was it says that it the transportation falls within the ordinary school bus schedule. Schedule is
157a timeline, not necessarily an area. I'd want it to be clear that unless otherwise required under state law, I don't want just because it's in the schedule to be picking up a kid from Nashore or whatever, unless we're required. So, so if you are participate, let's say you participate in music and music is at 11:00 a.m. that doesn't fall within the school bus. I understand that. That's not a problem. But if somebody is participating in something else, that does fall within the school bus schedule because that's what the curriculum courses and whatnot are listed here. and and they're in a nonpart or a charter school and the charter school is not necessarily in Hollis. I don't want us to be required to bust them. No, that refers to and that was why I was clarifying
158because schedule to me and range of things are two different things. Correct. All right. Any other conversation on JJR? Seeing none, I'll go ahead. Is there anything in this that again mostly because I'm not as familiar with the charter like home education is fairly straightforward right of the okay you're a home educated individual in the town of Hollis and you want to participate that's fine but then when we get into other types of schools that's where I kind of run into like okay are these other types of schools located in the town of Hollis which I didn't think we really had are we talk And then how widespread are we talking like if if a parent wants to take their kid from point A to point B, you know, 20 miles, are we basically saying,
159"Yeah, okay, they can participate." This is their access to our pro programs. The most the easiest example would be like a sport. So if a child is attending a charter school, but they live in Hollis and they want to play soccer, they can play soccer in connection to our school as an actual district, which we don't have in this district. Sorry, I'm thinking it's a lot easier, but that's okay. That's a good that's a good example. So res so they're a resident in Hollis. Okay. In and this is their access to our curricular act activities. So different examples. Where in the policy does it stipulate that it's only open to Hollis residents. So it doesn't and that was going to be my my question now. It says nond district students. Yes. That was where I
160really got for a minute. So that's JJ. So that's in the policy. This is just the regulations of how to go about participating in the programs that the policy JJ allows for. So we have to look up. So I'd have to check JJ to see if JJ clearly outlines residents of Hollis. So right which I would imagine it does. I have not looked at it today. We actually spoke about it but we'll go back and look. So that would be my request is that's my only concern is this as it reads with what I have in front of me is very wide open and I prefer it to be very restrictive. and what the definition of non- district and the definition of non-district means not enrolled in our schools but it would be a holl
161resident. We have to go back and verify what JJ says. Yeah. Okay. All right. Good discussion. Uh I'll take a vote now to accept the first reading of policy JJ-R. Yeah. Okay. Thank you. That wasn't to pressure you to vote. Yes. I was I thought you were just delayed. I was sc I was scanning it to see if I hadn't had a complaint. Yes. I read fast but not that fast. Our next policy is EH-R. I move to accept the first reading. Uh EH-R public access to school district records procedures. A second. Second discussion. So again, this is another situation where we had adopted the policy recently and now these are the procedures that we're presenting um that accompanied the regulations. Um the major change here is that previously we had charged for physical copies.
162We are now um uh charging for digital copies once people are requesting more than 250 digital copies and it's the same price as physical copies which is 15 cents. Um one of the things that uh we have been managing as a district is that right there's people of right to know right they're allowed to request information from us um sometimes we are getting requests for information that seem like they are coming from maybe businesses that are looking to get data you know for their own um development of programs um and so like they are sometimes expensive to um provide all the information that they are asking for um and it is even someone within our district so um trying to and like generally you can give a little push back to those and um that
163has been effective but um trying to address some of those um dynamics. I'm sorry. Is this net new that I'm missing the underline or so that the all these that we're talking about now, the one we just approved for first read, EHR, and then um the next one, IHB, they're all brand new policies to the district. So there's nothing underlined. We've always had E8. But um so what the what they've been doing in recent years, in the past maybe four years, is the regulations never had to be board approved. The regulations were procedurals, procedural documents. They are now moving to having all the regulations be board approved. This is one of them. So it's required by law that we approve this regulation EHR. So we've had procedures in place for years, but now we have
164to move forward. So the change that we're looking to see how you feel about is whether or not we feel that we can charge for electronic communications that exceed 250. So if I ask for 250 files, um 250 records and so so what does that mean? An individual electronic communication includes the communication itself as well as the responses and attachments to each communication under a sing single subject line. Um however text and chat messages uh threads regarding the same topic should be considered an individual d once you hit 50 messages. So, what we're seeing is someone who potentially makes a request for any and all communications emails between staff members or between board members and staff members um that include the word um special education. So, so that's hundreds of thousands of emails that we
165have to go through and redact information. We try to narrow it, but it's just the scope of some of these requests is not reasonable. Um, and we're spending a lot of money, especially with some of these with legal fees going through some of them for redactions as well. And we didn't have a mechanism um to charge for that. So the question is, do you feel comfortable? Well, so if if you are a parent and you're asking for a particular like regarding my child may maybe there's 50 emails, that's fine. But when you go beyond the 250 communications, at some point that's not reasonable. Um, we can do it. We have to do it, but the law changed and we're allowed to to charge these electronic communications. Um, totally in support of that. Uh, want I
166want to ask with number two, why are written requests only encouraged? Why can we not require that these requests be written? Especially as modifications we're asking to be written. Can't we have them require that they come to us upfront with it? Because there could be even my thought is they could say, "Oh, well, I asked for this and you didn't give it to me. We don't have a record of what happened unless we require it." So, is there a reason why we have to encourage it? I don't know because I can't imagine a time where we've been requested something verbally. Verbally. And we do often even if it is verbal we do request that they I mean so again whether that's a proced I don't know if that policy committee would want to discuss that
167but we do and we do often um we will respond in writing ourselves and saying you know per our conversation XYZ and then ask them to confirm also. So there's there's a couple of mechanisms in which these communications happen. So a lot of times I don't think I've ever gotten a verbal one. I think they've always been in writing. But um but if we would, that would be how we'd respond. So it's up to the policy committee whether Yeah. If it's if it's not required for us to keep it at encourage, I would prefer it be required. I just feel like it just opens up. Yes. I just feel it opens us up to liability if we're only encouraging it and not requiring it. That's a good point. Y I So I had a couple
168thoughts. One was Carol's going to like jump over at me. Um I'm not entirely comfortable um under the electronic records section that even if it is in a manufacturer's packaging accepting a thumb drive from an external source and connecting it to the computer school systems. I think that breaks a cyber policy in in my head or at least one of the major guidance ones. Um, why did you think I was going to jump at you for that? I don't know. Uh, just not heavily. Um, I I think it should if if the amount of files requested cannot be transmitted uh electronically in a network fashion, but can only be done off of a drive, for example. I think it should include the cost of the drive and we should provide it as the district only
169because I don't want anyone hooking anything up to our school systems. There's been too many ransomware attacks and other things on school districts that even if it looks like a drive that hasn't been opened and it looks fresh and you plug it in fine, there are people out there where they can repackage it and do it. They repackage. So, so you're saying that we would provide it and then that'll be part of the fee. Yes. Correct. Yes. I I like that too. Especially because to your point with special, right? I don't know how much data is on there for like I'm looking for special education if it's, you know, a couple terabytes worth of data. I'm like, I don't want to hook a couple terabyte drive up to the thing. I don't know what it's
170going to do. Um, so that that's one thing. Um, and I totally forgot what the other thing was. Oh, um I think I think I'd like to look at the practicality of exempting Hollis residents from the record limit from a fee for the record limit. So if there's a Hollis resident who wants to ask for the special issued list as part of right to know and they go through all the jumps for it as a taxpayer I think we should I I think the fee for the the drive and whatnot sure but I think the extra fee for over 250 electronic records should be waved in that case I disagree the other way we're not allowed to also I just want to say even if it's a holl resident that's I I understand that like
171you Why do I care that there's a business in Hoboken, New Jersey that wants our data? You know what I mean? Like I'm happy to charge them and right like I understand the statement of like, well, if there's a Hollistless resident, they live here, they pay taxes. And also these requests can be tens of thousands of dollars. They are they are they can be expensive. And so I think that it is reasonable like I'm not I think it is totally reasonable to be requesting records if there's something that you want to know more about especially if it's for your kid. And also at a certain point the amount of data that we are having to redact is extraordinary. Sure. Yeah. So the legal costs of fulfilling it's the cost of actually supplying the data is
172a lot and I can I can see that. Um so that's fine. I think it it's reasonable though to be thinking about all of those. But I understand your point as well of the like because I' I've seen plenty of the news articles of I've requested 150,000 or a couple gigabytes worth of records and someone has to go through and screen it all. So okay, that makes sense to me. Yeah. Excellent. Any other commentary on EHR? Yes. Yes. Uh is the no charge shall be issued for the first 250 is that also coming from the the legal or was that uh Yes. So that is um like I said, they just made an amendment to the RSA saying that we can charge for electronic records. Um but it was with that caveat, but it starts
173at 251. The law stipulates it's 2 has to start. Will those will those references be included like in future readings? Yeah. I almost want to call out that it's it's 250 as the as the break point per RSA. Usually they usually put the RSA at the bottom of the policy. Yeah, that's just where I say eh, but yeah, I I'll look at that. I was just curious because it seems um like a big threshold in terms of like if each individual electronic communication can be 50 messages. So that's like uh 7,500 emails potentially plus the attachments. Seems like a lot before you actually get to the charge. It is a lot. I think it was a little bit controversial allowing this to go through and to be to have a charge. There are some that
174are, you know, strong supporters of not charging. So I think this it was more about the legisle had is there then a clear definition of individual electronic communications then for in the law or otherwise? Definition. Yeah, that was what I was got it. Thank you. Yep. All right. Any others? R. Awesome. Okay. So, all those in favor of accepting the first reading of policy eh- R is your 00. And our final brand new policy. I know. Policy IHBA. Uh, I move to accept a first reading of policy IHBA, special education evaluations. Second. Second. discussion. Would you like Lauren to discuss? Would you like me to introduce? I was on. Okay. So, um what this policy does is it outlines um the procedures and the frameworks for evaluations for special education. So, this goes through essentially
175what's in the procedural safeguards for that uh parents receive as far as evaluations for disability, both district provided and independent. And what I'm asking for this policy to be reviewed for is really mostly for the uh requested evaluation. So if a parent requests an independent evaluation, which they have every right to do under certain parameters that are outlined in here, um we want to make sure that we have very clear policy on what we want in an evaluator on the criteria that we use in choosing evaluations in our working with independent uh examiners around these um different protocols and process. So you'll see here um you know again this out outlines very clearly what we're looking for in evaluations. We want to make sure that they're up to our standards and the standards that um
176our families and students should have. First I think that's really important. So thanks. Um did did this come from um the schoolboard association as well? From from legal counsel from legal council, not the school board. Right. From legal council, not from school board. A lot of this for me was readability. Um so but even before that I just wanted to ask so this is saying that we're required to find identify and eval how so my first question is how do we go about finding what is our requirement for finding what I mean how sure so child child child find is really what what child find means is that kind of every student exists under child find um if they're not identified at the moment for special education so if we ever suspect a disability for
177a student and this is why we have Ames web and RTI processes and all these different things. If we suspect a disability, then that's when that special education team convenes to discuss those concerns um and make make a referral and that child find can exist if a parent suspects a disability if you know again if they go to another school and there's outside entities or what have you. So um so we're responsible for child find if there is a suspected concern. Okay, great. Um I'm not I'm gonna I'll talk with Jess maybe about some of the other like there is something that I feel we under B when we get to evaluation criteria the very first thing is about waving the criteria which I found very confusing from a readability standpoint. I feel like before
178we even know what the criteria are, we're talking about a waiver and I'm wondering if that waiver should be moved to the end. like here's all our criteria and by the way you can get over um I it just seemed out of place to me. Um can I Yeah, go ahead. Um I had a little bit of a problem with the evaluator credentials. Okay. So, having gone through something like this recently, um I understand the desire to lean towards New Hampshire and you do stipulate further down that the evaluations must meet the criteria of a particular statute. um which is fine but for example if your child has a special disability and you need to go to children's hospital in Boston this evaluator credential set right now would mean that that evaluator in Boston cannot
179provide the evaluation for the child without a waiver so I have a hard time of the it is hard enough to find evaluators outside of the schools and now we're restricting the pool even more to say it has to be in the state and I don't understand why if they're willing to fill out and are licensed to meet the statute, why we have to say, well, it has to be in New Hampshire. So, I'll explain. So, um under B, the paragraph under B, it talks about um requests for independent educational evaluations. So this is not saying that a parent cannot seek a medical di diagnosis or other things on on their own if they're requesting evaluations from us in New Hampshire because again our pool is educationally relevant evaluations. That's what our purview is. We
180don't do medical diagnoses. We don't do any of those pieces. Um so we would you know be looking to have New Hampshire because we're again under the compliance and the statutes of New Hampshire regulations you know to have those people licensed. So all of our service providers are licensed in New Hampshire. Um and all of those components we want our evaluators are also. But to your point, sometimes if something is so unique, we do have to kind of go outside. And so we have that waiver and we have that flexibility to do so per our purview for evaluations. The um the other piece is and I did miss the the end clause in a where it said unless there's no qualified evaluator. So I overt totally fine. Um but also just so you do know
181there there are many evaluators in Massachusetts and in Vermont who are also certified in New Hampshire. Many um just many providers have multiple states because we do overlap a lot. So it it's not Yeah. So it's really not hindering too too much. Um but to your point, we do have that clause in that catch also that we can always do something different. Yeah. It was just at first read through where it said well conducted in New Hampshire. I got stuck on the Yeah. No, not at all. Any other commentary on IHPAB in five student observation? Um the the A or B making at least one contact with the child's general education teacher for the purpose of determining how the student is projecting. When you say one contact, I I just see that there's a lot
182of room for ambiguity. Wait, I'm so sorry. Where are we? I'm sure you Well, that's okay. And then it says, "Or B, make at least one contact." I just felt like that left leaves um a bit of ambiguity as far as what defines one contact. Like is it just sending an email and not getting a response and saying, "Well, I made contact, you know, or I attempted contact." Um I don't know what I I'm You're the expert here. I just don't know if again because things are can be so latigious. Do we have to define what a contact is? Maybe we don't. I just wanted to point out that that struck me like what's acceptable as far as I want to pass legal again. Um, I I'll run that past our our attorney. Um, I
183don't know that we need to identify per what's in the procedural safeguards and per those other pieces. I there's not a hard and fast rule as far as that goes. This is more of a best practice and our own standards. So, if we want to adjust that, we likely can, but I I'll run that by I think even just calling it an exchange or or a communication exchange, etc. Like in a communication, you know, um, yeah, we can definitely look at that language. Okay. any others that you wanted to highlight on or others maybe? Um, no. So, some other stuff is just like I said just readability. So, I'll talk about that offline. So, take the time and we can Yeah. Excellent. All right. I see no other discussion. Uh, all those in favor of
184accepting the first reading of brand new policy IHBA, special education evaluations. Great. Are we in need of a non-public tonight? We are. Very quick. Very quick. Okay. Okay. Uh, I will accept a motion that the board by roll call go into non-public session pursuant to RSA 91- A colon 3 section 2A the dismissal promotion or compensation of any public employee and C to discuss a matter which discussed in public would likely affect adversely the reputation of a person other than a member of the body or agency itself. A second to do a roll call vote. So we'll start with you Jonathan Fontaine. I Ann I Jess I Carol Roy I Raphael I All right. We are in non-public as of 7:26 p.m. When we come out of non-public all we will be doing is adjourning
185the meeting. There will be no other business conducted. Um I do just want to can I say something now that we're not public. I was going to make note we've said a couple times we don't have a July meeting. Um the August meeting will be published soon. Awesome. All right. We're in public. Thanks everybody.