COOP School Board Meeting 5/21/2025

0017. I'm going to call the Hollis Brookline Cooperative School Board meeting to order on May 21st. Um, at this point, we're going to enter into non-public uh pursuant to RSA 91 AOL 3 2 A. The dismissal, promotion, or compensation of any public employee um which if discussed in public would likely affect adversely the reputation person. Thank you. Moved by Rob. I need a second. Second. Second by Amy. This is a roll call vote. So Amy I Cindy I Holly I Rabi. It's 50. So we are in officially in non-public at 508. So, we are now back. Um, I have a couple of agenda adjustments, I think. Um, does this make sense to you, Gina? I think Dawn noted that we have a I felt like we did this last month, but there's a donation that

002we need to approve. Yeah. So what happened was remember last month we had two months in one of a principal's report. So it was noted in the um March board meeting um the March report, excuse me, but we went over April, so we never actually um accepted the donation. Okay. So we have to accept a donation tonight. So that'll be another deliberative item. It'll come up um we might do it during the principal's report. I think I'm going to follow Dawn's outline. So I believe it comes up under the principal's report. And then there's also um we are also going to add that the me the uh the item that we usually do later on in June when we authorize the superintendent to hire and accept resignations and terminate staff. We've been trying to do

003that earlier. We just did not put it on the agenda this month. So it's going to be on the agenda this month since we do it normally um in June. We're going to do it in May. So is is there any argument or problem with that? Is anybody gonna like beat me up? Good with that. Put it under. Um I I'm actually going to follow Don's agenda. Don Don. So where does she have it outline? Whatever. Um I think it's under deliberations. Yeah. Yes. It's the first item under deliberations is going to be the motion to authorize the superintendent to hire. So that will be that and then the the donation we will do um during the principal's report as we're going to do the um we'll also approve the field trip request during the

004principal's report um well we'll vote I should not say we will approve it we will vote to approve it and we will also vote to accept the donation and if you don't vote to accept the donation I don't know what you're thinking but so we're going to vote to accept that wow bold statements you know me I'm going out on a limb all right seems rather biased Yeah, I know. Sometimes we don't want donations. I don't know. Okay. So, um are there any problems with that? Okay. Um so, I am going to do notification, nominations, resignations, and correspondence and then I don't know whatever. Okay. It's if it's okay with you, I'll start with correspondence. Sure. So, yesterday we received uh from the state an updated general asurances form. We've already authorized Holly to sign

005it and she signed it. Um but the updated version removes some um inflammatory language. Um and so these are this is due June 1st. So I'm going to have her sign the updated piece. So I just want to let everyone know that we're going to go forward with the updated one since we do have the time. All right. I'd like to move forward with resignations. Sure. Okay. Um, dear Mr. Gerson, I'm writing to confirm my resignation from the position of science teacher at Hollis Brookline High School affected the end of the current school year. My final day will be June 18th, 2025. I am resigning due to relocation. I started at Hollis Brookline fresh out of college with no teaching experience and have grown personally and professionally here over the past six years into an

006experienced educator. I'm grateful for the opportunities and experiences that I have had and I wish nothing but the best for the entire H Halls Brooklyn High School community. Sincerely, Nick Houseman. Okay. So, I need a motion to accept the resignation of Nick Houseman as science teacher at the high school with an effective date of June 18th, 2025. 2025. So, moved. Moved by Kate. I need a second. Second by Rob. There any comments? All right. What does he teach? Science. Uh, life science, but sometimes he'll do a physical science here and there. Nothing. lack of coverage. We are um the job is posted. Okay. All in favor? 6. Motion carries. Superintendent Corey, I'm writing to formally resign from my position as teacher at H Halls Line High School effective June 30th, 2025. I accepted the role

007of director of technology for SAU41 and look forward to continuing to serve the Halls Brookke line school district in this new capacity. Thank you, John Bucher. Great. And that would be an SAU position, correct? So that would not be nominated tonight here. So we need a motion to accept the resignation of John Boucher as a high school science teacher at the high school with an effective date of June 30th, 2025. So moved by Kate, seconded by Rob. All those in favor? 6 to SEU41. With gratitude beyond measure for the opportunities I've had I have found in being part of SEU41 in general and Hollis Brookline High School in particular, I am submitting my resignation for my position as assistant principal at Hollis Brookline High School effective at the end of the 2425 academic year. Resignations

008are supposed to be brief, straightforward, and avoid undue elaboration, which makes it difficult to express how much I have grown during my time here. How grateful I am for the role I have been allowed to play in this learning community, and how foundational Hollisbrook Line has been in helping me become the educational leader I have hoped I could be when I decided to move from classroom teaching into administration. I leave not because I was dissatisfied or unhappy here, but because it seemed to be the right time to explore how another school system operates in order to become a more effective administrative leader and because I could finally be not quite so far from home and my family on a daily basis. I deeply appreciate the staff, students, parents, school board, administration, and greater Hollis and

009Brookline communities for allowing me to be part of this community for as long as I have. With regret, Amanda Zeller. Okay, so thank you. I need a motion to accept the letter of um resignation from Amanda Zeller as the as a high school assistant principal with an effective date of June 30th, 2025. So move to second. Moved by Kate, seconded by Rob. Um before we vote, I just want to thank Amanda for her years of service, her times presenting here, and also for such a nice letter. Um all those any other comments? All those in favor? I didn't even look at you guys over there. 6. Going to have to smack me so I actually count your votes. Okay. 6. Motion carries. Moving on to nominations. I would like to I'm trying to make sure

010I can pronounce the name correctly. I would like to nominate Arian Goslin. Arian. Arian Goslin for case manager at Hollisburg Line High School. She has a bachelor's in psychology from Southern New Hampshire and a mers in general special ed early childhood ed from Riviera University. Um we I would like to place her on master step 13 for a salary of 78,431. So, I end up having to restate all this, but um so I need a motion to accept this the superintendent elect's nomination of Arian Goslin for the position of case manager at the high school at a step 13 master step 13 and a salary of 78431. So moved. Moved by Kate, seconded by Rob. Um are there any questions? All those in favor? 6. Motion carries. Oh, you guys didn't help me out here.

011I would like to nominate Jessica Yanopoulos. That's right. As case manager of Holsburg High School. She has a bachelor in behavioral science from Granite State College and a masterers in instruction and leadership from the University of New Hampshire. Um, I'd like to place her on master step four for a salary of 62,8002. Great. So, that's a Superintendent Lex nomination. I need a motion to accept the nomination of Jessica. We we said it once. Case manager in the position of case manager at the high school um with at a degree master step for 62,82,000. So moved. Moved by Kate, second by Rob. All in favor? I didn't ask if you had questions, but you voted. So 6. Motion carries. Okay. Okay. So, this one I was told how to pronounce it early this morning and I

012forget. Um, I can't see. Oh, it's it's it's Jody. Jodie with a Y in the middle of it. Jod Demian. I'd like to nominate Jod Demian for ESOL teacher. Um, technically it's a Halls Brooklyn Middle School position, but the individual will be working districtwide. She has a bachelor's in English and women's studies from the University of New Hampshire and a masters in English education from Plymouth State. We'd like to offer her masters plus 30 step 16 for a salary of 90,293. Sorry. Okay. So, wait, can we just Can we put the motion on the table first and then we can ask questions? I just want to do it in order. Okay. Sorry. I said the middle school. Oh, working districtwide. The middle school owns the position, but based on where students are. So, I need

013a motion to accept the superintendent elect's nomination of Jod Demian for the Did I say that wrong? Well, for um the position of ESOL at HBMS. Um, and that would be a mast's plus 30 step 16 at a salary of $90,293. So moved. Moved by Kate, second by Rob. More questions. All those in favor. And that is a 6 vote. I'd like to nominate Alexander Del for the position of biology teacher at Holland High School. He has a bachelor's in molecular biology from the University of New Hampshire and a master's in education in biology from Pace University. Alexander will be placed on master step 11 for a salary of 74,651. Great. So I need a motion to accept the superintendent X nomination of Alexander Ditel for a biology teacher for the high school um masters

014step 1174,651. I need a motion. So moved. Moved by Kate. I need a second. Second by Rob. Um are there any questions on this? Is this um filling the was this is filling um Oh, when Carson Camille Carson Okay. So there's still there's still an opening in the science department because of the resignation from tonight. Okay. I was just We had two resignations tonight. So I'm we will have one opening two from science. Yes. Okay. Okay. So, so this person is filling a resignation from last month and then Okay, all those in favor 6. All those questions, sorry. I would like to nominate HB alum Sarah Slater Sosa for the position of physics teacher at Holl Brook line High School. Um Sarah comes to us with a bachelor's in biochemistry from Concordia University, a masters

015in education in curriculum and instruction from Southern New Hampshire University, and a masters in public health from Southern New Hampshire University. like to place her at masters plus 30 step 10 for a salary of 77,859. Okay, so that would be step 10. Step 10. That's scary. I know. Oh, as my former student master's class 10. Okay. So, I need a motion to accept the superintendent-elect nomination of Sarah Slater Susa for the position of physics teacher at a um masters plus 30 step 10 at $77,859. And this would be at the high school. So, moved by Kate, seconded by Rob. Any other questions or comments? All those in favor? We're getting old people. No, we're not. Is there one more? Um, and then I would also like to bring forward a nonprofessional staff, but an administrator

016recommendation. I would like to nominate Cole Etton for the position of assistant principal at Holl Brookline High School. The salary of 103,000. So, I need a motion to accept the nomination of Cole Ein as assistant principal of the high school at a salary of 103,000. So moved. Moved by Kate. Second. Second by Rob. All those in fi. Are there any comments? All those in fiverr the language just doesn't come out. No. Is there any other are there any questions or comments? Welcome to the district poll. Well, all those in favor 6. Okay. So 6. So motion carries. So but I don't have him. I don't have to sign. You don't have to sign. No. Just professional stuff. Okay. Okay. All right. Um, is there anything else for correspondence? Right. So, I do need to appoint

017a process observer and I haven't made a little schedule yet because I'm falling down on that. So, who would like to do it tonight? Anybody? Anybody? Tom just pointed to Rob. That's so mean. Okay. Rob, would you mind? He's really good at it. You You are really good at it. Okay. Thank you. And then also, um, I'd like to make some committee appointments. This seems to be the point in the um in the uh outline that Don gave me. So uh we already have Amy Kelner doing SAU policy. We she was volunte and then those were already approved at the SAU board and the SA41 spec committee is Cindy and I. So we have a waiting subcommittee position which is new. That was a Tim sort of said that we needed to redo this. So

018I assume this is going to happen but I just need a name. Instructional practices steering committee. I think Chris and I were on that. I'm willing to do it again. Were you on it? You can do two or three. So and there's grading and assessment. Christa was on that with Beth. Um and then advisory. I don't believe we need a subcommittee anymore. advisory subcommittee, but there's some other things. Hold on. Don't we've already closed too? Um I don't think waiting was closed, but then but then we had a meeting to reopen it. So the stipen subcommittee, Cindy, you've been doing that. Are you okay to continue doing that? Yes. Okay. So Cindy's on do that. That's I'm point Cindy. Kate's doing SAU wellness. I did the superintendent exit interview committee and then the town of

019Hollis approved a committee which is called I think they're calling it a capital improvement plan committee and they're asking that a co-op board member sit on that but it has to be a Hollis co-op board member. So Rob has asked has agreed to do that. I also we placed on committee last month we did manifests and facilities and we did budget and all of those. So I just need a waiting person or two whoever be on one of those. Do you want to do in the steering grading and assessment or waiting? I'd like to stay on. Okay. So, I'm going to say grading. I think grading and assessment is going to be a uh it's going to end up being more um I feel like there might be some plans for the new assistant superintendent

020to get involved in that and I think that would be a good place for you. So, that is that good. Tom, does anybody want to do do waiting? The waiting I'll do waiting. I did it before. There's usually Yeah, there were a couple. Yeah, I I can take more people if anybody wants more. Like we can put two people on each one of these. I just need you to tell me what you want to do. If not, one is fine. Can you explain a little bit about So the waiting subcommittee is looking at how we wait classes. So we we decided we had a waiting sub. So instructional practices steering goes in and meets and and there's just initiatives that the school may be looking at in terms of how we instruct and how we

021do instruction. And so one of the and how we grade and how we assess. So one of the subcommittees that was formed was a waiting subcommittee to look at whether or not we should continue to weight classes should get continue to give a higher grade level for an AP class versus you know give a grade a higher weight. That committee ended because we recommended that we continue waiting. However, this year there's been some questions as to how we wait, like what should we be waiting, why do we wait this, why don't we wait that, why don't we wait this more? And so that was Tim's take after getting some feedback from I think Angelina Costa from student, right? Yeah. So from a student and so he wanted to kind of revisit it. He's leaving. I

022don't know if the new principal is going to have a lot of impetus to do this, but I do think it would be good for us to have someone a couple people on it in case it gets going. It's not a It's a good topic. It will not be I think it'll probably be just an investigation for a little while and then it'll dissolve. So, you going to do it do that, Amy? All right. Yep. And then grading and assessment is a committee that was under has been in process for I think two or three years. It has it's I'm going to say it. It's the wheels have been spinning in this committee. And really, this is about how we grade, how we assess what what we're purpose of grading, the purpose of grading. And

023then also there's a lot of questions about whether we should be letting kids retake tests. Should we be looking more at competencies? Like there's all those kinds of very heavy thoughtprovoking topics that is the reason the committee's been kind of spinning. And so, um, but maybe some new direction and some new people will make it so that it's a little bit more Who was leaving it before? I believe one of the assistant principles was. I think the Amanda I think she's leaving. So, um, but Christa was on it and Beth is on it. So, I'm going to keep Beth on it because I don't want to kick her off and she's not here. And so, we'll just appoint we'll appoint. So, I just want Dawn to know what we're appointing. So, Cindy and Amy for

024waiting subcommittee, Tom and Holly for instructional practices, steering committee. And we just steer all these committees. Grading and assessment will be Tom and Beth. Cindy will do stipen subcommittee. And then Rob is going to be our um capital improvement plan person represented on the town committee, which makes sense because you're on facilities as well. So that works really well. That's what I thought. I thought too. So does that does that cover all the committees? Do am I missing any? You have your manifest set, right? Like that's good. Okay. So, I just need a motion to approve those appointments as stated. So, moved. Moved by Kate, seconded by Cindy. Um, and all those in favor? 70. Great. So, was it six? No, it was six because there's only six of us here. Okay. And Rob is

025serving as volunteer. He was volunttoled. Okay. So, now we've got to prove some minutes. Let's just keep moving on. That page is done. That page is done. All right. So, I need to what? Oh, we need to approve the minutes from the annual meeting. Um, we did get them, right? Yes. So, I need a motion to accept as presented the March 4th annual meeting minutes. So, moved. Moved by second. Cindy, seconded by Rob. All those in favor? 6. Okay. So, now we have our organizational meeting last month with the following amendments. Um, page six, line 10, replace bet with B. Page 18, line five, replace past with past, past with past. Page 21, line one, replace part precipitation with par participation. Very different words. Page 25, line 43, replace values with valued. These are from

026the organizational meeting of April 9th. I need to make I need a motion to accept as amended. So moved. Moved by Cindy, seconded by Kate. You guys are racing to the Are there any questions or further amendments? All those in favor? 6. And then I need a motion to accept the non-public minutes from April 9th. I need a motion to accept them. So and a second. Rob. Okay. Non-public minutes. All those in favor. All those in favor. Okay. 6. Motion carries. Great. Okay. So now it is now 6:25. Um, I'm a little bit late, but I would like to, um, open the floor for public input. If you have input that you'd like to share, um, please come to the podium, state your name and address for the record. We would like that input to

027be focused on items included on the agenda. Um, the public input period is not intended to be a back and forth discussion, but rather an opportunity for the board to hear from residents before acting on agenda items. We open the floor and we um keep it open for half an hour, but we do continue on with our meeting during the half an hour. So, I'm opening the floor now at 6:26 p.m. and it will be closed at 6:56 p.m. Well, actually, it'll probably close like sometime after 6:56 because I'll forget, but it'll close sometime around there. So, um is there anyone? I see some public, but nobody's coming up. Okay, great. Well, you're welcome to come up anytime in the next half hour. Um, okay. Say hello. Say hello. Hi. So, it seems that we

028have a student here and that's great. This is Maggie, right? Yes. And you'll be doing a student report for us. Would you like to go first before we do principal reports or do you want to wait until after the principal report? Um, I'll go after principal. And I did say Maggie, right? Yes. Sometimes I confuse Maggie and Maggie. So, it's okay. All right. So, you'll go first. Is that what you said? You'll wait after. Thank you. All right. So, we have three reports. We have the athletics report, the middle school principal reports, and the high school. So, I think Patrick, you doing them all? I can do my best, but I do think there's some high school things that So, is Tim on his way? I should be here soon. Okay. So, why don't we

029do 6:15? So, can you do athletics? Absolutely. Okay. Can you do athletics and um middle school and then He's nine minutes out. He's nine minutes away. Yeah. So, I got nine minutes a long middle school board report between the two of us. Don't you have Weren't there a lot of people on your on your Wasn't there a huge list of students? Or was that you or was that Tim? Yeah. So, we can go through those students like that were involved in all. Sure. I have a nice little video there. We could No, that's great. Start with Can we start with Mr. Bumpus' report? We can start with Mr. Bumpus'. Great. Uh, high school athletics, uh, just like everybody else in this area was hit by the poor weather at the start of May and a

030lot of games were postponed. Um, nonetheless, uh, teams are off to a strong start. Boys tennis, boys volleyball are both undefeated. Boys baseball carries a 7-2 record. Boys lacrosse is 7 and3, their only loss coming to top seated Dairfield in a close contest. Uh girls tennis looks strong uh to make a strong push holding a six and four record. They're in sixth place. Uh both softball, girls uh softball and lacrosse teams started off with a rocky start, but they're looking to make the playoffs uh in the next couple weeks. Outdoor track team has had plenty of records broken this uh spring. Uh several student athletes qualified for the division 2 state meet uh held at the end of the month and the unified track team will wrap up their season with their second of two

031home meets on Tuesday, May 20th, which was yesterday uh where they hosted Marramac Conquered and Nasha South. I did get some positive reports about our middle schoolers being positive uh attendees yesterday, which is always great to hear. And it was uh sounds like it was another great meet uh hosted by the unified track team at the high school. Uh middle school athletics, over 150 student athletes participating uh at HBMS thriving with energy, talent, and teamwork. Baseball and softball are showing strong determination, making games very exciting. Students participating in track continue to shine with impressive performances. Boys lacrosse and girls lacrosse. Uh the girls team I know is doing really well and the boys are having a strong season. Uh demonstrating remarkable growth throughout the season. Both look forward to the playoffs this spring. End of

032year sports awards uh taking place on Monday, June 16th at 6. My mom's birthday, just for everyone to know. Good to know. Happy birthday, June. Happy birthday, June. My mother's is a week before. So, uh 6 p.m. uh in the HBHS auditorium. Uh we're looking forward to a night of celebrating our senior award winners and state champions and runner-up teams to cap off a great year in the athletics department. Athletic trainer position. The athletic department has interviews set up for an open athletic trainer position on Thursday, May 29th, and are confident that the position will be filled prior to the start of the upcoming fiscal year. Fall sports 2025. It's hard to believe. Spring season is still plugging along, but the athletic department is preparing for the fall of 2025 season already. Uh head coaching

033positions filled, preseason meetings uh been occurring, tryyout schedules are being finalized, and fall sports registrations are slated to open via Arbiter Sports at both schools on Monday, June 2nd. Looks like they recently hired a high school boys soccer head coach, former HB student as well. Good to know. Rick Carvalo, Rick Carvalo, thank you soccer. Sounding that name out in my head before I tried to read it. uh district coaching positions uh openings there at the high school and one at the middle school. So, just like a question and Patrick, you're not going to be able to answer this, but I'm kind of asking the general population of people who have kids who've gone through the schools and the sports. So, I know I happen to see on Facebook today that the boys lacrosse team is

034doing really well and so there's a chance that their championship game will be on um graduation. Okay. And that has happened before with baseball and with soccer with volleyball and track and track. So if we were one of the things we talked about last month was thinking about moving graduation to Friday night. Do we know if traditionally there's something on Friday night of our weekend of graduation that's usually like would be a conflict because it it is really hard like we've had kids have to choose like I think you know they've had to choose to not go to like the the the regional like meet track meet because of what New England New England's thank you um New England's has happened and they haven't been able to go to that because they'd rather go to

035their graduation or they go to the meet and not go to their graduation. Um, I know that it's very stressful on families when like graduation's happening, but you've got to leave and race to exit to be in the lacrosse meet or but then there's also some added fun to that too. Like graduation day you're winning you're potentially winning your baseball tournament. So, I just was wondering if we know if Friday night we'd have that same level of conflict. I will get that bank info for you. just information because we have that calendar issue that we're thinking about and I also am stating all this because all the public who's watching, you know, I want them to be keyed in on this potential change so that they're not surprised by it. Yeah. So, the district um

036calendar shows graduation possibly on Friday night, possibly Saturday morning. Right. But that being said, are there any other comments on the um on the that this the athletic report question is the uh is the trainer a staff position or position staff. We have a res Yes. a while ago. Yeah. Like December uh I think it came to our November meeting. So we've been without a trainer during that period. We have um we have paid for training services. Yes, we've been without a trainer. Correct. And there's a lot of coaching openings just for those people out there watching. There's a lot. There's quite a few. Right. So many opportunities. So many opportunities. Are there any other comments? Well, congratulations. It sounds like the spring season is going really well. I mean, that's when that when those

037things happen when you're like, "Oh, they could be at the championship game on graduation." That's a really good thing, but Hard choice to make. Well, they they can go usually, but it's just hard. Okay. Thank you. How about the middle school report? Sure. Uh just reporting out on the DC trip last month. Uh another great success. Um dates 165 students uh went down and came back. I use that joke every year and I will as long as uh we bring them down and we bring them back. Uh did anyone come back early this year? one. I'm looking at somebody that actually attended this year. Yeah. Okay. Yes. One. Uh just an overview of the trip again highlights the wreath laying ceremony uh which uh below the this section you'll see a video that one of

038the uh parent chaperones uh who was also a nurse on the trip, Joe McGwigan, put together. Uh first time I watched it uh found myself getting a little uh hit in the fields. Uh it's just a powerful uh ceremony and our students really do a great job at that ceremony and um kudos to the two students who stepped up who had parents who have parents that are veterans and also the teaching staff felt like it was an appropriate year to have seventh grade social studies teacher Sue Connley who is retiring from HB at the end of this year participate in the wreath laying ceremony as well. And uh she was very appreciative and I thought that was a nice addition to the to the trip and um a nice way to send off Mrs. Connley.

039It's that link right there. Right above the photo. Right above the photo. Sorry. Uh, continuing on with some uh DC rock projects. Uh, I guess this used to happen many years ago where eighth grade rocks would work together on a project, a mon a memorial project that they would bring down to DC. Um, and Christine Paige, one of our reading specialists here, uh, and her rock group, um, did a really nice job finding a local veteran, uh, who unfortunately passed away during his, uh, time in the service. Uh, did a lot of research, reached out to, uh, New Boston, um, historical society and was connected with, uh, family members of the individual who who, uh, perished in 1970. Um, and they actually got some artifacts put into the new Boston Historical Society. Uh, made connections

040with, uh, it looks like their names are Mrs. Bowden and Miss Davis. Um, and it was just a really positive, uh, addition to the DC project, getting students ready and excited about the trip, but also a local connection for our students as well. So, uh, big shout out to Mrs. Paige and her rock, uh, for really taking on that project, uh, seriously and and with some passion and doing a really nice job there. So, just wanted to highlight that. Uh, we recently had a seventh grade science lab where, uh, a sibling of our seventh grade science teacher, Mrs. Delay, her her sister is a doctor, Dr. Kate Delay, uh, she came in to talk about her work in Greenland in Antarctica, tracking cosmic subatomic particles. Students got to see the tracks of subatomic particles zipping

041through the fog of a cloud chamber. They were able to build a frame uh framework of how small these particles are in comparison to the atoms they built and the cells the students have seen under microscopes this year. Um I did have to read from that directly because I'm still learning uh from our great seventh grade group. Um but it was a really great experience uh and the students really seem to enjoy it. Um got to check in myself and big shout out to our seventh grade science teachers. Uh banning chorus performances. Uh last weekend there was a big performance uh I think in the South Central District which uh was at Windham High School and over the last couple weeks last month or so uh students have been really putting in a lot of

042work for these uh honors band course uh honors band concerts um and choir concert as well uh back in April. So just wanted to highlight uh all their effort and their work and their recognition. Um great group and thank you Mrs. uh N miss N and Miss Costa our chorus and band teachers. Um jumping down to the HBMS course request numbers which are also included. Um and then I did include this year New Hampshire SAS opt out numbers. We had 24 total optouts. Uh eight seventh grade students and 16 eighth grade students. And I believe that is just about at the 5% a little bit over that 5% mark. So if they're over 5%, anyone over 5% gets factored in a zero. Correct. So we do have over five like we did go. So we

043have a few zeros factoring into our Yep. New Hampshire SAS scores for seventh and eighth grade. Much better than years prior uh which I really appreciate students and parents uh taking on this year and and trying to take on the test. Uh but yeah, we did hit that 5% threshold. Okay. Thank you very much for that. Of course, you can ask questions. Does the middle school have the same situation where they have multiple versions of the test that get distributed randomly or is that just for the subject? Oh, no. So, it's computer adaptive. So, um the students are going to see different um different questions, different prompts, um different pieces of writing, but uh but it's not like the elective situation. Correct. Yeah. It's all math. It's all English. It's all a writing prompt. In

044theory, it's all appropriate. Yes. Um so from personal experience, there was an argument about um a writing prompt that stated um should homework exist or not? And then maybe a sibling got in the same grade level a writing prompt that was um asking for something far more intellectual. So there's a little fighting in the household, but um but they're still writing. and it's not in a different content area. And the same thing for the science test where there's three science tests that students could get even though we only have two grades and we focus on um so science is different because they're different content areas because we teach a you know life science in grade seven and then we teach your earth space in eight and they might have um a test that's focused on

045chemistry. Correct. It's completely outside of what they've learned. Correct. Oh, so different students may get tested on different science subjects. Correct. Right. It's not May. They will. Yeah. Yes. So, New Hampshire SAS for seventh and eighth grade is a math test, a English language reading test, and a science and a writing. Science is only eighth grade. Science is only in eighth grade. And writing is writing separate from reading. Yeah. Writing and reading are put into the EL ELA category, but we do those separate because they're pretty rigorous questions. And there's three different types of writing assessments that they could get. Argumentative, info text, and foretting the third one, but do they are there scores combined? Reading and writing or they separate. They're combined. Okay. But they sit down and take writing separate than when they

046sit down and take reading. Yes. Okay. Is it our contention that some of the subject matter in the science portion of the eighth grade testing is testing information that our students have not yet been exposed to. Not that they haven't been exposed to, but potentially they haven't been exposed to it since sixth grade, whereas others may have something they just saw this year. Fresh. Yeah. And when you have time, if you have time, there is practice tests on the New Hampshire SAS website. I can send you guys a link and it shows you the type of questions that they do get on the test and it I think it would be interesting to see what you thought of those questions. Do we have the ability to see if there is a correlation between score and

047which test the student has? Um so we can track by standard performance by like by content area. And so we we definitely see a correlation between what they have had the farthest away from when they're testing and that's where they perform the lowest. I'm just wondering if we have the ability to make an argument going to whoever it is that dictates the test. I assume the state board of education DOE says look here is hard evidence that the test methodology is not appropriate or Conversely, if they say no, this is by the time someone reaches eighth grade, they should have full retained competency at this level, then they're saying that we're not that what we're teaching is not right. But I want to see if there's a way to to quantify the level of disconnect

048between test methodology and our Sure. Yeah. I mean, it's my it's been my argument for 20 years. um in Massachusetts you take a subject-based test based on the course you're in. Um and then now of course that it's not required and they don't have to test anymore for graduation. But um I knew it was a I knew it was a case in the high school where there's I didn't I didn't realize it was also the middle school test as well. Who does generate those tests? um Cambrium they they buy Yep. So there's a consortium multiple states kind of buy into the same same test bank if you will. Can we pick a different test? Right. We can I mean we if you recall we switched from New Hampshire SAS to SATs but that's a state

049level decision. It's passed down from our state assessment office down to us. But are there are there alternatives that we can petition to use for middle school? No. And we also have our eighth graders take the PSAT. Do this. The seventh graders don't take it though. So our eighth graders take the PSAT, they take the reading, the ELA SAS, the math SAS, and the science SAS in eighth grade. Yes. All eighth grade. So it's a heavy testing year. How much time how many days do you think total we devote to both testing and testing specific prep? So seventh grade we dedicate three days, one for math, one for reading, one for ELA. In 8th grade we dedicate a day for PSATs in October and then in uh this time of year we dedicate four ELA,

050reading, writing, math, science. So five days total. Five days total. Well, not full days. we we try and create a bell schedule that um allows sufficient time for everybody to complete the test without being stressed about time constraints. Uh so we found that to be about three hours because there are students that do require extended time. But then if those students are testing and they're not having access to their regular red classes, that's really not best practice. So we've really just tried to carve out enough time for all students to have uh sufficient time to finish the test. And we found that to be about three hours of testing and then they go to classes after. But some feedback we get from students is they're tired after tests. Other than fulfilling your obligation to the

051state, what value do we get from the test? Um it currently is helping us uh reflect on our our practices, what we're doing in our classrooms, our curriculum because um even though there are some questions and concerns about the validity, uh there is some good information to see generally how our 180 190 students are doing each year. uh and it gives a nice report on standards and how the the general population do with regards to those standards. So so when you see a a result that has a proficiency that a raw number looks ugly. So you get a number say between 50 and 70% and you feel you've got students who are at the top of their game in general. What's the impact? Do you just take that str? How do you use the scores,

052the actual scores for our students? That's something some of some other things that we're talking about at the in our building right now. How can we better meet the needs of our tier 2, tier three students, our level one and our le level two performers? What are we doing during our class instruction? What are we doing during skills to better meet the needs of those students? And at the beginning of the year, uh, sixth grade principles send me this current scores for our current sixth grade students. And we're really trying to be a lot more intentional next year with, uh, especially skills to to work with those students individually that are still struggling on those tests. Thank you. And are the tests that they're taking in seventh and eighth grade, are they a continuation of

053the same types of tests that they took through elementary school? Are you seeing like so are you able to say see growth or see difference even if you drill down into like individual students who are in your tier one is that right tier one it would be your students who might be struggling you're able to drill into that and see if those kids are making improvements even if they're not proficient if they're improving upon their does that does the test help with that or okay yeah I mean again it's just one measure I know because sometimes kids are just really bad some kids are just not good testing correct and they might be performing doing really well in a in the environment, but they're not. Yeah. And those are conversations that uh I'm having with

054Gina and Lauren, just more progress monitoring tools, not just this one New Hampshire SAS test. That's I got that's stressful. Um but yeah, thank you for all of that. Of course. So, um moving on, Patrick, could you cover Thank you. Welcome, Tim. Thank you. Good to see you. How are you? Um could you just kind of give us a quick review of your course numbers? I do want to and you maybe you're going to say this but I do want to clarify for the public that we look at course requests in May and then in October we look at actual numbers of kids in courses and course requests are what kids have asked for to take um and that's how the principles make their decisions and the building leader makes decisions. Um obviously in the

055middle school you have fewer less leeway in what you can do but the only course requests that we really allow in the middle school is around uh reading world language uh band and then uh math as well. Um so that's kind of the model that we follow. Uh everything is pretty much prescribed for students. Um so just diving right into our band numbers. there's uh a nice increase in our uh band requests uh since I guess the last few years. Um chorus is always a sought out uh class. Um but those are the requests we get. We try and make suggestions on how many sections we'll have for each respective course and to try and keep that class size um obviously below policy 25 uh but as low as we can um just because that

056we find that to be best practice. Uh so as you go down you'll just see the different requests for the different courses and then we use that number to drive our suggestion for how many sections we offer next year and you should see class sizes. Uh those are averages for those uh you know each section offered. Um so again you should see them below 25. The one that sticks out is our geometry 8. Um and that's right at 25. Um that is one of our uh you know advanced math courses. geometry 8 um and everything below uh is yeah just prescribed from there on out. So I'm certainly open to questions um if you have them around our course uh requests any questions just sometimes students class. The impression that I've gotten in the past

057is that it's just a function of the way you divide up the middle school. It's a little bit different in the high school you've got electives and you could essentially eliminate class. I get the impression that just and flows based on class size more than anything. Yeah. Numbs is that correct view. Uh yes, but some of those really small numbers like read 180 and specialized reading those a lot into other areas too. Yeah. And they're they're really small groups. They're thinking about whether you've got nine or whe that that cohort happens to be that year. Correct. Yep. I know a lot of times people look at isolated classes but you say okay that is sections and bigger you just have a teacher who's not do something for yeah and for doesn't lend it well to

058that does it I'm sorry was that last question structure does not lend itself well nobody out correct yeah and that I that will never happen in the middle school at least uh what I'm thinking but if you're looking at Spanish the 13. Some years, some grades are are really into French, others they're really into Spanish. Uh so that's why those numbers can fluctuate. Um just looking down below next year, it looks like we have a really strong seventh grade class and in math, we have four potential sections of uh pre-alggebra and seventh grade. Uh which isn't the case every year, and that's going to impact math seven and math uh seven algebra. Um, so I think your thinking is spot on that some years it does have inflow and and changes. You said any any

059students up to the high school for math this year? Nope. Well, they can take geometry now in 8th grade. I mean, they could years ago, but they take it here. They take it here, right? Right. Yes. The only sections that are not year-long for us are uh the one the specials, right? The specials. Correct. Uh, health, art, um, computers, and tech. Okay. Any other questions? All right. Thank you so much, Patrick. Of course. Um, Tim, would you like me to start with the course enrollments? Uh, you just do however you want. You You go. You, but Maggie was waiting to go after you. So, we did we did invite her to go before you, but she wanted to go after you. Okay. All right. I'll start off uh with my um board report. Thank you,

060Patrick. By the way, did I not say thank you? You did. Thank you. Congratulations to Mr. Duval and our AP government students who traveled to Washington DC for the national we the people competition. Uh it was um a great event. Uh everyone who attended um enjoyed the experience uh traveling down to DC and we are very proud of one particular group who took home uh the top recognition for a specific unit. Uh those who have served on the panels before um unit six uh was this group's um championship uh that they brought home. So uh Anthony Lanzone, Jacob Brian, and Owen Baette. Um it's uh to our knowledge only the second time an entry school has won this award. So uh really proud of Mr. Duval and our students off the top of my head

061uh Max you remember. So do you know how the we the people structure works? So there's six units and there's typically three students in each and you're told to prepare in each unit. There's also three separate sub questions and you don't know which question you're going to be asked going into your hearing. So you pref prepare a four-minute opening statement and a six minute um Q&A which they can ask you anything you want. So unit six was more focused on modern day things. Um so they were evaluating a lot of the modern day issues that we face and so yeah a unit is a specific subject and then Yep. Cool. Thank you. Thank you. Yeah. So, congratulations to our we the people uh the whole group and uh included in the board packet is the

062Quebec City trip uh curricular connections uh the April board meeting. There was a request for uh some more information on how the trip will connect back to the um the curriculum the French curriculum. So, uh that's there. Uh happy to discuss further um or um if the board had the opportunity uh to review and evaluate. Uh I think we were looking for a vote on Yeah, that's on that's in our outline. We're going to vote on it today. Fantastic. Okay. Um I know Patrick talked about his uh SAS scores. Uh and uh upon request, I do have our SAT and SAS opt out data. I know we had talked about in depth about the impact that those zeros have. Uh anything under Gina, correct me. 95% correct. Yep. 95% uh is counted as a zero.

063Uh while we do see the data through College Board for our SATs, uh the raw data and how our students perform uh not including that uh the SAS information can sometimes be a little mis um misleading uh to evaluate where our students are and that's specifically the science test in grade 11. So we have 30% opt out there. Yep. About 30 30% of our students opt out. So um that really what yeah absolutely significantly. So just quickly on the SAT scores um so the 10% opt out those go in as zeros on the state level testing like when they look at from the state level when they read um achievement data achievement data includes zeros. Okay. And then the college board however we can pull correct what our average is and so we um public

064input is now closed. Um so at 656 um okay so what do we report on but when I report the you know how our students do on SATs and when the high school puts out um the SAT scores like on the score on school profile that is our students who took the test how how they did. Okay great. When when the state reports proficiency, they correct, they take and and proficiency data is um looks to be what will be required to be put um on the warrant next year. Is it going to be required? At this moment, it looks like that's what's going to happen. Okay. How are they how are we going to put that on the warrant? I don't know how it's going to fit, but doesn't really uh matter for an annual

065meeting district, but Okay. Okay. Sorry. I'm sorry to get way late on that. Okay. All right. So, uh, congratulations to our robotics team. Um, for the first time since 2022, our team traveled to the world competition down in Houston and, uh, our students came home with a very respectable 21st place out of 76 teams. Uh, again, the international competition. So, super proud of our, uh, of our students who, um, are still involved in some postseason competitions, but this is kind of the uh, the World Series uh, if you may of the robotics world. So congratulations to our um robotics first team. Uh I have uh received two requests, two separate requests for to host foreign exchange students next year. Uh the first prospective student uh is affiliated with our local Rotary youth exchange program which

066I'm sure uh most if not all of you are familiar with. Uh we have u partnered with um several times over the years. uh at one point in time it was um kind of the exclusive relationship. Uh we did however a couple years ago uh open up um the uh the policy and uh we are allowed the board does uh is allowed to approve up to three different um foreign exchange students annually. And uh we did receive a second request and this other request uh was through an an exchange program called EF exchange program uh which is affiliated with EF tours which we've used for international travel before. Um and both uh our local Rotary uh youth exchange program as well as the EF exchange program does meet uh the requirements within our JFAB uh

067policy. uh they do meet the uh they are affiliated with the um council on standards for international exchange travel uh and students are on J1 visa um so uh they do meet our standards and uh while the uh Rotary uh student the Rotary exchange student um I don't think necessarily needs a vote because we have approved that in the past u I was looking for the nod uh for acceptance of the EF exchange program for the student affiliate So, you'd like a vote on that tonight? I would. Okay. I'll ask the board if they want to vote on it. We'll see how they feel. That'd be great. All right. Um, we had uh just a side note, we had our Walk for Change day today uh as part of our um uh celebration of uh

068mental health month. Um we have some big uh things happening coming up. We have uh seniors last day of classes uh next Friday the 30th. Um we the following week is senior week. We uh initiated a new tradition last year where our graduates uh get an opportunity to go down to the elementary schools in Hollis and in Brooklyn uh CSD and Hughes and um visit with their um their their elementary school teachers and administrators and um uh we have a couple senior trips that week. Uh we're doing the Boston Harbor boat cruise on that Monday. Um, and then later on in the week, uh, we're going to head down to, um, I think it's a Waltham, uh, Supercharge, the indoor kind of fun park, go-karts, and all that good stuff. So, uh, we have our

069class day awards and senior night awards on the Wednesday of that week. That's the 4th. And all eyes on Saturday, June 7th at 10:00 a.m. for graduation on the side field. So, really looking forward to that. Uh, we're going to host, uh, the rising freshmen on Friday, uh, June 13th. Uh and then the exam schedule uh starts on the 12th and runs through the 17th. So um some pretty exciting stuff uh on the on the horizon. I'm open to any questions on the board report and then I'll obviously uh go through the enrollment numbers um afterwards. Are there any questions on the on Tim's board report that we didn't already ask? So, I just want to say first of all, I want to congratulate all the m musicians from Hollis Brookline Middle School. That was

070quite the list, an extensive list of musicians, and I meant to say that. Um, and then obviously I always like to try to take a moment and, you know, extend the board's congratulations, although I don't speak for the board, but as chair of the board, I feel like it's okay to say that we um want to congratulate Anthony, Jacob. Sorry. Yeah, Anthony. Is it Anthony? Okay. Anthony, Jacob, and Owen. Um and then I think the robotics team. It's really great to see that movement there. I want to congratulate those kids on their unit six award at the um um we the people and Mr. Dval for all of his work on that. Um we can if the board is okay. I'd like to hear if anybody has a problem with us adding a vote on

071the exchange program just so that we can get that. um we don't like to vote the same day as something's been presented, but we do um have exchange students frequently. So, it would be nice to get that taken care of. Um so, I'm not hearing from everybody. So, we will put that I have about three deliberative items to do um for you. Um should we do those now? Would you guys like to do those now and then he'll do talk about his numbers? I have I have the um deliberations. I just have them here. So, do you want to do them in deliberations or do you want to do them now? I should know what Don put them in the all she should put them in the uh underneath principal's report because they're based on

072his principal's report. So I'll just do them now. I need a motion to approve the field trip request for the world language department students to travel to Quebec, Canada, February 6, 2026 through February 8th, 2026. So moved. Moved by Kate, second by Rob. Are there any questions on this? Yes. First of all, thank you for putting together the impression. Thought it was a little bit light on the activities actually being tied to I understand it's kind of situation but in the past we've seen some academic I just think that there might be opportunities whether it be visiting a a school that's that's in the region or attending some activity or aligning the timing possible with some sort of education component that's the kind of things I've often seen in the past is U my question

073about financial support for students who would like to attend but for whom the expense is not manageable for many years I've as continuum some feedback from parents that specifically relates to a previous one, but someone that people went forward trying to get financial assistance and that financial assistance was problematic in two regards. One is the amount of assistance that was available was a very small portion of the total cost and the other is that there were unique requirements placed upon student essentially qualify for merit based scholarship as opposed to need based assistance. If that's the case that's very concerning. Are there any is there any answer to that or feedback on that? I'm not familiar with the specific one that was I think there was one for the honors choir music New Orleans. Oh to

074New Orleans. I don't know where it was. They said it was this year the recent one to New Orleans. It was $3,000 the cost. The total amount of money that was potentially available was $500. And the requirement to do it required that student submit an essay just so it's like a scholarship not a participating one apparently and this is not first but one parent had two children that wanted to attend and the total cost was just out of the realm. Would it be helpful to you if we took this up in the policy committee? Is that an appropriate place for something where we could develop a policy related to um I mean it's not a required policy. It would be our own policy, but a policy related to maybe just a a statement of what

075our policy is on how how that should work and then maybe a procedure could be developed after that. Would that be helpful? Because you you asked that question a lot and I agree with you like it if it's if it's more nebulous than what you know this is the first anyone's given me any feedback that was this explicit that Yeah. So I I just the reason I'm bringing it up right now is we have we're about to approve something in all likelihood. I would like if this does exist I would like to start now to we do a policy on it. identify options for students who qualify independent of ability to pay to participate. I I'm so we've always talked about families who are a eligible for aid because they cannot afford and um we

076certainly have funding for that. funding it based on merit I think is a whole other and that was that was he does he's not a fan of that idea he doesn't want it to be merit based I don't want it to be that's that was but that's the feedback that he's getting to the parent was that when they asked for assistance they said here go talk to someone I don't again I don't know the details and that's why I'm up in this context because it's secondhand partial information but the feedback was that only option offered was scholarship for a relatively um small percentage of the cost with a qualifying submission. Right. And I'm just thinking that if it were a policy then the board could debate whether or not the board feels like it should

077be merit based or it should be financial based like we could develop a policy from the board level. Not the procedures, not the specifics, but like a policy. a great topic to bring up. Can we do it in a time frame that would allow it to be It won't fix this today. Right. When's the strip going? It's next year. It could fix next year. We could have it done by the end of the summer, maybe. I mean, you need to give us time or at least first read by the end of the summer and then I think once you start having those kinds of conversations, whoever's making those decisions in the in the will know what's happening. Could well be that funding is available, but the people who are about it are not aware of

078exactly what it is. So I just I want to take this opportunity to resurface the question. And then I just want to comment on the Quebec trip because you had a comment. Um so I do believe it's over a weekend. I I'm just really happy to see our foreign language kids getting an opportunity to go and experience Quebec like to experience because it's so interesting to me that we live like right you know six hours away and it is you can be fully immersed and so I understand what Tom's saying but it's over a weekend it's carnival it's like the culture of Quebec it's like their big event and so I think um I think it's fun and it also gives kids an opportunity to really hear the French language, the Canadian French language spoken.

079So, I'd like to at least say that and I do think that um the staff put together a nice summary of what it can do for kids to just be there for a couple of days. Do we have anything? It is for the England trip. I'm sure. Yeah, I'm sure that Yeah, it is. Yeah, they know. They know. Yeah. And they can't expire in the next six months. Okay. So, any other questions on that? All those in favor? Um, I'm calling the vote. So, I've got six in favor of what? In favor of the Quebec trip. We already put the motion on the table. So, um, 6. Motion carries. I also need a motion to accept with gratitude the donation of $5,000 from the New Hampshire Bar Foundation to assist students traveling to the National

080Weet in Washington DC. So, moved. Moved by Kate. Second. Second by Rob. So, this was mentioned in the March board report and we just simply um did not approve it. Doubled up, right? Yeah, we were doubled up. Exactly. So, any questions on that? New Hampshire Bar Foundation. All those in favor? 6. Great. And then we have one more. A big thank you. And a big thank you. Thank you. Sorry. I need a motion to approve a foreign exchange student from Spain a affiliated with the EF exchange program to attend the Hollis Brookline High School during the 2025 2026 school year in accordance with policy JFABB. So moved. Moved by Kate, seconded by Rob. Are there any comments on that? Is this by all administration? Yes. Okay. All those in favor? 6. So, moving on to

081the um second part of your report, which is class size, Tim. Yep. Um Maggie is saying, "Wait, why did I say I would go after?" So, uh, just to kind of review the format, uh, which, um, I think each year we've gotten a little bit more information or gotten a little bit better at targeting exactly what, um, information is helpful to see. So, uh, if you look all the way to the right, you'll see the individual section enrollments for this current school year. So you can use that to compare to what our projected enrollment sizes will be for next year. Um I also included the average size. Um so if for example, you just look at the first line there, AP computer science A, we ran that with 24 students uh this year, which by

082the way is the max number uh for these computer science and engineering courses. Uh that's based on devices in the room. So we have uh 24 um we ran that with 24. This coming year uh there were 14 requests. You may or may not recall we had a request to add another computer science class, AP computer science class to the program of studies this past year and that one um it was open to sophomores, juniors and seniors and we had 31 requests for that. So if you uh there is a mistake here. You see the projected class sizes in the spring. Um though it's actually not 31. There's only 24. So anything over 24 will um come back to 24 as the max size. So hey Tim and this is projected class size for spring

083of 2025. Right. Yeah. Okay. Thanks. Um 25 actually 26 offered next year is current. Yep. under the individual sections if there's four numbers that means there were four sections. That's correct. Yep. Um so if you um uh look down at the English classes as an example, so we are projected to have um five Excel English 10 classes this coming school year. Uh whereas this past school year we had three. Um the um the class sizes are comparable. We just happen to have um uh more students taking Excel uh English 10 this coming year. So um I'm happy to to go through uh the individual numbers. Um most fall within our our policy. there's not too many uh glaring um section sizes that are significantly too small or smaller than uh what we hope to achieve.

084Um decisions are made in every department uh in collaboration with the department chairs and the administrator who oversees the department to determine for example um if you flip over and take a look at math uh there's always decisions to be made uh do you want a smaller you want smaller section sizes in maybe your um your standard level, your um your algebra one. Um do you want smaller numbers there? Um and maybe have higher numbers and say if you look at calculus, we're running we're running one section of calculus with 25 students. This past year we had a similar number. We had 12.5 uh average uh 11 and 14. We ran two sections with the same exact number. But based on the situation, the way the cards uh fall that the chips fall that given

085year, uh you make decisions based on what uh is best with those with those requests. And the important thing is that one outlier in a department isn't really going to make you get rid of a teacher. You know, I mean, you have to have five you have to have five light sections, really light sections to remove a staff member. So when we look at this, we're looking at it from two lenses. One is are we doing right by our students and offering what we need and are kids getting what they need and want. That's the most important lens and are they getting the education they need? But then we also try to look at it from a budgeting perspective. But when you see one light class in the department, that doesn't that doesn't allow you

086to eliminate an entire position. And that's where cost savings would come from. Yes. And when decisions are made about um let's say you did have a a a section that was too small to run and you decided that you weren't going to run that class, you're going to use that teacher's fifth prep that their fifth class, you're going to assign them elsewhere and you might divide a larger number down and you end up with instead of 19 students in a section, you end up with 14 students in a section. Um or there's always those outliers like your personal finance uh that does rotate departments and sometimes is picked up by someone who um uh might be a little shy on numbers. So um in the past and we've talked about this issue before our performing

087arts um so Mr. Rogers has taught outside of his area of expertise. He's taught a food section in the past. He has um picked up classes in uh PE before. So, uh, we do work to keep, um, the phrase we use is keep people whole, right? We make sure that they, um, have their preps, but, um, we utilize people in different areas when necessary. Um, yeah, I was wondering how personal finance ended up under performing arts this year, but that was an explanation I see. Um, and then we're seeing the heavier band numbers at the seventh and eighth grade going back to sort of what we used to we used to be a pretty banned popular district and then COVID kind of did a lot of damage at the elementary school level and so what

088we're seeing the numbers picking up where kids are taking fewer kids are taking general music and more are taking band so we may see those numbers change for Mr. Um, anthropology, that's my only question. Was really light on requests. Yeah, anthropology was light. Um, we um and I didn't include the numbers because we uh did not run archaeology. So our I see hope is like we talk about sometimes where like you know um acting two second semester looking to fill that section of anthropology with students who maybe had signed up for archaeology. Um and that happens through conversations with their school counselor and you know we're not running archaeology this year. Would you consider anthropology? Does it work in your schedule? Um so those are more individualized uh conversations that can happen afterwards. Um yeah,

089that was uh certainly um one of the outliers. Um question about biology. Are there staff members that can swing from biology to other subjects. Uh yeah, we do have um uh teachers who have an ability to pick up oftentimes physical science is maybe the the common ground that are um teachers of physics or chemistry or biology do teach the physical science. So they all have an understanding of the base knowledge that students will then make sure we're not situation biology teacher who is underutilized where we Yeah. So we definitely and um maybe more so than any other department uh it gets complicated with your certifications in science and um when we're hiring which we are in the process. Did you already do? Yeah, we did. All right. So uh we've hired people in science this

090year and u we take into account um not just areas of certification but also teaching experience um and looking support people in potentially teaching outside of their area for a section um when when appropriate. So, biology. Yep. So, we went it looks like from seven to five. If you look at this past year's section sizes, we averaged 13.1. We had one section that was as small as nine and a section of 10. So uh reducing down from seven to five we felt like was well within dropping accelerated biology biology. I just it it just looked like there might be a mismatch antibbiology trend going. So it looks like Yeah. So it looks like we actually added a section of AP bio. We went from one to two it looks like. Um and then you said

091and this could change by Sure. I wasn't was that you redirected staff and try to redirect students. So when we know when we know we have a potential vacancy coming and we don't know what the candidate pool will look like and what those strengths will look like, we also take into account um if we're not going to get um the next John Bouchet walking through the door to apply for our physics position, but we had someone who has an ability to maybe teach physics and learn how to teach maybe the higher end. um you can mix and match those combinations of preps in different ways to give you the best chance at finding a candidate that will meet your needs. Can I just speak one other piece? Um so entering ninth graders might be recommended

092for accelerated biology based on um their math and science. If they're taking algebra 1 in middle in eighth grade with an A and an A in science, they'll be recommended for likely um Excel bio. If they don't meet those criteria, then their option is physical science with earth science. So we increased two sections there. So the drop in your bio also correlates that is that assessment already occurred. Yes, that was based on teacher recommendation. So we increased physical science with fewer students being recommended for Excel bio. Excellent. Any other questions? So again, this is a reminder. These are just requests. We'll see what the actual numbers are at the at the end of October. All right. Thank you. Thanks so much for all of that. Now, we will go to Thank you very much for

093your service to us this year. We really appreciate it. I assume this is your last meeting. Unfortunately, it is. We will miss you so much. Um, and we'll You could always be a member of the public. Yes. I will I will go and I will sit in those chairs. So, would you like to give us an update on what's going on from student council? All right. Well, as Mr. Grizzone said, we had our big walk for change today. The weather was okay, but we weren't hot. We honestly, we were quite cold to be fully honest. The hydration stations are still full. Um, I actually started last and finished first. So, just want to say that we turned it into a run for change because we were too cold. But anyways, um last Saturday we had

094our senior prom which went amazing. Um everyone loved it. We were had some great feedback from both staff and students, specifically the chaperones. Um again, graduation is unfortunately coming, but um I honestly think that I don't know. I guess the senior class this year is just really good. And so we're all excited but sad. Um we just finished up our AP testing. Well, actually not finished because of some what was college board shutdown. Not our not our fault. It was AP psych. I think certain Yeah. Yeah. We have a date and there's certain aspects um of certain national news. Great. Y keep rolling with it. you know, should have been done, but it's unfortunately it's not. But and student council, we we did our catlock presentation and now we're wrapping up for the year and

095well, and you can extend our thanks again to student council for that presentation. I think we're going to have some followup from Mr. Gzone today on that and we will be talking more and more about Cavlock as the next couple months go on. So, have speakers been identified for graduation? They have. Yeah. Uh, so our student body president Uh and then our senior class president uh Mr. Finn Brown and uh our selection process um Kate Beran will be uh Oh, and she's the one who presented here. Yeah. Along with along with Finn. Along with was Finn. No, Finn was not a big He made a lot of he helped us a lot with the presentation. Okay. But Finn was on the I believe the AP gov sh at the time of the presentation. Right. But

096right and Miss Flareity will be the um the staff. Oh, nice. That's excellent. I look forward to it. Well, thank you very much, Maggie. Thanks for everything. And elections are coming up, too, right? I know. I know it doesn't impact you, but uh we have student council elections coming up on the uh you guys are gone. I think it's the day of your supercharged trip. It's it's during senior week. I do know we are not in school. Yeah. Yeah. student elections of the fifth vote. Well, thank you very much and you know that you're welcome to stay. We do have a Cad Black review and everything, but you are also welcome to go home and study for all for what? Oh, for life. I mean, for all of my assignments that I will be turning

097in. Okay, thank you. All right, moving forward. Thank you, Maggie. Um, we'll do the cap lock review and we now discussion part. Would you like me to project? It's a PowerPoint that's in the I mean the public would be wouldn't be able to see it if you don't project. So, sounds like I'm sorry. I want I'm passing it. It's my dinner now. I might need three. We're getting strobe lighted. Oh, did you win your game? Um, this one was refilled. So, I drink probably about one and a half gallons. I drink a lot of water and once you get used to it, if you don't drink it, you feel very dehydrated. Can we do it at the end? Um, just we have another quick agenda adjustment. The board's going to need to go back into

098non-public at the end of the meeting. Just don't worry. Quick non-public. It can be very quick, Tom. You control that. Oh, funny words. Never I can't see. I know. That right. I'm just eating chocolate now. Nothing my dinner. I guess mine's a couple days have chocolate. You're never going to want that. I am. I actually I might I'm a I'm kind of a Hershey's girl. So, but yeah, you're right. And I should be in front of Yes, please. Do you need someone to push the button for you? Uh, you have a clicker. Now we good? Yeah. Okay. So, um with um the uh April presentation uh from our student council uh with regards to their experience in Cablock and some of the recent changes. Um the board asked uh me to present a little bit

099of a historical perspective on the um the thing they call Cavlock and uh so I went back into my archives and I found the original presentation uh that I put together uh in 2013 for Rick at the time uh who presented to you. So uh this just kind of outlines what the structure was when we first implemented CAB block uh way back when. So it met uh similarly three times a week. It was 45 minutes at that time. It's 44 now. Um, every student in grades 9 through 11, as you may recall, was assigned to what we called a homebased cow block. Uh, seniors were never assigned a homebased cow block. Uh, they were given a little bit more, uh, flexibility and autonomy. Um, and they had, um, the cafeteria to themselves. uh if they

100uh if they didn't actively sign up for um uh to go see a teacher or if a teacher didn't act actively sign them up uh their default was the cafeteria. Grades 9 through 11 reported to their homebased cablock and either remained there for a study hall environment or uh they would uh receive a pass to sign out to go meet with their teacher or enrichment. And that was one of the things that uh at the um uh in the initial phase of of cab block did exist uh in a in in a few different areas. Uh each home homebased cablock section uh was staffed by one of our um uh certified teachers. And if you recall uh that exclusively uh took the role of the duties for our teaching staff. Prior to that, teachers had

101hall duty and lunch duty and um and and a large majority of them uh covered study hall duties and all that entire um what I would term um kind of employment pool uh went away and everybody's duty was a cadlock. So that was replaced by uh I think it was two part-time substitute positions uh that served in the mornings and uh one of them is sitting directly across from me who was regularly uh the the cal block study hall teacher uh who um uh served in the the cafeteria for study halls throughout the day. Was that that was not contractual so much as it was done because Our assumption was we want to maximize the accessibility of staff. Yeah, thank you Tom. So the the language that existed then is the language that existed now

102with regards to duties and within the possible assignments included study halls and lunch duty and hall duty and and all of the things that previously existed um anecdotally administratively to get cavlock off the ground for what we had aimed it to do uh and to meet the needs of students and teachers. uh it was important that students had access to all of their teachers and without that um I I don't think it would have been as successful as it was in implementation if it was uh one-offs here and there didn't have it didn't have CAB block assignment so yeah the language in the contract existed as it does now um but the administrative decisions at the time were to for cablock to be successful all teachers were in a cap. We threw everything at it.

103We threw everything at it. Yeah. So, um students are grouped by their guidance counselor. That was also a structure that existed and we did have counselor pushins um uh with their one or two sections uh about once a month. Um and it it did add an element of uh our advisory um which we have now and didn't have at the time. All right. Uh so fast forward that uh that structure ran for uh probably about six years about five or six years and uh it was um it also included uh some tier uh what we what we termed tier one, tier two and tier three assignments. So for students who were failing multiple classes at the time uh two or more uh our school counseling uh and administrative team which at the time we called

104stat it now exists as sit student uh intervention team and um the uh the group would review those students who are failing more uh two or more classes and they would assign them to uh very small um uh teachers to student ratio uh rooms where they would help students prioritize their work. They would facilitate conversations with teachers uh and oftentimes um provide an environment conducive to success in their academic classes that they weren't experiencing without the support. So that's what we call tier three. Uh it was I would say hard to manage, required a lot of oversight and moderately successful. Um we had what we called tier 2 where students were assigned uh mandatorily assigned by administration uh to go see a teacher if they were failing uh a class uh for an extended period

105of time. Uh you were not allowed to go to the gym and go play basketball during cavlock. administration took the uh reserve the right to assign those students um accordingly. So um fast forward to about 2019 and there was an appetite at the time to initiate uh a less clunky way for student signups. As you may have heard or may recall, the structure uh the original structure of CAB block um required paper pencil passes uh teachers to take attendance, send kids with a pass to go see a teacher, cutting into the 45 minutes sometimes significantly. You have a line of 10 kids in your cab block who need to go uh see another teacher. And by the time they end up sitting down to go take that test that they need to take, uh, you

106know, you're you're only down to 35 minutes. And so, uh, it was challenging. It was even, um, if not more challenging to identify the locations of students when you needed to. You know, mom or dad calls, uh, I need to pick up Johnny. Something's going on. And, uh, and we would have a difficult time tracking that student down because there wasn't electronic, um, coverage. we didn't we monitoring we the student was assigned to uh a certain cow block and then they would leave and that was widespread right so the large majority of the students in the school we didn't have um a finger on the pulse of where they were um for 45 minutes a day so uh that was certainly an issue and an acknowledged issue and uh there was a um uh a

107component uh that uh within power school that allowed uh students to sign themselves uh teachers to sign students up. So a two-way um mechanism and it was something called adaptive scheduler which was implemented in the year uh school year 2019 2020 kind of a a significant uh year. So 2019 2020 uh oh I'm sorry oops so 2019 2020 comes around and in its first year of roll out uh adaptive scheduler um replaces homebased caval and the um at the time we were not yet onetoone if you recall we had not gone through covid yet so uh there were some tech access issues um that created some challenges. Um but uh the initial roll out in 2019 2020 allowed students to sign themselves up and allowed teachers to sign them sign students up electronically uh to

108minimize some of those issues that I just reviewed. And then in March, we remember uh when COVID hit, uh we try not to remember. We try not to remember. Um so in March of 2020, uh that was kind of the end of the school year uh in a lot of aspects, certainly uh the brickandmortar school year. So students were no longer uh attending CABBA. So in its first year um it obviously um had some some challenges in getting off the ground. The following year 2020 2021 uh you may recall um the schedule at the high school um was significantly different than uh our our current bell schedule and the the bell schedule that was prior. CAB block was at the end of the day and uh there there were um um allowances given to students

109uh who were not assigned or assigning themselves to cavlock uh to have more um to have fewer people in the building and allow for all the things that we were most concerned about. Uh so CAB block uh in some aspects did take a backseat that school year. Then its third year of um implementation. While it wasn't the third year, uh there was also um we were reverting back to the our older schedule. Uh I returned to the high school, replaced Rick, uh new leadership, and while it was the third year, uh in a lot of ways it was kind of the first year. It was the first year of onetoone, uh full-on onetoone. Um so we started to experience some of the growing pains that existed with adaptive scheduler more so that year maybe um

110because it was like a full imp implementation. So in review here um I'll just give you um a quick breakdown of the role of adaptive scheduler. So uh certainly gives students the primary role in planning and that's something that we do aim to do. We want to put the onus on the student uh the responsibility on the student to sign themselves up uh if they identify they need to go see a teacher. We want them to identify that and make good decisions about how to go how how to do so. Uh it also allows for last minute um decision- making flexibility uh which is what you want in in cavlock. um a few years uh into Cavlock, we decided breaking that 45minut uh time period up into two uh and not just um being rigid

111about your assignments. Sure. Yeah. If you can accomplish the work you need to in 20 minutes and seeing a teacher, why not break it down into two and allow you to go to see a second teacher if need be? So, uh it provided that flexibility. Uh students have two sections each cav block day uh where they can sign themselves up. You can stay in the same place if you want or you can uh have two totally different spaces that you can go uh that you can sign yourselves up for and and and attend. Um let's see. Um there is still the ability to sign students up uh mandatorily. So uh what we're uh we're calling tier two. So fostering student accountability, but then also beyond there, uh the administrator or the teacher does reserve the

112right to assign students when appropriate uh to go see a teacher and it does improve our tracking, right? It does allow us to uh better account for students um location and uh we can uh in the click of a button well and go to uh you can find out pretty quickly where a student is uh based on their adaptiveuler signup. So it does improve uh several aspects of cow block some of the goals for the future of CADlock. So um I talked a little bit about what we um what we identified as a tier 2 assignment or a tier three assignment uh in years past. uh we have our our sick team or our MTSS team uh that is heavily involved in this process and looking to more clearly define what tier 2 means and

113uh with a more emphasis on teacher requests u carrying weight and having accountability for students. So um when a teacher says hey uh I need you to see you tomorrow I'm going to sign you up. um having uh more accountability and um responsibility on the students to make those um good choices on their end but also adhere to the requests of the teachers. Does a teacher um inut? No. So when a teacher makes an assignment the student cannot override it. So more clearly defined tier three as specifically targeted skill groups um to proceed special education skill support. So I think one of the age-old challenges that we face with um what is MTSS is um if you have a student who's struggling academically at the high school where we're a credit bearing um system uh

114oftent times the priority is supporting that student successfully completing the requirements for the course overlooking at times supporting that student's skill building. So when the rubber meets the road at the high school and you want a student to be successful, that often means passing classes. I think at the earlier uh grade levels, you're building skills and you're supporting students future growth by building those skills. And when you get to high school, you could make the argument that there's two schools of thought that we're going to continue to build those skills and we're going to use cow block as that time where you might have a student who's not successful in social studies class because they might have a um challenges in reading. Are you going to spend time supporting that student's maybe um gaps in

115in reading skill during CABLOK or are you going to support that student's um maybe uh assignment completion or um assessment preparation and those types of things during CAD block. So uh the the sit team evaluates tactical versus strategic. Yeah. Yeah. And I think when you have a third grader, I think this just, you know, it's pretty clear, simple, and easy. If you've got a second semester senior, I'd say it's pretty clear and simple and easy what you're trying to help the student be successful with. You have a freshman, I think you have um some decisions to make about what the priorities are. So, that's where um that's where those decisions lie in the in the MTSS group or the the SIT team. Um and they reviewed um they review data uh to evaluate the most

116effective approach for individual students. All right. Uh as part of the April student council report, we had a um uh a long lengthy conversation about uh the most recent changes which included uh individual teachers being assigned to study halls uh and not having the cavlock duty. Uh, and actually I'm gonna I'm gonna skip forward and come back to this slide because it's gonna make a little bit more sense. So, uh, this is current teacher uh, study hall duty assignments. So, we had talked a little bit about uh, some of the criteria that we used to identify uh, who would be covering study halls uh, at the outset. So, your study hall assignments are not part of the scheduling process. So you run your schedule, you run your master schedule, you have your uh course requests

117and you have all of um the um very very very complicated matrix of of where the master schedule ends up landing. And then each individual teacher typically will have five classes that they teach and two classes that uh they don't. And on any given period you one through seven, you have x number of students based on just how power schedule spit out the schedule. x number of students who don't have a class. Seniors first and seventh, they have senior options. So, some of those numbers are a little smaller there. Um, and you have um grades 9 through 11 assigned to study halls. And sometimes just by the nature of the schedule, you might have a bubble in the middle of the schedule where I think this year it's period three. We have a large number

118of students assigned to study hall period three. That's one of the bigger uh that's the biggest um out of any of the seven periods. So that's the first um review. How many people do you need to cover all of the all of the studies? So you have seven periods. You might have 50 kids who are assigned to study. So you need at least two people assigned to that study hall as an example. Um who is available those periods is the next kind of layer of review. So if you might have um you know if you if you review period one and uh it happens to be for whatever reason social studies heavy those that's the only that might be the only people that you can really pull from or the only department that you could

119pull from. Uh and there's a variety of different uh factors that then played into the decisions after that. So we reviewed previous CAB block signups. So, in previous years, what your averages were for um we looked at like monthly data uh to kind of give a a glimpse or an idea of what your your trends were. Um and obviously um we needed um to support the students. So, if you had a cab block that was often packed, that was not going to be something that we were going to remove that teacher. um just because it was something that we identified as a student need. If the numbers were lower, those were probably some of the first teachers that we looked at. Um given all of the constraints that I already mentioned, um th that played

120in as well. We also looked at the singletons and I know the AP gov example was used um last at the student presentation. Um, but we did look at the singletons and we tried our best um to provide students with access to those singleton teachers um when possible. Meaning that's the only teacher who teaches that class. Sorry. Yeah. Yeah. When there's just one section of it, jargon, that's all. Yep. Yep. Sorry. Um so when there's only one section of it, uh we tried our best to make sure that that teacher was available, but to do so across the board is impossible. And I just want to I just want to remind the board that the way it works is you're either a you're either assigned a study hall or you're assigned a cap block duty

121or or another duty, let's say. But study hall is only according to the contract, it's a one semester assignment. So the teacher who's assigned a study hall has two marking periods of study hall and then they don't have and then two marking periods of That's correct. So they would hypothetically have five classes they teach for one semester. They would have one study hall and a prep and then calav block would be available for them as a prep as well. And then the next semester they would have their five classes. They would have two preps and again be available um Cavlock would serve as uh their their um they wouldn't be seeing students during that wouldn't be yeah that would be another prep for them as well and that would be the length of the year

122in previous year when you were not assigning uh teachers to study Y if they did not have a section class. Did they I guess two arise that they might only have four teaching sections in a semester and so they always had five sections regardless of how it felt. That's correct. All right, Jim, keep I want you to keep going. Sorry, I shouldn't have interrupted you. So, uh, the, uh, the student presentation identified an imbalance in, uh, assignments based on what they grouped as, I think they did STEM and humanities, I think, as two, um, separate groups. I broke it down a little bit further for you here. So, you can see these are individual teachers. So, two unified arts teachers have a study, two special education teachers have a study, four social studies, five English.

123Yeah. This is the whole year. Yep. So, two, four, eight, N 17. No. Yep. 17. So that corresponds to six I mean study halls. Yep. And with seven periods uh there are some periods where we need two teachers to cover the number of students who have study hall. So I'm just going to pop back here. Uh this is a glimpse at the these are student signups for CAB block and this was a about a month this was about a month of uh CAB block assignments and excuse me it's listed um with uh science uh having the most number of signups uh and you can just uh read that as you at your leisure. I don't need to read through it. Um but that's where that's where the students go. Okay. Um I'm going to fast

124forward a little bit to because of the changes that we made in duty assignments. Um at the outset of this year in the first year of um kind of the recent changes uh we asked individual departments to kind of restructure how they're going to provide uh students with supports particularly when you know my teacher isn't available. So how are we going to support that kid in getting the act the help that they need? So as an example um if you look at English um was prior organiz or organized by teacher um and they also did house students they house students for quiet study spaces um if I'm not working with 25 kids on their essay um but I can host you know 15 of them and I'm going to work with my 10 students over

125here. That was part of the structure that made Cavlock work and that was that was um an aspect to it. Uh currently we have what we at the outset called writing labs. We had grade level writing labs um for all grades and we had specific course support for the honors the AP and some senior electives um with uh if you um look back at the other slide we had five English teachers uh who do not have cavlock. So as you heard from the students that could be significant depending on the student. So, um, at the outset, our goal was to have these labs similar to like our math lab setup. Um, what we've learned and what we're hearing from students is that at the end of the day, um, the math lab structure, um, it

126doesn't necessarily work the same in some of our humanities. Kids want to go see their teacher. They've been working on the assignment, the paper, and the book. They're reading the book, and they want to um hear from the horse's mouth, and and um it's understood. Um it's acknowledged. Uh despite uh the best intent, uh I think we maybe are missing some of what uh KBlock used to provide uh with the new structure. I think that's kind of a fair way to describe it. So uh and you can read through uh all the different departments uh came up with solutions to the new structure. Um and then from there the students um utilized cow block accordingly um and some things kind of just fell into place the way they the way they may. So um so

127if you look at Yep. So if you look at English and social studies Yep. Those appear to be the two areas where was and is are considered most significantly different. Is that correct? Yeah. World language also. Well, language there's only one teacher doing it. Yeah. Yeah. And they lump they lump world language into humanities and I would draw a line between the two. We have one teacher assigned to study hall from world language one semester too and it's one semester however is not available contract language cadlock is their prep so they by contract are not available to students um and I think one of the things that um we'll see So, while we may have looked at, let's say, teacher, social studies teacher X, and they averaged, let's say, 3.5 students a day. Those 3.5

128students a day um may identify that meeting with that social studies teacher as an intricral component to their success in the class. And what are the what, if any, do you as the alternative opportunities for accessibility of a staff member to students. So, we talk about the 15 minutes before and the 15 minutes after. Um I think that that is um that can that can help that can support. I don't think you're going to um you're not going to make up a test. You might finish a test. you might get a question answered that was um something that you absolutely needed to see your teacher face to face. The 15 minutes before is probably more conducive. The 15 minutes after our buses, you know, bell rings at 2:30, students are transported by the buses. They're

129out of there by 2:35. Um so the after transportation a big limitation the 15 minutes after for the 15 minutes after it would be for for the 15 minutes after. Yeah. 50 minutes before our buses roll in at 78 and the first bell rings at 7:40. Our teachers are available at 7:25. So yeah, there's a legitimate 15 solid 15 minutes before school where you needed to go see a teacher, finish something up fairly quickly. Um you took the bus, that could happen. But there is an opportunity. I mean, in terms of making up tests, the kids can go to a I understand why a why our young people would say, "I'm working on an essay. I want to see my teacher." Yep. But I'm making up a test. Yeah, we have the structures in place.

130Structures in place that you can go and make up your test in the same teacher, right? And I have a study hall and it's just I need my test as long as you have it. Yep. Go see Miss Babcock and you can take your test Fridays are also Yep. And we have PLC Fridays where we do uh have a a room where um student teachers can provide um assessments uh and it's a supervised space and they can take that test or assessment um in a supervised setting just the same. Yep. Okay. Um so um HBHS current status cavlock advisory and study halls. Uh so this just kind of summarizes uh so if we look back at the original structure it had different components of uh what we currently do. I think uh we do a

131lot of this really well. Um but certainly um always room for improvement. So students are more in control of their scheduling themselves with the use of adaptiveuler. Adaptive certainly improved our ability to locate students um during this uh flexibly uh scheduled time. Uh adaptive scheduler has improved our ability to track students time with specific instructional course support. So when the sit team is reviewing what's this kiddo been doing for the last month in CADlock, we have that data um accessible. Um there's definitely been a decline in the enrichment opportunities and that's not a function of assigning teachers to study halls. Um that's just a um that's just how CABlock has has kind of evolved. Um the um the newness of it in 2013. uh you know there were um opportunities in family consumer science and

132maybe art classes and then it kind of got back to well I'm just going to go see my teacher and if I need to go see my f my family consumer science teacher was about the class it wasn't about learning this new thing in an enrichment environment. Um so enrichment opportunities um still exist with uh PE department um performing arts department for sure. U but again that's often still related to maybe a um an outside of school extracurricular or concerts coming up and I'm going to prepare for that or guitar night or those types of enrichment opportunities. Decline is student driven as opposed to Yeah. Yeah. Yeah, I would. I I don't I I'm not uh I'm not suggesting that uh staff wasn't willing and able to do it. Uh it's just by the nature

133of how things fell. Yeah. Uh advisory program has replaced the goal of homebased cavlock structure. Uh as you know, uh that is established in year one. Students seeking support from respective classroom teachers who are assigned to study hall duty may or may not have access and and we discussed that at length. That's the issue right there. uh learning lab setup is not conducive to all disciplines and despite intended learning lab goals and structure students prefer meeting with their respective classroom teachers. That's what we've kind of taken away from that's where the rubber hits the road. That's what it is like at the end of the day. You did everything you could. this is the first time that you went through the process of looking for who would be best suited to be study hall teachers

134and who would be and so the feedback is that like obviously there's some you know just got to figure it out a little bit more unfortunately you won't be with us and we'll have a new principal so it it sounds like it's a really complicated thing to figure out yeah beyond the volume of students a teacher may see um you know obviously we understand there to be value in you know a smaller num smaller sample of of student interactions. Um, and we heard it from kids last month. Yeah. So, that last item that is a cultural thing or an actual functional performance. I don't know if I can answer that, Tom. I think um you know so our freshman who knew who know no different than their experience this past year. Um if you fast

135forward three years and those guys are seniors and you maintained this structure I think that would be a better time to answer that question. I'm just sort of thinking in terms of what go to for their preference maybe to go to teacher. But do you want them to get this? Yeah, I think it's a preference. I don't know if it's a um a necessity. One of one of the other things that we're talking about which overlaps the ven diagram is trying to get greater consistency and commonality in class to class of section to section of that and in my experience I I I think we we do a pretty good job of that compared to other schools. I think I think the PLC model um is something we can hang our hats on because I

136do think this is a common experience across the same courses for students. So in theory, if you're if you're getting taught by Mrs. Jones in course A and you need to go see Mrs. Smith in course A because the we've we've tied the curriculum, we have PLC, we have conversations. So even if this is an English course or a social studies course where things are a little more esoteric, the the skills and the curriculum and everything should be the same. So you should be able to get what you need from that person, but you might not have that same personal connection or feeling that like the grading and the assessment is going to come out the same because teacher A likes things more flowery and teacher B. I think we've done it successfully in math

137for years. I think that's been the structure in math for years. This is the biggest change. So I think again I go back I I would say we we heard it from our students who had experienced CAB block in its previous structure for three years right and this is new for them. I think um that conversation might be different in a few years with our current freshman because that's their only experience. So they might they don't have the same perspective. I also think there's an opportunity perhaps for us to find a way to gater familiarity among student population and staff so that they're not going to strangers, right? So, I just want the public like these are really specific and and we're really digging down and a lot of this is building management. It's not

138the board. It's not. But we wanted wanted to hear back because we've instituted advisory. I believe it butts up against cavlock now. It does now. So now we've got 15 minutes of advisory. We've got 45 minutes of cavlock. We're responsible for negotiating contracts. We need to have an understanding of how these times are being used both from the students and the staff. So this is really helpful to have this kind of level of detail on what it's doing in terms of how it's being staffed, how our kids are using it. I still don't know if we have the answer of whether or not it actually how effective it is for our kids in terms of their learning, but it seems like it meets a lot of their needs in terms of getting extra help. And

139um Tom asked a good question I read in the minutes last week about is there some level of just like an extension of the classroom going on in CLA CAB block instead of just a resource to support the classroom. Is it we're moving quickly through subjects and so through a topic and then we're saying just come to Cavlock instead of relying on it as right. So those are still some questions but that's not what the what we wanted from you tonight was the followup on what the kids so the staffing and the contract that's been and the way you're approaching it has been what this is all about. So I just wanted everyone to come before you run away with your pants on fire. Have you made any suggestions as to change in strategy for

140next year? Speaking openly, the recommendation to have teachers um cover study halls was not initiated. This was this was the first time in a while you've had to number one identify teachers to use and have used them. I'm sure there have been positive and negative outcomes to it. We're sort of seeing some of the negative focus on the cab are the study halls working better functionality in there and how would you tweak it if you were if you're going to be here another year how would you tweak it? [Music] Um, I can certainly say I don't have the perfect solution given the constraints CAB block or study for teacher assignments. I think no matter who covers studies, uh, you're going to be pulling something away from cow block that otherwise would exist for student access.

141I think teachers covering study halls is a good thing for uh a running a building. I I think removing that entire employee group from those assignments in 2013 changed the building. It added challenges to administration. Um it improved student or teacher access to students tremendously. Um it gave us a uh an ability for our our teachers and students to develop more individualized relationships and um I think students perform better. I think no matter where you pull from, who you pull, whatever department you choose to pull from, you're going to remove access to a student's teacher. Yeah. But how about the study hall? Is there tangible benefit in there that we've seen? He just said it was good. He said it was good, but I don't but then he immediately said, but I don't know what

142what was good about it. So I think first off uh you remove the magnet the social magnet of a group study hall in the cafeteria in the middle of the building. So you don't have kids coming from other classes to pop into the cav block to to pop into the cafeteria even though they're supposed to be in math. They're going to wander into they're going to wander into that study hall that's being manned by a substitute teacher. Not sure if that face is Jim or Bill or whatever. Yeah. if they're in the study hall or if they're supposed to be there. It it was a I'm just going to speak plain. Yeah, it's a challenging situation. It's a very challenging situation which at the time in 2013 that was the solution to get CAD block

143up and running. And I think and I think the teachers with students periods 1 through seven in a classroom environment in an academic setting covering study halls with manageable numbers is a much better way of doing business. the kids who are going to study hall because they want to have a study hall, are they getting what they need better? Is it because we when we were talking about it, there's a couple elements. One was having having a more disciplined environment by having people who understood manage classroom management. Number two was to have an environment where they could not maybe not quite a cap block, but they had a staff member that they could approach for help with whatever it was that they were doing in their study hall. Did that materialize? You think I won't

144say that doesn't exist. I don't know if that's the highlight or the benefit uh to the structure that um study hall in a classroom provides. I think if you took if you took an average high school student, sophomore who put him in a group study in the cafeteria with a peer group and the social distractions that exist without any kind of academic expectation for how they're going to spend that time versus that same average student who's in an academic setting in a classroom with a certified teacher who runs a tight chip and says, "No, these the expectations for the class today or for for the semester in my room. And if you need to use the the library, you can access that space. There's x number of seats available every day. But while you're here,

145you're going to be either silent and working or silent. I think it's a different environment. And I think when Cadlock went in, that was lost. So if you were here next year, you would continue to put teachers in study halls. Yeah, probably with a less than a very imperfect way about going about doing it. You might might try a little different approach. We we would Yeah, we would certainly try to improve it, but it would be imperfect. Well, I mean, it's a first year, so you're going to see improvement. Are there any other questions? I think that the student behavior is different with the teacher that they know that's in the building than with the sub. Absolutely. Yeah. You know, so that makes a big difference, too. Absolutely. Any other questions? I appreciate it. This

146is great feedback. It really is. We've been waiting and digging in to cap block and it works and it's advisory 15 minutes and then they go to cat block. I like it. Yeah. Yeah, that works well. Y Okay, great. Good to know. Thank you so much. Some sort of feedback on advisory. Yeah, advisory. That's that's in June. Okay. Right, Tim? We're scheduled for June to do that. Um I can provide a presentation for you, but I won't be here on June 18th. Okay. But someone will present. We will read it aloud. Okay. Thank you. How about maybe maybe someone from the advisory committee? Yeah. Yeah. Be great. Or people on the um isn't there a team that does the advisorship? Advisory leadership team. Somebody maybe that would be great to have somebody come and just

147do a quick presentation. We appreciate it. Thank you so much. Thanks for all of this. Thanks for all your hard work on this and it sounds like you were heavily involved in the beginning and here you are 10 years later or 12 it sounds like. So okay so moving on to CTE agreement. Um yep and um I am going to tell the I think the principles are okay to go or do we need them for policy? I think we need them for policy. Um what about stipens? Nope. Okay. So the principles are free to go. Okay, CTE, thank you. Sorry, Patrick, but you know what? That was really good for you to listen to all that cat stuff. Okay, go ahead. The CTE piece. So, um, this was brought to you last month. Wait a

148second, Tim. You're not going to be here in June. Okay, nice try. Oh my gosh. So, I had a goodbye. I have a goodbye, but it's not ready. It's May. So, I'm going to present it to you and Andy, who I don't think will be here in June. And you guys are just going to have to watch it. Okay. You just have to go back and watch the video. You're just going to have to watch the video because, you know, whatever. Thank you, Holly. Yeah. So, um I will be uh attending um my daughter chose Disney as her graduation present. Yeah, that's okay. Going to Disney on. That's okay. It's really fun. But I I do want So then I do want to take a moment to thank you for all of your hard work

149for this district and for the many many years of not just principal but all the years that you've spent um being HB and being blue and white. So we really appreciate it. My pleasure. Yeah, it's been our pleasure to have you. So I I do have an idea for something a little something to present to you in June, but I'll just bring it by. Sounds good. Thank you all. Thank you all. I still have like six weeks. Well, I know. That's why I wasn't going to say goodbye until June, but okay, fine. When's graduation for your daughter? It's not the same. The 12th. Yeah, they're they're at St. A's on the Yeah, I knew they went to the bigger venue, so I was hoping that wasn't going to conflict. No, I'm not saying goodbye to

150you, Patrick, because you're coming back. You'll be here in June. Okay, good. Good night. Good night, Patrick. Thank you. I would have been more eloquently prepared for goodbye, Tim, had I known so fast this month. All right. So, sorry. Let's move on. Yeah. So, we discussed this last month. It's a regional agreement um uh with Nasha. We send students to Nasha North, NSHA South. This is an agreement until 2028. Um, and so we talked about it last month and we kept it on for a month and the hope is that we will um allow Holly to sign that. Just a deliberative item. It would be great. So that was deliberative. Maybe we'll talk a little bit more about if we have any questions there. Revenue expense report. Okay, Linda, we got to start moving you

151up till like before the We might need to move her before the principal's report. Maybe in the new in the new maybe the new superintendent might like to like rearrange that and make the revenue expense report before princess or she might want to present and leave me at home. You never know. So where's the foot in that? We are um we're on the home stretch in the finance department. So we've got we're continuing to see savings across the board in expenses. Two notable differences from last month's report is one, we have an additional $70,000 surplus in support services as we're experiencing savings in changing student needs and placements. Include savings in such areas as speech services, occupational therapy, and vision and hearing consultations. And then the other difference is we've gotten another $50,000 in grant

152money to offset expenses. This came from our IDA grant, standing for Individuals with Disabilities Act, bringing our total IDA revenue for the year to $225,000. We're also projecting more revenue than we reported last month in food service. Right now, we're projecting to exceed our revenue food service sales budget by almost $200,000. And I did want to share with you some of our director of nutrition's comments when I asked her why did she think this was happening. So let me read her email from today. This year we are offering more meal choices. We have a second and sometimes even a third choice each day in addition the many choices we already had. Main meal, sandwiches, salad, yogurt per face. Students love choices. We are able to do that because staffing is better with an influx of

153substitutes. We have a fantastic pool of subs and we've also been doing more from scratch. Fish tacos, ham, broccoli, pasta alfredo, buffalo chicken bake, etc. The students really seem to love those meals. And then finally, we brought back New Hampshire Harvest of the Month and introduced cultural day. Each month, we celebrate a different country and a menu that's reflective of that country. For example, in April, we celebrated Indian cuisine and May was Mexico. So more kids are buying share with you some of our food service success. That's great. Thank you. Um so our projected fund balance at the end of the year now stands at $63,45 and the business administrator has included a memo in the packet outlining her proposal. And are you covering that memo or I'm happy to but you can if you're

154ready for it. Um do you want me to just read it or I wasn't I wasn't sure who was talking on this. I I can speak to it. Um so we knew that there were going to be price hikes on our interactive flat panels and our um student Chromebook devices. So we received permission from our auditors to pre-by those items um with next year's money, but buy them now as long as they remained sealed. So we went ahead and did that um at a huge savings. Uh but now that we have them, we we could pay for them with this year's money, freeing up next year's money. Um, in addition to this, um, we did we did tell the taxpayers we would return 200,000, but as you can see, we're at 603 right now. So,

155one of the, uh, proposals would be to to complete some ADA renovations in the tune of 52,000. Those are required for um, student needs for 2526. Um, another required item was the um, replacement of middle school labs. um it was in the budget uh and then the the dollar amount was cut hoping that potentially we'd have some money left over in FY25 and here we do. Um and then finally and this is you know been discussed at facilities committee meeting um the advancement of the roof section. So we have the middle school roof section one in the budget. We are looking to potentially move that forward to section two for in the tune of 173,000 in the hopes of um allowing the middle school roof to be ready to go for all of the HVAC

156and solar roof mounted solar that that was approved in March. So that is those are items that um our business administrator has recommended that we pre purchase and um you know we would be looking for um to either deliberate on that now or we could potentially push the deliberation until until June. I see it's on there. It's on there. But yeah, is it any place on any of those things that are in our packet? It's I mean in the memo it is in the memo. And all of those were budgeted for for the upcoming year. Correct. Recommendations. Um, sorry, no, the roof section was not. We did roof section one. We're looking to add roof section two given that um we don't want the roof to hold up the progress of of the pro um

157the project, but the lab tables, the EDA recom um renovations, and um the interactive flat panels and crowbooks, those are all FY26 budgeted items. Linda, did you finish your expense report? I did. I just wanted to um make sure the board understands that if we create purchase orders right now for the those three items in the memo and then let's say in a month from now the report doesn't look as good and we don't have as much money, we have the what's important is that we're encumbering it so that we protect the funds. So, I think she really wants a decision tonight so that we can do that, right? It doesn't mean we have to spend them. Okay. So, if the if the numbers change, it just means they're purchase orders, but we don't have

158to do anything until we know where we end up. Okay. All right. Um, the roof section was in the minutes from last month. So, if anybody's uncomfortable with that potential like that it wasn't, we did talk about it. Andy gave us a heads up last month that he thought there would be funds um available and that we might want to consider the roof. That was in the minutes. Um so this would be the second month of that topic. The two items that um the other two items the well the flat panels obviously and those items that are in the current the budget for next year um we're just moving that and paying for those sooner. So the public's already approved us buying those things when they approve the budget. That's the ADA stuff. That's the

159ADA thing and the $11,000. Am I saying? Am I right? Okay. All right. ADA, right? No, no, there's two separate items. Two separate items. So, but that will be under deliberation. So, thank you so much, Linda. Is there any other questions for Linda or for Gina on those two? Number three and number four, revenue expense report and the year end purchase recommendations. Do you have those three things? Where would that your I have to look up. So I have the I have the total of one two and three. What I don't have is the the flat panels. Correct. So if you take the 60345 and subtract out the um the expenses we've already the FY26 expenses that we've prepaid. That's 234,000 and then there's 109,000 in addition to that that are also part of the

160prepaid. So the so the total prepaid is 344,000. So if you take the 603 minus the 344 that leaves us a balance right now with these numbers of 259. And we promise the taxpayers we return back 200. to try to if we if we were under if we panels are on top of that. No, no, that's included. Okay. The 344,000 is including all of those um prepaid expenses where she talks about the flat panels and the computer devices. You're saying 244. What did you say? Because it's 257.90. So the 257 is the balance. So 603,000 Yeah. minus the 344,000 which is not in the memo but that's the total gets us to the 257. Okay. Came up 2645. Right. So did I. Um, at the end of the day, if we're saying that we have

161a balance of 60345 and we're going to return, we are committed to returning 200, we can approve these with a per with a sum not to exceed 400,000 with the purchase of the flat panels, the Chromebooks, the ADA renovations, the lab tables, the roof section number two, and then we'll get the exact figures in June because that would encompass everything and we're still guaranteeing that we're returning the 200,000 to go 400. to cover it. I think I can go less, but I don't want to just make a guesstimate because I think all of our numbers are slightly off. So, concern is if we go 400 and it comes in as it's currently showing at more like 340, are we going to try and no jam another 50? No. The and we can identify specifically the

162five items that have been identified. Um these items up to maximum correct and then I I can give you that number in June. The one that the one that concerns me is the roof. So that was a updated quote um based on the quote we got for the roof section that was approved. So that is actually a firm quote for how long you know for work this summer. Okay. Yeah. So, that one's actually pretty far. Yeah. All right. So, um we will have that on that's deliberative item. We'll include the language that's not to exceed $400,000 and then we can vote on that in a few. Um thank you very much, Linda. Welcome. Um moving on to the stipen committee. Okay. I know that we don't have we have to vote on this or this

163is just for us review, right? Yeah. So basically more information is going to come um forward in the next month. Um but there's a quick meeting on May 14th to discuss next steps. Um so the survey of all of the club advisors and coaches is being sent out or it was sent out and they're going to gather the data for a meeting to take place prior to the June 2026 schoolboard meeting with any recommendations for FY27 that we could put in the budget. So and we already moved to this percentage correct system. Yeah. Okay. So, we don't really need to do anything with that. It's just part of the policy or part of the stipen. You know, we've just agreed to make sure we review the stipens regularly. So, thank you. Yeah. Moving. Any questions

164on that? Well, are we going to actually review them? Well, I think it sounds like they're going to come back in June. So, they've been brought to us in May and then it sounds like if you look at the note that was sent to us, um the sting committee is going to come back with changes. So right now this is the it's the percentages of where they are now. if you read the and then and go ahead. The survey is looking at requesting amount of hours and different um data points that we can decide whether which whether they're at the right tier with different positions and if that those numbers because we want Brian sent out the um percentages where we are right now because we had we were asked before what the actual dollar

165amounts were. So he put that together and sent it out but we are trying to get more data so that we have something for the budget for in the fall. So he had he sent a survey out and we the survey is actually to do be due do back in we having another meeting to discuss the survey results before the June meeting here so that if we have any other changes or thoughts or recommendations. Right. So you could decide that you want to move like Homefront Heroes to a to the tier where it's a one and a half% instead of a 1% or you could based on the survey and based on that but right now everybody's in the same place that they were in the beginning of this year because you guys are just

166getting started on that process. So this is an update 27 right? Okay. Yeah. So we are using correct proposal by the building administrator right what was that proposals are supposed to come to us from the building administrators I think uh yes so Brian wondering what's happening who's representing the high school oh Brian he's leading the committee and Tim Tim's been in the meetings just to this point. Yeah. Is the principal um going to get plugged into any of this or not really? Yes, he spent the day with us today. Yep. Okay. Are there any other questions on that? Okie dokie. Moving on to the facilities update. Thank you for including the minutes and the agenda in this. Linda, you are welcome to scoot whenever you want to. Thank you. So um we discussed uh and

167and looked at the details around the boiler uh designs and things like that and and really the entire project is going to be broken up into three phases over the course of three years. So phase one is the boilers of course lots of detail and and he heavy deep design on how that will be installed and so forth. We did talk about how we want to accelerate um maybe the the roof as we talked about. I won't get into too much detail there, but uh the sense of the committee was that we wanted to accelerate it to see if we can start procuring u materials such as the solar panels and things like that because there's a whole lot of moving parts around tariffs and things like that and really and we only have so

168much money to use, right? So, and and that we could have. So there's a big uptick in uh those things. Um we did talk a little bit about well if that were to happen then what and and we kind of used the the Hollis school uh energy program as a bit of an example because it that's indeed what happened. You know that we got so far into the project and then material costs changed dramatically. So we're we didn't we didn't not do it. we we just did what we could do and then said well you know this is for some later time you know and and so that's how I think we'll proceed with this uh this project but um we we will see but that I think the big issue is is that we

169have to go through uh several rounds of uh project uh design approvals with Eversource and that may tweak and modify the design a little bit which may change the procurement amount of material. So really we can't the the the absolute thing that we need to have is the final approval which probably won't happen until October November of this year. Um, so we we kind of, you know, provided our our our desires to EI and and so forth. They I I felt that they they pretty much understood and what our priorities are uh and how we want to move forward. But if I missed anything else, Gina, by all means, fill in the blanks. No, I think you um made a lot of sense. I mean, the first priority obviously is getting the the tank out

170of the underground. Yeah. Um, and then redoing the boiler plant. Then, you know, LED lights, you want to do them when you're removing the ceiling anyway and redoing all the HVAC system. So, trying to balance looking at rebates and um manpower and, you know, not opening ceilings twice. How often do you think the facilities committee is going to meet on this? Is this going to be It's going to continue monthly. a monthly meeting and the facilities committee is going to be involved in a lot of that like conversation and decision making and so Lance and I will be the point people um but we will have regular meetings with the committee. I think there'll probably be a time where once things are happening and in motion we may not need to meet monthly but we'll

171we'll look into that as we get into this and make recommendations. start first and go back. I think that as Rob said once actually start doing some of the work underway it will leave the committee available to potentially look at other facilities questions that may arise particularly if we're starting to talk about space considerations at which time it may also be worthwhile to supplement or alter the membership okay going back to what Rob touched on about the rebates. A question that I had that I I think that this group needs to weigh in on is if we find that because of legislation or executive order or anything of that nature, the rebate on the solar disappears. I remember the rebate was 25.6% % over a quarter of the funds were expected to be covered by

172the rebates. Is this group comfortable spending all the money that was authorized but only getting 75% of what was promised? It's a hypo It's a hypothetical. Can we Can we Well, we're not we're not there yet, but I I think What we're trying to do, what we've asked is to see whether or not we can get Eversource commitment approval in time to allow the um high school, which is not roof dependent, to get the high school installation done this calendar year. And uh it's conceivable that within the next few months we may be confronted with a question regarding the actual cost versus the projected cost. Yeah, I think that's a surprise to this group. I don't think any of us will be surprised. I mean question. Yeah. No, question. That's a good question. I don't

173think it's it's on it's definitely on the minds of the committee. Yeah. We're keeping a close eye on that. That's great. And we want to understand it both from a preference and I just want to make sure that there's no um procedural problem either way if we're allowed to if we have the discretion as a board to make that decision. I want to make sure that that's true. I I can't answer that. No, I can't. Yeah. Okay. So, I mean I think it's great that that's that's on the table. I don't know if we're going to discuss that tonight, but it's certain that we can we can um like it's a hypothetical, so I think we can we all we'll all think about it. How's that sound? Is that good? Are you all set? I'm

174all set. Any other questions for the facilities committee? Okay. Thank you very much for the update. Um I'm going to move into um some deliberations. Uh the first is the new deliberative item um that you know we adjusted the agenda and that's to authorize this. I need a motion to authorize the superintendent to hire, accept resignations, and terminate staff until the August board meeting and require notification to the board of such actions. So moved. Moved by Kate. And I need a second. Second. Second by Rob. Are there any in case we find another short? Correct. Yeah. For some key positions. Yeah. Okay. Any other questions on that? All those in favor? Seven six. Motion carries. Our outgoing superintendent likely to be involved in in that process because it sound as if he is going to

175be um out of out of district for a significant portion of the month of June. Correct. So no. Um authorize I actually did as I was reading it the superintendent. So shall I do I think we need to amend that to super. So can we go back superintendent elect? Okay. So we can we I make a motion to amend to amend the previous motion to include the superintendent elect as an authorized party and I have a second. Second. Second, Kate. All in favor? Good call. 6. Thank you. Thank you. All right. Um, I need a motion by a member to approve the recommendation of the superintendent- elect regarding compensation as discussed during the non-public session. Um, I need a motion. So, moved. Moved by Kate. Second. Second by Rob. I'd like to just kind of

176do it. All those in favor? All those in favor? 6. Thank you. Thank you. All right. So, I need a motion to approve entering into the regional career and technical education agreement RCTEA between the NSHA school district SAU42 receiving district, Hollis Brookline School District, SAU41 sending district, Sagen School District sending district, and Marameck School District sending district effective from the last date signature through June 30th, 2028. I need a motion. So moved by Kate and second Rob. Are there any comments? Yes, Tom. I'm sorry. I've had a lot of comments tonight, too. So, I'm going to I had seen it before, so I was reading it tonight. Um section four talks about students who are not part of the agreement how they get treated but it doesn't say I thought there was something that said

177there there's a formula or a contractual method for for districts that are in the agreement how theortionment Is it in here or am I missing it or could you do you know if it's covered because I I thought that that was one of the the driving forces behind wanting to get into it was getting was getting guaranteed seats. Yeah. So this meeting I had with them was in February. Um uh is it in uh section three? what is your understanding of? So the conversation was I mean it was a formula and we looked at all the different sections all of the students that expressed an interest and um and it was a a percentage of all of them and that was divided equally between um the the districts that were present there that are so

178it's not proportional to our population is it it is not it is equal between the um sending districts and then if we had you know 10 students that wanted automotive, but we only had eight slots. But let's say um uh sagen didn't use theirs, we would have access to those. Do we get preference to vacancies before it goes out? Correct. Yes. Bless you. They're looking that percentage is looking to go to the sending districts first equally and then fill them up. Okay. The second question I have is I don't understand what it says as far as how the tuition is actually calculated. Can they just set it arbitrarily? Um, no. It's based on a formula from their per pupil and um amount of funding from Perkins. But their per pupil isn't that self-generated. Can't they

179take any number like we do for what? Our tuition is our per per pupil. The state number for Yeah. From the MS25. Okay. I thought someone said it's the state. It's the number that they have. No. Okay. Any other questions? Okay. All those in favor? 6. Thank you. Motion carries. Um, yes. Yeah. Oh my gosh. Okay. So, now we have Yes. You two one. Okay. So, I also need to appoint someone to serve as the board's representative on the regional advisory committee. Anyone interested in that? I thought it was supposed to be the superintendent and a board member. A board member. How do they meet? Um, so far once ever. Does anybody else want to do it? No. Are you sure? Oh, I'm sure. I don't want to do it. Anyone else? I thought there

180were other people. No, I don't know. Is there I don't want to do it. I just know that. When do they meet? Hold at least one joint meeting annually. Do you want to do it, Tom? That's what it says. I'm interested. Is there anyone else interested? If you're interested, it's all yours in my eyes. I can't stand in the way of that type of It wouldn't be right. You're right. We wouldn't do that. Okay. So Tom Solon. So I need a motion to approve the appointment of Tom Solon as the board's representative for the regional advisory committee for the 2025 2026 term. So moved. Moved by Kate. Second. Second. By Rob because we've done it for everyone tonight. Um and all those in I I Okay. Okay. All those in favor? 6. Great. Um Okay.

181Okay. So, I need a motion to approve the year-end purchase recommendations of the business office um as outlined in the memorandum provided with the agenda packet as long as um the expenditure does not exceed $400,000. The funding source is the available balance remaining at year end after the return of $200,000 to the tax base, which actually covers us. I need a motion. Some moved. Second. Cindy and Rob. Are there any questions? We've already covered this. Can you actually read what the motion will say? I just read it. I know. But to approve the year end purchase recommendations of the business administrator outlined in the memorandum provided with within the agenda packet um but not to exceed an expenditure of over $400,000. Is that the right word? Well, was the 200 in there? Wait. Funding source

182is the available fund balance remaining at year end after the return of $200,000 to the tax base. I wasn't sure if that was in the motion. Yes, it was all part of the motion. Sorry. Okay. All those in favor? Okay. 6. All right. So, then the last thing is um the policy memo. So, I'm going to try to do the whole policy memo at once today because we have one um third read and all of the others are first read. So, I'm going to do we're going to do the motion to approve the recommendation. We'll put it on the table, then we'll talk about the policy memo and ask questions about any of the policies. Um but they are all first reads. So, if there's any Okay, let's just put the motion on then I'll

183talk about that. So, I need a motion to approve the recommendation identified in the policy memo as presented. So move by Kate, second by Rob. So the process we're going to follow here is that we have the policy memo in front of us. Questions, comments, whatever on any policy that's not going to be finalized, we'll just go back to the policy committee. Um and then the um the third read, we didn't have any changes from the first time from the second read, right? No, we didn't. So I just noticed one change, so I apologize. That's my mistake. Um the title we changed pupils and we replaced it with students. Yes, that was the one comment was that throughout the language of the policy the word students was used but the policy was called something with

184was called non-public school pupils. So we changed the title to be students not pupils but that's the only change we made. So there were no substantive change to the third read. The rest of the um policies are all first reads. One was on lice. A lot of them were. So we'll let Gina do you want to speak to I would love to speak to all of is my favorite policy. Um talk about the third the third in adopt. So there are no changes. Okay. Go for it. Is there any of the language in there that's discretionary not enroll? No, just Oh, I was like two pages. I don't know. I'm looking. No, it is. Sorry. Um Oh, this is JJ. No, no discretion. There's there's no discretionary anymore due to the new RSA. And how

185does a nonenrolled How does a non-enrolled student who participates factor into our daily participation? They don't. They don't. I thought that Oh, the home school has a certain I have to I'd have to check that out. So, it depends really on what they're participating in. If you're talking about courses, then well, for all of these, they have to enroll. But to actually factor in, you have to be attending classes. And then we submit and depending on if you meet the threshold for a partial enrollment it it can be counted in. So so this does not circumvent that calculation. No no is there any real big funding impact to to this? Well that's a million dollar question an unfunded mandate dependence. Yeah. What would be the circumstances that would have a significant funding impact? A significant

186one the top of my head. Does this include special education services? No. No. So we so ch so out of the list of non-enrolled students. So we for students who are attending charter schools who are special education, we do provide special education services to those students. But homeschool students and they don't have access to special education services. private school students don't have access. Okay. And how does this does this carry over to extracurriculars as well? Correct. Yes. Um is there any restrictions on how they can be evaluated for participation in things such as sports the same way um their public school peers would be? Yes. Everything has to be the same. Thank you. Okay. Okay. So, moving on to um are there are there any questions or comments on the uh so we assume you

187all read these ahead of time and if you have questions you'll bring them to us and then we'll just bring these questions or any of your comments back to policy if you um struggle with anything. So, the first one is I'll let Gina go through so um there's some updated language. We no longer um look for guidance from the New Hampshire Department of Education, but rather Centers for Disease Control. Essentially, the difference is that we are no longer and haven't been for a while able to exclude students. Um pediculosis is um um not it's not something that is um you know contagious or anything like that. And so this is this talks about what we can do if if student is demonstrating symptoms. They may be checked by a nurse. Communication um with home will

188follow recommendations for treatment from um the nurse will will provide information to families, but there is no um you must leave and there's no criteria for returning to school. So that's what that is. And a lot of these that you're going to see tonight are we are aligning them with the other two districts. Yeah. Okay. Moving on. So there's a theme a lot of these uh policies are from quite some time ago. So we have a fire drill policy EBCB and simply the language was just very dated and it we don't do 10 fire drills anymore. We do 10 drills and specifically we have to do six evacuation drills, four all hazard drills and we are referencing RSA 18964 where at least one of the all hazard drills must test emergency response to an armed

189asalent. So suggest you change the title. Okay. Good feedback for the policy. Okay. Um All right. Moving on. We have a brand new policy um KFD use and location of automated external defibrillators. Um so we've had them we've had them and we've identified um in policy JLCJA where they're located and all that good stuff. This just identifies who's maintaining it, how are they registered, how are incidents reported and what is the liability associated with that. So that is required. And then JLCJ, which is the one that we just that I just referenced, the only change is section A part H. Um saying that all school sponsored sports activities for any students of grades 6 through 12 be supervised by a person trained in CPR, which we've been doing already. We're just updating our policy to

190match the legal requirement. How do we go about making sure that the people have their certifications for CPR? So, we track them. So, do we conduct training? Yep. Yeah. So, we will any of our staff members can request CPR certification. We have two trainers and we track all of that along with um their expiration dates. But all of our coaches are required to be CPR certified. Do you offer that to community members as well? You know, we do not. Would it be expensive to do so? Probably and difficult to manage just logistically potentially. I would envision maybe we could have a day where many people can go, but um offering services of you have certain volunteers. I know as a when I was a ski team I had kids on maybe we don't do this

191anymore but I when I used to have to ride the ski team bus I had to be CPR certified. Yes. So we need um a CPR certified individual for whenever we go on a field trip. So that would be considered a field trip and then JLF JLF reporting child abuse and neglect. So um this is really not changing our practice at all. It is just updating um I would say cleaning up our policy, making it very easy to um to read and to make it very clear of what our requirements are. So that's what this is. Mandatory. Yep. Mandatory. Any what? I'm sorry. evidence of abuse. It's not the teacher's job to show evidence. No, I I guess I remember someone making a comment about there being less fewer barriers to false a false report.

192that could trigger an event and whether checks and balances and I don't know how much of that was mandatory language versus optional language that concern we adopted this policy in one last. Yeah, I can review the minutes from the board meetings where it was discussed, but I I don't actually remember that. That's something I'd like to read through to see is is there a lower barrier to reporting that could result in well-intentioned but misdirected based on someone overhears something and said makes a report because the repercussions of report after this is the guilty to prove an innocent kind of topic. Yeah, I I'm just going to speak off the cuff. I would um tend to believe that some incidences that have occurred in the last few years would have made it so that you want

193to make a report even if you don't have the evidence just based on some reports that haven't been made. um and probably should have been made. Okay. Okay. I I I agree and I understand that that may be the goal. Yeah, I can. This is an area that I'm going to be looking at it to say, can can someone make an accusation without any substantiation that has dramatic impact or is there a is there a chain of of commander reporting that is likely to minimize the risk? Do you mean like within the school like is there a is there a checks and balance like if a teacher sees or hears something that they are supposed to go to the administration before they report? Is that what you're looking I don't know what I don't know

194what the mechanism is here I just haven't but my concern is that someone and I don't I don't again I don't know it says all persons and I don't know how encompassing all persons is but it's really any adult a volunteer everybody or here's a here's a conversation out of context but here's something and says that that's a red flag. My question is what happens with that person? Is there any step before all of a sudden something that was a misconred conversation becomes a legal report that has someone removed from a household for example. I think you're I think you're that's too many steps. A lot of steps. So like even if you make a report that's not someone would have to be there's there's an investigation that would have to take place on the

195level of the state before they even get close to removing someone from a household. There would be so many steps that if they remove somebody from a household so glad we made that report. Like are you sure that that's the case? I would say I can tell you that lots of so I used to work for DCIFF so I'm very familiar with the process there's an intake that happens when a call is made and most of I won't say most of those I can't give you current data reports are called and based on a number of factors sometimes reports aren't even accepted they are just thank you we are not actually going to pursue this and move on some are accepted and then they are investigated but they're thoroughly investigated before anything uh takes place.

196Okay. Yeah. I'm not as familiar. I just wanted to make sure that that I think it's a safer bet to report something and have it be maybe not a false accusation but a misunderstanding or an unbounded. I think that's safer than not reporting something. I agree. Right. Again, yeah, I know you're looking at the language. Gotcha. I'm pointing out you asked me to tell you what my concerns are. Absolutely. What I'm going to We will read through it. Again, in in some states it's a matter of you know only certain professionals are mandated reporters and New Hampshire has determined that in New Hampshire everybody is a mandated reporter if they suspect something that is putting a child at harm. Okay. Thank you. So if that's Are there any other questions on policies? So, I'd love

197to take um a vote on the policy memo, which would then put all of those others into our back all of the first reads back to policy. We will take the feedback and um it will make third reading of JJ adopted. Okay. All those in favor 6. So, that is good. Now, I need a motion to go into non-public because we have to go back into nonpublic. Yes. Quick job. We're at anybody know we're at nine. I thought I read that it passed the Senate and the House that representative to the budget committee is no longer a voting member. That I don't know. I'd have to look into that. We'll try to get more into legislative updates in the future. Um, all right. So, I need a motion process. Oh, sure. Do that first. Yeah.

198Work so hard over here. I know because we're at nine. So, yeah. Got extensive notes. Okay. So, normally uh we start started our regular meeting an hour early as we needed to um address some non-public business. Um we then came out of non-public. We opened up our public input at 6:25 and remained open till 6:56 as uh 30 minutes as usual. Um we entered into principal's report at 6:28 actually 17 minutes ahead of schedule and we handled things like athletic reports uh course requests reports principal reports and so forth. Um we then entered deliberations at 7:26. Uh we kind of lost a little ground there on time. Uh but uh we got a lot of interesting um insights. Uh we also covered uh topics such as cap lock presentation, CTE agreements, end of year purchase

199and so forth. Uh and some updates from stipen and facilities committees. And then we uh moved on to deliberations uh with adjustments at 8:36 uh and covered things like um giving super the superintendent and superintendent elect authority to hire over the summer month uh administrative compensation and uh some uh CTE agreements end of year purchase uh and several policy actions that we took. took under deliberations and essentially we finished in just a little over four hours. Thank you. That's a long meeting. Yeah. Okay. Let's not do that again. Yeah, let's not do that again. Okay. So, now I need a motion to go into non-public um session pursuant to RSA 91A colon 3. Um I think we're at C. So to see uh to discuss a matter which if discussed in public would likely affect

200firstly the reputation of a person other than a member of the body or agency itself. Um all those in favor I mean I need a motion. So moved. Moved by Kate. Second by Rob. I need a roll call vote. I am Amy I. Cindy I. Holly I. Kate I. Rob I. And we are now in non-public and 901. We will not be coming back. We will adjourn from the from the non-public. Thank you all.