Brentwood School Board Meeting 05/04/26

001Okay, we're going to call the meeting to order. We're going to start with the pledge. The flag's on that sidewall. Pledge of Allegiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. Amen. >> We um want to welcome everyone to our meetings. We usually have no one in attendance, so this is definitely a turn. Um, we're going to begin with public input, but I just want to read a statement that will kind of overview the expectations of how public inputs run. Um, just so that everyone's on the same page, I'm reading it because this is also my first meeting as board chair and I don't want to forget and mess that up. >> [sighs and gasps] >> Um, the

002board values public input and appreciates your engagement. Again, too often we have no members of the public at our meetings and we really love to see engagement with the school board and support for our school. Our goals for public input tonight are to ensure that everyone who wishes to speak has the opportunity to be heard and that we conduct this portion of our meeting in a respectful and orderly way. Public comment at our schoolboard meetings um is governed by policy BEDH which is on our website. It's open to current Brentwood residents, sees staff and guardians or caretakers of current seway students. Each speaker will have one opportunity to speak for up to three minutes. Um those three minutes will be timed. Dan is going to be our timer. When the timer goes off, the comment

003is um has to be wrapped up. When recognized, um we have a sign-in sheet. If anyone happened to miss that, there's a sign-in sheet at the back. If you want to speak during public input, sign in on that sheet. When um you're called, please come forward, state your name and address clearly, and direct your comments to me, the chair. Um comments are not directed at the administration. They're not directed at other board members. Um, at that point a 3minut timer will begin and you should your public comment will end when um that timer goes off. Just a reminder, public comment is not a back and forth. So if you have questions that you ask during your comment, we're going to be taking notes. They'll be in the minutes and they'll be answered after this meeting.

004Um, so you can give comment but just don't there's not an expectation that answers will come in this meeting. I also just want to be clear about expectations as a community for conduct during this meeting. We respect the right of individuals to express their views and we truly welcome participation. However, comments must be remain focused on issues and not individual situations. Um, there's been a lot of speculation on social media about a situation that involves both a young child and a dedicated educator. And both of those parties deserve privacy and respect. Personal attacks, inappropriate language, or any reference or to or identification of an individual student will not be permitted and will result in the immediate termination of your comments. I don't have a teacher voice. I'm not a teacher, but I have a gabble.

005So, if you hear the gabble, please respect it because it's not my forte. Um, as chair, I'm responsible for enforcing that policy and I will do so at this meeting to ensure that it remains productive and respectful for everyone involved. As a community, we have a responsible to responsibility to support those who need us most and to hold ourselves to a higher standard of respect and character in how we speak about one another. Thank you in advance. Um, we will begin public comment at 6:11. It has to run. Just as an FYI, at every board meeting, you need 30 minutes of public comment. So even if we have a five minute meeting, we stay here for 30 minutes hoping for the public to come. So um I don't know where the list >> got it.

006We're grabbing that and then we will start it. Okay, our first speaker is Jean Gagman. >> And the timer, you're a first speaker. timer will start when you start your actual comment, not your name and address. >> Jean Gagnon, 396 Middle Road. I don't like public speaking, so please bear with me. Um, I've been away from everything meetings, the town meeting. So, I'm going to say, um, one, do we have a, you know, the answer, a beal person in the building? If we do not, I urge that we do consider to do that. It may have been a budget thing to deny it. Um I don't know what happened. I need to know in details. I don't care. But I just want to make sure in the future moving forward that we consider that in

007next meetings to have a hire somebody who maybe have someone I also have our staff have the opportunity if they like to with CPI training or some type of thing with behavior to prevent anything may happen in the future. Um so teachers can be equipped, all staff can be equipped or at least have a number of people. So if one person has and they're out or if somebody's occupied with another student, we have at least a hand dozen of people can say, "Hey, Miss Smith, I need you in room 15. We have an issue happening. We can have someone to feel supported. The students, even the kids who are having the issues of meltdown are feeling supported and the kids in the classroom are feeling supported. Not just focusing on the kids that are having

008the they're obviously not getting the support they need. It may not be anybody's particular um issue, but I work in the school system here as well, not in this building. Um but I think we need as an old focus in here in Brentwood, we need to have more support from staff to feel that they have the training. Um but we need to have the support from the community to know we need to have the finances to hire into training for that. I know the last year um I believe it was um or another year before that it would have been been um by the community um denied to have more training. I I'm not correct so please correct me if I'm wrong but let's consider having this to help our moving forward our community to

009have this the children supported the staff supported. Um, so budget I don't like paying more money either, but I think we need to deep dig deeper as a community and help support the school to have more stuff to help out. That's it. Thank you. >> I appreciate that. Got it. [applause] Um, and this isn't a back and forth, but a plug. If you happen to stay through public input and make it through the financial report and the solar update, there will be um an update from student services reviewing sees safety protocol. Um so that might answer some questions. The next person I have the list. The next person is um Diane Alden. Perfect. [applause] >> [screaming] >> Hi Diane Alden 52 Fellows Road Brentwood. Uh good evening. My name is Diane Alden. I've been a

010paraprofessional at Sees for 21 years. And out of those 10 years I've been >> Excuse me. Sorry. Sorry. There we go. >> Okay. Sorry. I'll start again. Okay. So I've been a paraprofessional at Sees for 21 years. And out of those 21 years, I've spent the last 10 years working with Mrs. Proctor, I'm speaking out with you today because I believe it is in the best interest of the students that we be reunited with their teacher, Mrs. Proctor. Sorry, I'm also very nervous. [laughter] 7 weeks and four days ago, I witnessed a really scary situation. Julie saw a student being harmed by another student. >> I'm really sorry, but we can't, right? >> Can we talk about a specific incident? It's not I'm just saying what >> finish. >> I don't know. >> Okay. Julie

011saw a student being harmed by another student and she believed she could intervene. In that moment, her priority was the immediate safety and well-being of all the children involved. Since Mrs. Proctor's removal, the students education has suffered. I have remained the only consistent adult present in the classroom since the incident and despite my efforts, I am not their teacher. I've seen firsthand the impact this has had on the students. At this age, children depend on stability, routine, and trusted relationships. The absence of their primary instructor has been extremely disrupted to their education. Our students are supposed to spend four weeks learning about chick life cycle, but we are forced to condense the entire lesson to just one week. These are young learners. They're experiencing school for the first time. They look for familiar faces when

012they are unsure. They rely on the adults they trust. And right now, that sense of security has been shaken. Julie is a veteran teacher with over 30 years of teaching. She's beloved in this community. Her reputation precedes her. I believe we should I believe we should assume she had the best intentions and offer her a little grace. Please bring her back. Thank you. [applause and cheering] [applause] >> [applause] [cheering] >> The next speaker is Christina and Jim Johnson. >> Hope you heard us. [clears throat] >> Hello. This is probably a little high, but it sounds good, right? [laughter] Um, I I do not have a child. >> Can you just state your name and address? >> Sure. Christina Johnson. It's 212 North Road. Um, I have a daughter in kindergarten and I'm not in the

013class that the, you know, the occasion happened, but I do feel for all of the parents in the kindergarten class that have dealt with this and can't even imagine the impact it would have on my child knowing that they wouldn't have like a consistent teacher for the remainder of that whole year. So, I agree with everything that the pair professional said. you know, it's super tough. She's not going to be able to have the attention that the main teacher would and they're, you know, really suffering. Not only the students, but the parents kind of like knowing that, you know, kindergarten is really important and they really need to be able to learn and like focus on those things and not be kind of distracted by things that are not, you know, not in their kind

014of like understanding. They'll never understand until they're much older. So, so I support, you know, bringing her back and having the teacher, you know, be able to teach her kids. Thank you. [applause] [applause] The um next speaker is Lydia McDonald Smith. >> Hi, I'm Lydia Macdonald Smith. I'm at 36 Lake Road. I'm actually here for a another issue um that I feel like has really um weighed on our community uh recently is the open enrollment. Um I saw that out in our Redwood newsletter. It was discussed again and I have concerns because we voted back in March with the previous school board that we wanted zero in and zero out, but it seems like that is being challenged. Um, and so I wonder if this is to pass in the next year, what that will

015do and the implications it will have on our current policy in our town. I think that the community should be aware of that, that this is not something that is going to go away and it continues to be something that comes up at a state level. Um, so I just wanted that awareness to be there in the community. >> Thank you. [applause] The next speaker is Anz Fabiano. >> H >> Olivia. >> Oh, Olivia. >> Hi, my name is Olivia Fabiano, 304 South Road, and I'm in seventh grade. I went to sees from kindergarten to fifth grade and my first year I had Mrs. Proctor. I don't know the whole situation that's going on, but I would like to speak about what a wonderful person Miss Proctor was to each and every student. She was

016always very patient and gentle with her students and always made learning fun for kids. She always gave students the opportunity to go to the side and calm themselves down if needed. Miss Proctor gave me and my fellow classmates a reason to be excited to school to come to school every day. Miss Proctor has always been and always will be my favorite teacher. I support bringing Mrs. Proctor back to her students and her classroom. Thank you [applause] [cheering] ma madam chair. May I just say Olivia that was very impressive. >> Yep. >> Thank you. >> Love lots of people here. Extra love um students and seways alum here. So thank you Olivia. [laughter] >> Um the next speaker is Paul Proctor. Thank you for listening to me. And I really what I'm here to do is

017just to plead with you guys because there's been a narrative that has been created about what has happened. And I'm not going to go into any of the details about it. But I will say that the narrative that's been created does not line up with the support that you see with the character of the person that you've heard described tonight and over the past few days and weeks through letters. Um, I ask that, you know, we stop talking about this in school school playgrounds, that we stop talking about it in offices of other schools. um that we respect the privacy and we stop expanding and building on this false narrative that's been created that tries to explain motives intentions and really character assassination to be quite honest. Um the facts of this situation are not

018really a doubt but everything that has been created in this narrative is about the motivations and people claim to know what motivations were of somebody else. It's very hard to do. is very difficult to do. Um especially when some of the people who are making those assumptions might be biased for one reason or another. Um so the reason that I'm here is to ask you when you do hear the narrative if you have not already heard it. When you do hear that narrative, I ask that you keep an open mind, that you consider the character of the person that you have heard described over the past several weeks and not just take for granted that someone else can understand a motive or an intention um just by not being there. Um, you know, sometimes decisions

019are made in the spur of a moment and you know, I think that we've heard enough to realize that Mrs. Proctor makes those decisions based on the the love and the security of the children. Um, so I do ask that you all keep an open mind. >> Thank you. [applause] OUR next speaker is also Olivia. She was signed up on her own but she already spoke. Okay. Um Jim McIntyre. >> Hi everyone. Jim McIntyre 57 Mohawk Lane. I uh am here because I love the town of Brentwood. I've lived here about 5 years. I love Sees and I love the kids in the area. Yes, I love kids probably everywhere. I coach like five sports right now. I I don't even know what day it is, but I'm missing track and field practice right now

020to be here. Um my number one concern when I coach and what I hope for within the school would be the safety of all the kids. um not just kids who maybe are in trouble, but kids who might be witnessing trouble and take that home and carry that around with them. And the reason I I bring that up is because about 8 weeks ago, uh my daughter who goes to school here and is in fourth grade told me of a situation where a child um was out of control and was emptying contents of drawers and spilling them on the ground and wasn't able to be um re reeled in. So someone had to come in and physically remove the child from the room. And at the time I didn't think too much of it, but

021I asked her again to repeat the story to me about a week ago and I understood this child was in kindergarten. And I just feel terrible for the kids that are having to watch a situation play out day after day when they know that this could be a tinder box. And I would just ask what the procedures are. Now, if we if mistakes were made, that's okay. But let's put procedures and policies in place that have to be followed. And and finally, I would simply ask regarding Miss Proctor, because I don't know all the details of this situation. Who's ultimately making the decision? Is it Chris Andrewski? Is it principal Q? Or is it the school board? And who has votes to either up or down it? >> Thank you. [applause] >> [applause] >> And

022just another plug to hang on to through the financials, the solar update and do the safety um review. Well, you'll hear more about that. Uh the next speaker is Mark Hanik. [applause] >> Evening everyone. Mark Hannik, 36 Fellows Road. I wanted [clears throat] to discuss the things that have not been said. Uh first, this school board and others, uh Brian Duffy was the one I was going to mention. I was hoping he was going to be here. Uh he always talks about and I'm I'm sure directed by the school board about teacher retention. How is this going to be a symbol outside in the public to keep excellent teachers in seas, let alone SAU 16. I know if I was coming into this district, I would think twice before coming in after something like this.

023I also think about the listening system, and this brings me back to about five, six years when Dr. Ryan was here. and he would we'd go to these meetings, he would we would ask questions and nothing would happen and then he would answer in response on a website. And that's just not adulting. I mean, we're adults in this class. I mean, this room and and I know we have some kids here, but we need dialogue. We need communication. This is not communication. When I heard uh Megan say that, and I it's probably policy, but we're not going to answer any question until some down the line. I I just don't see how that connects because uh Mr. Proctor talked about the narrative. There's a lot of narratives going out there and there's a lot of

024proof being built up about other members in the community of what they're saying and what they're posting and what they're texting and what they're doing and that's not coming out yet and I have a feeling that's it's going to set us up for a really bad situation. The next thing I want to talk about is the tax dollar. We have a person coming from uh still the SA16 somewhere. I'm not sure I figure out what building is and she's I think it's a she. She's coming over here to take over for the teacher that's going to be on leave. And it's like well where's our tax money going? Why is this being done? we have a teacher that's sitting home who's willing to come back. And so on to uh Jim McIntyre's things where we

025would like to know the voting and and how that works. And lastly, I wrote this down because on my way over here, I was thinking about what does a leadership do? I mean, I'm a leader and that's just what I am and and I think about it's four things that came to my mind. We take care of those in our charge and the teacher that we're talking about is in our charge and this is why we have however many people that are here. All right? Uh we own the good and the bad. I don't know what that there was a mistake. I don't know the whole situation. I don't need to know the family and the kid. We just we know something happened. Okay. We know administration and teachers were involved. We want you we

026want you to communicate exection exceptionally. All right. We want us you want us to be here. The reason I don't come anymore these schoolboard meetings and I I don't run anymore is because of the school board. I don't agree with a lot of things you guys are doing and I'm not picking on you. It's just I just it's a personal opinion. And then leadership is not a title. It's an action. Take action. You are the school board. There's five of you elected. All right. We have a brand new one. I get that. We have an old one. Take charge. This is your community. And I'm sure some of you still has kids in the district. And I leave off with a Teddy Roosevelt quote, and I I'll be done after this. Is that the the

027best thing to do is the right thing. The second uh best thing is to do the wrong thing. And the worst thing is to do is nothing. And this is what we're seeing. Nothing. Thank you. [applause] >> Thank you. Our [applause] next speaker is Oxana. I can't read the >> Yeah, she's just signing. >> Oh, got it. Not speaking, just attending. Thank you for attending. >> Um, that is the end of our sign-in sheet. If I don't know if there's anyone here who hasn't made public comment. Yeah. >> Hi everyone. I'm Melody Santos, 7 Old Gordon Road. Sorry I was late. Had to get dinner cleared. I don't want to address the current situation. There's nothing you guys can do or say. It's done. I want to address what's happening in the future. I want

028to know the future plans for safety for my kid and for everyone else's kid. There appeared to be a lack of communication and this has happened a couple of times over the last few years I've noticed where the plan wasn't addressed. And it's okay to not have a plan. It's okay to say we can't divulge ABC. Our plan going forward for your children is XYZ. Even a simple touch base is better than nothing. And what I've been hearing is that there's nothing that's you've been able to say. I understand that future safety concerns need to be in the forefront of our mind. This is unique for Brentwood. And how lucky are we that this is unique. It will not be unique particularly if open enrollment goes through. When you have higher student, you have a

029lower studenttoteer ratio, you have increased incidences for disruption. Our open enrollment isn't going away. It's staying in the forefront. And Brentwood can't stay a happy bubble forever. This clearing a classroom is normal in many school districts. The system failed. A teacher is at home when she should be in front of her class and students are worried about what's happening to them dayto-day. to address also the remarks about retention. What message is being sent to other teachers that's going to cause them to freeze and that causing of to freeze could mean my son is in danger. We put our kids through all sorts of safety training. We do fire drills. We do active shooter training. We have Haven come to talk about body safety. What else do we need to do to keep our kids safe?

030I know that's at the forefront of all of your minds and that's at the forefront of everyone here, our minds, our teachers. I expect anybody employed by sees to protect my son, to protect your kids. [applause] I expect them to act in the interest of both sets of students. The student reacting is not at fault. We need a system in place to make sure that all of our kids get a safe education. We have a student that's been otherred because of their behavior and that is not okay. What is the school going to do to make sure this doesn't happen again? Because this is not going to go away. This is not a one-off. We're not in a bubble. I want to know what the plan is going forward. Thank you. Thank you. [applause] Oh,

031I like your timer somehow. Jim Misho, 329 Route 125 in Brentwood, speaking as a private citizen. I've never met Miss Proctor. Um, I've never met any of the kids in her classroom, but I've heard many people over the last couple weeks speak out in favor of Miss Proctor, and everyone here tonight seems to be in favor of her. It's common sense. When you sit down and you look at this situation, it doesn't make sense what you guys are putting Miss Proctor through. It doesn't make sense. 30 years of a stellar career doesn't mean anything. I think you guys need to look at yourself in the mirrors. [applause] Sorry, I have a >> You can just come forward when there's time. >> I apologize. I didn't mean to come up. >> It's fine. There was no

032telling us >> where to go after the signin sheet. The signin sheet ended. So then just come up one at a time. >> Do you want to go? >> No, go ahead. [laughter] >> Sorry. >> We could use our >> I didn't know what to do either. Hi, Kaylee D'vorak. Um, uh, 16 block drive. Uh, so I agree that, um, understanding what an investigative process looks like from having a policy perspective would be really valuable for everybody in the room. Um, and you know, independently of this situation, having a policy that the community feels like they can be engaged with and know what it looks like, I think would be just really valuable for people to understand what that looks like. So they can say, I understand that this policy was followed and therefore we

033can feel comfortable with the outcome that occurred. um and reminding the community that there's two people on both sides of this. We were driving down the road the other day and my daughter is reading the signs on the side of the road and she's crying and she's asking me what happened to her kindergarten teacher. That is heartbreaking. It's heartbreaking that she has to that I have to explain to her that that situation is occurring because we shouldn't be putting this in front of our kids. Stop putting signs in your neighborhood. Have a conversation. Come to the school board. Ask questions. Call the school. Ask questions. Call your school district. Ask questions. I think everybody's been responsive. And if they haven't, keep calling and show up. And you did. And this is the place to ask

034the questions. It's not by putting signs in your neighborhood. And just a reminder, there's there's people on the other side of this, on both sides of this that are being hurt by this. So, thank you. >> Thank you. >> We also really love the engagement of future sees students. So, thank your son for coming up to you. Um, hi. I'm Courtney Klashvski, uh, 28 Eleanor's Way. Uh, I have a lot of stuff in my head right now, so this is going to come out as like word vomit, but um, I to to jump off of what Kaylee just said, um, the fact that we have to tell our kids or give them some sort of explanation is really rough. And it's not really fair that it's on like especially the kindergarten teachers that it's on

035kindergarten parents that it's on them to have to explain to their kids, oh your teacher's not coming and I cannot tell you why and I don't have a good reason and then have them heartbroken. Um last year my daughter was in Mrs. Carol's class and Mrs. Carol stopped showing up to school and we kind of know it was a private personal matter and that's fine. But we didn't know anything about it until about 2 weeks into her not showing up that they were having a slew of slubs rotating throughout and the kids were crying. Half them didn't want to go to school anymore and these were first graders. Now it seems the same thing's happening with kindergarteners which is even harder because they need stability. They need comfort. They need to know that they can

036go to school and that their teacher is going to be there. Um, and not have this follow them for the next 5, 10 years and have this sense of, well, is somebody going to are they is my teacher going to leave? Are they going to stay the whole year? I don't know. They they lose that trust. Um, both of my children had Mrs. Proctor. uh they both thrived with her and we love her dearly and it breaks my heart that this is happening and I from the the number of people that are here tells you that this is lopsided and it's not correct and something needs to be fixed. Um [sighs] I don't know. I don't know what else to say. Just I think that to say that we've thought long and hard about this

037decision is a lie because you can't say that you fought long and hard about something when it's clear that everybody here, both sides disagree with what's happened. I'm a lunch lady here. I see every kid every day. I know every kid's name. They're all wonderful. Doesn't matter if they've had behavioral issues or not. I treat every kid the same. I talk to them. I try to get to know them. They're all great. And Mrs. Proctor is amazing with all of them. So, please, if you do what's best for the kids, it's to bring her back. [applause] >> Good evening. Uh, my name is Eric Hanty. I live on 290 South Road. Um, I just want to first say a little bit about my family. Uh, we moved here from Raymond about 11 years ago, specifically

038for the school system. Um, our daughter is now in sixth grade and she actually had Miss Proctor in kindergarten. We've stayed in contact with her through the years. She's an amazing teacher. She's an an amazing person and I just I'm just shocked by this this whole situation. Um, but the school system is why we moved here. And to be honest [clears throat] with you, if I would have known this happening the way it did, and I understand that there's privacy laws and that you can't get into the details and everything, but as many other people have stated, people are here for a reason and they're speaking on her behalf for a reason. And that shows her importance to us as the community. And frankly, it should be she should be extremely important to you, the

039leaders of the school system. Um [clears throat] number one fir first and foremost importance to me is the safety of our children and I feel that the way these the what we know of the situation that played out I think there's a lot of concern about children's safety in our schools now at this age we're not in inner city we're in rural New Hampshire in a in a in a great school system in the state that's horri horrible. Um, and second secondarily to to the safety of our children is what kind of message is this providing existing teachers of the school system? What are they supposed to think when they're there to help to provide this amazing environment, be stellar teachers to our kids, and then you let someone go, and again, I don't know

040their circumstances. She's on leave. I don't know if she's going to come back in the future or not, but what does that say to them? If I was a teacher, I would be extremely disappointed in leadership. The way this has played out and what has been shared to the public, it's it's horrible. And I I hope you all really consider that. And the community is really upset by all this. And I hope that this can turn out for the better, but it's not looking good at this point. [applause] >> Thank you. Hi, Carolyn Bellow, 22 Brook Crossing. Um, I want to address the fact that with everything going on, it's not appropriate for school board members to be discussing the issues at hand that are confidential on the playground where others can hear them. And

041I think it's been stressed to the fact how important confidentiality is in this situation. So as a school board member, I'm wondering why they were speaking about it so openly to people that they had no idea who they were, especially >> I would just remind you to direct comments to me. >> Okay. >> He's directing it at me. [clears throat] >> Nope. That's our policy. >> No, she is. But I was also >> Katie, we're not So we're not back going back and forth. She's gonna direct Katie, please. >> Sorry. >> No, we're not going back and forth. >> You can take a break, but we're not going to go back and forth. Please direct them to me. >> I would also like to say my child is in Mrs. Proctor's class currently. And what

042she has been through these past few weeks is absolutely heartbreaking. And as a parent to see her not have the light and not want to go to school anymore, it just crushes me. And that is my baby. That's my last child. And she's not receiving what she should be getting here at this wonderful school at Sees. And it's so sad. Mrs. Proctor is so wonderful. I don't know why you can't hear us to bring her back. We have all asked, we've begged, and our voices are not being heard. Please, please listen to us as your community members. Bring Mrs. Proctor back. [applause] Thank you. [applause] >> I just want to apologize for getting upset. I just it was staring at me. So, >> my name is Austin Laflam and I am 34 Carly Falls Road.

043I am a parent of a child that is in Mrs. Proctor's class and I have a behaviorally challenged child. Um, we have had many, many, many struggles with him. He was specifically placed with Mrs. Proctor and she has been life-changing to our daily life. Then she disappeared and it took about 3 weeks until we heard anything about it. But my son, because he doesn't do well with changes, was acting out again. And I'm like, what is going on? And it could have been handled so much better. So, I'm really just calling to question policy, but we're just being told everything's confidential. I'm not being told which policies I can look up regarding when a situation like this happens again. And to the woman that said we shouldn't be putting yard signs out. We had to

044get loud because we felt like we weren't being taken seriously and we were being listened to. So, we wanted to bring more awareness to the situation and it's not to hurt another family. We don't that's not our goal. That's not our forefront. We just want to be heard and we want support and we want teachers to be supported. Most importantly, please consider bringing back Mrs. Proctor. >> Thank you. [applause] [applause] >> Is there any other public comment? Um, so we have one piece of public comment that was submitted prior to the meeting. Um, it was submitted by Aaron Bousuchard Callahan, who's a parent, a seway parent. I don't know her address, but she's in Brentwood. Um, so I'm going to read the statement. This is not a statement of the board. It's a statement that

045was submitted and signed by her to be read at this meeting as public input. Um, good evening. My name is Aaron Buchard Callahan and I reside in Brentwood, New Hampshire. I write this statement because my son was illegally restrained by a well-known kindergarten teacher at Sees Central Elementary School. The purpose of this letter is to address a specific group, the size of which I do not know, of parents who the names of which I do not know, whose major concern seems to be focused on debasing the character of my 5-year-old son and pitting him against a 50some yearear-old teacher who made a very unfortunate mistake. There are three facts that I feel all involved need to hear. First and foremost, my son is smart and loving and beautiful. He has been diagnosed after an extensive

046neurossychological evaluation with autism spectrum disorder level two. This means many different things about how he views and responds to his world. My sweet boy often misunderstands social interactions as negative, becomes overwhelmed, and responds out of anxiety. He does not know how to regulate himself just yet, although he's been working hard on this, and can display undesirable behaviors. He is not violent. He did not attack anyone, nor is he a bully. These are words from my community. Um, and ironically, also words said by the teacher who restrained him. This teacher decided to label my son as a bully and express to other staff that the school was doing nothing about it. Unfortunately, my son did kick another child at the top of the slide and has been and had been unkind to him previously. And when

047my son came down the slide, this teacher took him by his arm and leg, brought him down to his bottom, proceeded to hold him down by his knees for six long minutes. I painfully watched the surveillance footage, and yelled at him to api apologized to the other child while my son proceeded to scream for her to stop the entire time. His snow boots had come off in the exchange, and the teacher was hit by the boot. My son's feet were red and cold. There were three staff members who came forward and reported this entire exchange to admin. Their instincts told them this was not an appropriate way to manage a child. The second fact that I'm sharing is everything that happened has happened since that day has been the school's choice following their own protocols.

048I have not requested she be removed from the building or not come back this year. Nor would I have that kind of power nor did I contact the police. The third fact that I'm sharing is New Hampshire law states that only school staff who had been trained in restraints and seclusions can conduct these actions. I was informed by the school that this teacher was not trained in restraints. The law also states that these are to be used only when there is imminent risk. For example, should a child be running towards the road. Although it was not okay for my son to hurt another child, it did not require restraint. I have heard that this teacher has done some positive things for students, even helping parents get IEPs for their child. I only wish she had

049paused to wonder if my son had something else going on, requiring an IEP rather than labeling him as a bully. I also wish you had done the same. I'm very sorry for the dis disruption in your child's classroom. However, this was not a 5-year-old little boy's fault. There were several other ways this could have been managed by this teacher. I don't believe this teacher knew at the time that she had made a sizable mistake. Regardless, it has left all of us in a suboptimal situation. From my perspective, it was not just the teacher who hurt my boy that day. The responsibility was not just hers. My son's IEP is amazing, but none of them were out on the playground that day at a time when children are naturally energetic and elevated, which is hard for

050me to think about. I am confident this would never have happened had any one of them been present. The other shortcoming is the other shortcoming is what may be a failure to inform staff of their place when it comes to disregulated child. In other words, informing staff on the laws of on restraints. You have a right to free speech. However, please know that when support proctor is displayed and a little boy's name is dropped while speaking to other adults and referring to him in unkind descriptive words, an unsafe environment is being created for those with disabilities. Adults who speak speak ill of children tell me more about the character of the adult than anything to do with the child. My son is very young with a right to privacy. Please do not violate that right.

051support. Proctor also underhandedly shames an autistic. >> Fair is fair. >> Excuse me. This message also underhandedly shames an autistic 5-year-old boy who is struggling and truly trying to find out how to make it in this world. This message does not truly support Proctor because she too has a right to privacy. I should not know who restrained my boy and you are not supposed to know the name of the child who was restrained. I am not asking you to change your mind about this teacher. I'm asking you to live with both truths. That perhaps you highly regard her and her skills and that she made a significant error with a disabled boy. Remember, it takes a village. As parents, I hope we can have each other's backs. I will always respect your children. Please do

052the same for mine. [applause] >> You've already spoken, Mark. >> Can I speak again? >> Is it in policy? The speaker the board wants >> Can someone donate their three minutes to me? >> The board has to decide if they want to suspend the and allow additional people >> want to make a oneoff exception for this. >> Okay. >> I can speak. Okay. >> Yep. Mark Anick, 36 fellows wrote, "In the letter that the superintendent sent to the parents said that the teacher did no wrong. There was no wrongdoing." If there's no wrongdoing and this woman is now saying it was an illegal um restraint. This is a conflicting uh communication. We're getting two different stories. Again, the narrative is going wild now. You have the school board has an opportunity to stop this. Thank

053you. >> Thank you. [applause] >> Yeah, you can say your name and address in the mic. >> Hi, I'm Victoria Spanier, 55 Lake Road. Uh, this is spontaneous. I haven't I only came here to >> Can you just lower the mic? >> I came here to speak, >> Mrs. Proctor. >> Thank you. But this is spontaneous. I haven't prepared a speech. I also have a son with autism spectrum disorder that's attending first grade in the school and I'm really grateful for all the teachers and what they they've been doing for him and how they try their best to keep him in the classroom and to keep him even though he has um almost every week he has bouts of disregulation when they have to lead the whole classroom out all the kids. Um because my

054son cannot come down, cannot He just cries and scream. He's not violent. He's not throwing things or anything, but he just can't come down. And that's why to have other kids learn in a safe, quiet environment. They lead lead them out and try and try to calm my kid down. And I'm really grateful of how they um try to communicate with me and let me know if something happens. And also if there's an email that I know that's sent out to all the parents without name naming anybody anybody's names uh that the kid was regulated and the classroom was and all the kids were asked to leave the classroom and I know it's my kid but the there were no names and I'm really I really appreciated that um that um my kid's name wasn't

055spoken but also because I know my son has uh emotional regulation problems that if it ever came down, he's not a level two or I I don't know anything about the autism levels. Uh I know he's not very deep into that. He's kind of on the border. He's not that serious, but he does have he's on the 504 program, not on IEP because he doesn't qualify for the IEP because he doesn't have learning disabilities. He has emotional disabilities. And so if there was an incident where my son would be throwing things at other people, kicking chairs, trying to hit other kids with chair, trying to be violent, somehow attack other kids, I would be all for the teacher keeping other kids safe and restraining my kid. Thank you. Thank you. >> [applause] [applause] >> Hi.

056>> Uh, Shannon Stevens >> for Sanborn Way. Um, I'm a parent I'm a parent of a child in Mrs. Proctor's kindergarten class right now. And the one thing that I just wanted to make clear is that all the parents in that class have never spoken Thank you. have never spoken poorly about any child in this situation. The one thing we just keep repeating is that it's not about the child. We don't I don't even know who the child is. I wouldn't have even known his last name if that letter hadn't come out. We've never blamed the child. The questions we're asking is what should Mrs. Proctor have done in a situation where she witnessed another child she felt was in danger of being harmed? And we know that the protocol is that she should have

057called somebody who was trained to restrain this child. But in the heat of the moment, she saw somebody getting hurt. If she had just stood back and not done anything when that child was being hurt, if that were my child, I would have been extremely upset if she had just stood back and said, "Can't touch, can't do anything. Can't make sure your child is okay." And I think that that's what we keep hearing tonight is we all care about the safety of all children, but sometimes I'm a human resources professional. I have been for 20 years. Sometimes procedure and protocol has to be bent just a little bit if the situation warrants it. Policy is great. There's, you know, ways that we, you know, uh, discipline or whatever, but we always have to look at

058all the facts, take everything into consideration, and decide if the punishment fits the crime. In this instance, from what we've all heard, although we're not supposed to be talking about it, is that the punishment does not fit the crime. >> Amen. [applause] >> So, I'm here and I think I I speak for many, many parents here. Please consider and please bring Mrs. Proctor back. [applause] Thank you. Do I do have a Can I get a Can I ask you a question? >> One more here. >> Yeah, I know. But can I >> two more? >> I know. Um, so my name is Julie. Um, I live at 8 Mill Road in Brentwood. Um, my question to the school board and superintendent is, "My son is in preschool next year. I want to know which three

059kindergarten teachers will be here next year. I really, really hope it's Miss Proctor. I love Miss Proctor. My husband had her when he went to school and uh we support herund 150%. I trust all the teachers in Sway because everybody here is so incredible. I fully trust every teacher here with my kid. So I really hope you guys do make the right decision. >> Thank you. [applause] >> Hi, this is Shanker. I'm from 4G Circle. >> Lower. It's getting lower. You can pull the hole. >> Is that okay? >> Be on the ground. >> Hi everyone. Good evening. Um, >> can you just state your name? >> This is one of the saddest evening I would say in brand new. >> Can you just Sorry, it's me up front. Can you just state your name

060and address? >> Uh, I am Shankar from 4 VZ circle. >> This is one of the saddest evening that we all have together here in Brentwood uh to bring back Mrs. Proctor. So couple of days back my son saw the signs that we had uh we had put out in the in all our neighborhood to bring Mrs. Proctor and he started crying. >> So he doesn't know what's going on in the school. So um like most of the kids doesn't know we all adults we know what's going on and we are talking about policies we cannot explain those to kids right. So have some human humanentric uh feeling in bringing math teacher uh Mrs. Proctor. She's great. Uh my son went kindergarten with Mrs. Proctor and she's amazing teacher. [clears throat] And the other thing

061is as a school board, it's better we prevent all these situations. And I think there is if there is a detailed communication which was sent to the parents and uh parents in the community, we wouldn't be sitting here. I think there was a big communication gap that's caused all this sign boards bring back Mrs. proctor and stuff like that. If this was dealt a little more cautiously, I would feel everyone will understand what's going on from the school side, right? >> So, please consider that and please bring back Mrs. Proctor. Thank you. >> Perfect. Thank you. [applause] >> Question. >> Yeah, thank you. >> So, Madam Chair, I just I have a couple of questions. I'm not sure exactly how to articulate this, but that was the last speaker was a great segue into what

062I wanted to ask. Um, you did read a letter into the record. Um, I appreciate the fact that you did that because we did receive that email and and it was asked of you. Um, that being said though, it was incredibly detailed through no fault of your own and I understand that you put a lot of thought into this. But that being said, it was incredibly detailed and there are two parties that are involved. So, I'm wondering one, did the other party, were they even aware, did they know that maybe they were able to write in and share something or maybe it wasn't appropriate? I just feel a little unbalanced at this point. Um, so, so my question is maybe we talked about a letter I believe went out to the parents of sea. I

063don't know if it was just the kindergarten parents or of that classroom or maybe it was the school community. Would it help balance it if we were to read the letter to the community as a whole that went to the seway community? I'm just trying to find some way to maybe balance the situation a bit. >> Yep. Okay, >> I can say that the letter went through SAU administration to prove that it was read to ensure it aligned with our policies, the HR um of the district. So that there was a process in reading that. Um I don't know that the letter sent to kindergarten I know I've seen it posted on Facebook, so a lot of people have probably seen it. I'm thinking you're talking about the letter just saying that there was >>

064just kindergarten. It was >> just Mrs. just that classroom, not the school, not the community. Okay, I understand. Okay, thank you. Thank you. >> If there's no other public input, we're going to close public input at 7:03 and move on um through the agenda. this. So the letter the question if excuse me the question was what how do you know the letter was accurate? There were there are a lot of things out in the public right now. We're not verifying anything that's accurate or not. Um, >> but I'm reading public input just like people came to the meeting to give public input. There's not a we can't do a back and forth from the audience. >> We're not doing a back and forth from the audience. That's not the way the public input it can

065run in these meetings. Okay. [snorts] >> Given if there's no new public input, we're going to close public input at 7:05. Nope. We're we can't talk from the audience. >> Which is why I just stopped it. >> Let's move on. >> Public input is closed at 7:05. We're going to move on to approval of the minutes. I was one of the parents in the meeting prior and um we were told specifically that >> they weren't allowed to have anything out because Proctor um to protect Mrs. Proctor's privacy. >> We're going to suspend the meeting. >> This was not protecting Mrs. Proctor's privacy. We can't talk from the audience in we can't come up in h speak in public input when we've already spoken. >> We will suspend the meeting temporarily if that continues. Part of

066being here is having a like a respect for the decorum. >> Can I just Public comment is >> closed at this point. >> 30 minutes. >> No more comment. >> Appreciate it. >> Yep. >> All right, let's go. >> Our next point of um the agenda is approval of minutes. Um we have 4.1 to 4.3. We have three sets of minutes to approve. Was there any comment? >> I do on the first set, please. >> Yep. Um, on page two under number three, um, it mentions, um, Dr. Bonafiti mentioned the misspelling of Molly's name. >> And I don't even know how to spell Molly's name, so that was completely me. [laughter] >> That was my comment, too, actually. >> That was me. Um, and then the other thing is, um, I just want to go

067back to on page four under 5.1 under the sea school calendar. Um, it says unidentified, inaudible, microphone off. Asked about election dates. I just wanted to put in there that Hag Heather had Haggot >> is the unidentifiable. >> Yes. But she's also the school clerk and she actually confirmed with us that these election dates would be available and we we had confirmed. Yes. I would think we'd want to just codify that in the minutes. >> Yeah, that sounds great. Um um reading reading through it, I noticed that Kate T. Capa is noted as Kate. So it should be just throughout all the minutes. It should be Katie. >> Thank you. Sorry. I know my email is Katie >> Capola. I said it wrong. >> It's Katie. >> Do you have anything? >> I'd like to

068make a motion I'd like to make a motion to approve the minutes um from the three all three meetings. Second. >> Do we have a vote? >> I All who approve say I. >> I. >> Hi I. >> I just have you ask. >> Can you make sure Melissa mics are on? >> Yeah. >> Kate and Melissa, can you make sure your microphones are on? >> They are. Or that you're close enough. >> Is it Is it on? Yeah, it's on. >> I'll talk closer to it. >> Project. >> Um, moving on next into the financial report. Okay, great. Thank you for signing the manifest. Um, included in your board pack is a current year. >> I'm sorry. I'm sorry, Molly. And I'm sorry, we've already voted, but I forgot. I did highlight something else.

069Did anybody confirm? >> Can you just move your microphone a little? >> Had we voted on all of those policies because I know we had held one back. I just want to make sure that that's correct. >> We did hold one back. >> We did. >> JCK back. >> Yeah. And I think that was me. That was stated in the minutes as well. >> Oh, perfect. All right. Thank you. [snorts] >> No, that's a different one. >> Financials. >> All right. So, thank you for signing the manifest. Um, included in your board pack is a current year financial. Um, we did make the deadline for any purchase requisitions um Friday before April vacation. So, this was prepared a little bit before that. So, you might see a little bit more purchasing in June. Um, but

070we really tried to get as much in as possible in this financial. Um, we did list all the um, ups and downs. Did anyone have any questions on any of the items? >> I appreciated you putting in the grant spendown >> in Oh, we added those columns which I thought was really helpful and we're doing a really good job. >> Yep. And just keep in mind grants are multi-year. So, um, they do have a different end date than the regular operating budget. Last time we talked about the trust funds. Um, we have the current balance. We also have the amount to be added on the cover page there. >> Yep. >> Um, what do you need to get the targets in as a just because this is the report that's sent out each >> month?

071And so I feel like it's helpful to have that top of mind, but if you don't have access to the goals or targets and we need to lift them back up or >> I think if I remember correctly, we we were discussing what the goals were and the new board was going to take a look at that possibly. >> So I think step one is to surface up the existing goals that we have established, slap them in the report, and then we'll have a a discussion uh from that. >> So I can easily add that. This is just Excel. >> Yeah, >> I would just need to locate what the goals are. >> I thought you didn't know I just thought you didn't know Excel at all. So, [laughter] >> and I can work with

072Dr. Bennett on getting that added. >> Thank you. >> Perfect. >> Okay. >> Um, looking at our agenda, we also move the solar update here because generally the solar update is a tax update. >> Yep. Can we can we just connect the general asurances with the financials and then Kate could talk? >> Yes, >> it's right underneath it. But it I just wanted to bring up the general asurances is something we ask the school board chair to sign every year and their superintendent signs it so I have it for you to initial and sign. What it is is just a you can read through it or or not. It's really just permission things that we abide by if we're going to take entitlement grants and this includes our title all our title grants or IDA

073grants. Um so I just want to thank you for signing it. Um you saw the grants, you saw the spent down without a signature on the uh general asurances. We couldn't go after the entitlement grants. Perfect. >> Um so that's why it's on the agenda because we're going to ask the board chair to initial and and sign them [clears throat] after the meeting tonight. >> Perfect. >> So for your solar update. >> Um we are still trying to get in touch with the IRS. Um, however, so if you remember correctly before they were would not offer any information on what the next steps are because we need to go through the authentication process and it needed to be mailed in the physical mail to the address on file and I have not received that yet

074since we just met a few weeks ago. However, our chair Fitzgerald had a fantastic idea um because in her personal life work I think um had some connections with somebody else who was maybe trying to do a similar thing and they had reached out to Senator Hassan's office which I did and they were incredibly responsive. Um but and so the person that I talked to I emailed all the documentation needed to investigate it. It's the head of I think she's the director of constituent services was her her title I think it was and um so she was incredibly helpful. Um I was on vacation last week. I went to reach out to her today and I got an out of office. She's on vacation this week. Um but she is working hard to to to

075get us to the next next step and where we need to be. >> Perfect. >> So we have had some progress there and as soon as she's back in the office um she is returning on Wednesday, May 6th. I will be able to call her again. >> Wonderful. >> Way to go. Megan's connection. >> I know. It was like a random >> Yeah. >> I don't What happened with the certified letter? I'm sorry. Did you just me? >> So, we uh So, we sent the information to the IRS and then they need to send it to us, but they have we have not received any information back from the IRS. >> Did you at least get the return receipt from the certified letter? >> Um I four or five weeks. >> Yes. So, I will

076have to check on the certified. I do know um our assist our admin assistant did send it certified and I'll circle back with her. >> Send it certified return receipt though. >> I will have to check with her. >> Is it automatically? >> No, it costs more. >> Certified not automatically return receipt then how would you know if they got it? >> That's a good question. >> Wow. >> But return receipt you have to pay. >> But I can happily email the board and let you know the update on that. >> Perfect. >> But we have not received anything in the mail from them. Thank you. >> And as far as the other solar um update [clears throat] that I have, I don't have anything on the >> Do you have anything on the um

077power bills? But what I do have is that April was a fantastic month for our solar. We made more than was expected because April showers bring May flowers and May flowers bring pilgrims. [laughter] >> Perfect. Thank you. >> They better get that right in the minutes. >> [laughter] >> Any other questions for Molly? >> I I do. Um, can we just talk about what's happening with the food service? >> Um, Melissa, could you just talk closer to the microphone? >> May we talk about the food service? >> Okay. >> Um, just what's happening with it? >> Um, you mean the the loss? >> Yes. >> So, in most in all of our small schools, we typically bring in less revenue than expense. So even if your food service program is below budget, if you don't

078have the revenue to offset the expense, then that is a loss that has to be absorbed by the general fund. And so every year we do budget for a level of loss, which is on your food service management line. So here we had a planned loss of $20,000. Right now, we're projecting a loss of $26,000. So, it's 6,000 more than originally planned. >> Do you know why that is? >> Well, probably the cost of food, >> but I would have to dig deeper into seeing exactly. >> Okay. >> I don't have an answer. >> Yeah, we can we can look more into it. Any other questions for Molly? All right. The next item on our agenda is the sea safety protocol review um from Dr. Bennett. >> Yes. So, um, Megan asked me to do

079a run through on the, um, safety protocols for Sway Central School, and it's the same safety protocols we have for all RSA schools. Um, in this 2023, New Hampshire passed RSA 126U, which really sort of tightened the reigns in terms of what constitutes restraint and seclusion, whether schools are allowed to do it, and what are all of the other pro protective factors they need to do or other things districts need to do in order to be able to respond to students in crisis. As you know, we are a public school. We have federal law and state law around students with disabilities and we accept everyone that comes in and then there are students that aren't even identified that get disregulated. So there is an entire procedure manual um for the Brentwood school district as it

080is with other school district that goes over what our procedure um protocols are in place and I'm happy to share that with the board if you want to see it. Um the administration has it and it really just breaks it down into a couple different steps. The building administration identifies what is called our crisis response team which is a set of adults within the building that are trained in the highest tier and we we are a CPI school. There's safe schools, there's TPI, there's other ones but >> can you sorry give what is CPI? >> So there's different programs that you can adopt to adopt the training to meet the law. We have our our trademark program is crisis response intervention so CPI. So, it's a certified training program that um staff who are called

081to respond to students in crisis are trained in safety holds and restraints and it's mandated by law. And you can pick if you want to do CPI or there's a couple other trademark programs. SEU16 has um stuck with CPI. We have in-house trainers and coaches that go through all our buildings and train staff every year. But the the building administration identifies who's going to be on that crisis team and they have the highest level of training. So they have training on what is a hold, not a hold, when you can do a hold, what the law states, what the documentation is around the hold, um what are all the strategies you have to try first when you're responding to a student crisis. And this is all outlined in the law. This is this is the

082law. And then the school board adopted the policy JKAA which aligns with the law. Um and so there's a crisis response team. Everyone has radios. If student is a if there's a student with um known um areas of challenge, there's really specific FBAs and behavior plans. We do have a BCBA that works with Sways Central School. She's amazing. And >> sorry, can you give that acronym out? >> Yeah, we have a um a behavior analyst is really what she's called, a bore certified behavior analyst. Um, and students that reach that level get an a functional behavior analysis and then they get a specific behavior plan and that behavior plan is really specific um functions of the students behavior and aligned with that is the skill deficits which are the teaching instruction and the staff's trained

083in all that. Um, [snorts] so there's the crisis response team and I think um Ron and Katie reported there were seven adults in this building trained at that level for this year. Um there's also what we want all staff to know and understand and we give we give it at the beginning of the school year during faculty meetings is really what the law states um because the law does state you can't put hands on a kid unless there's imminent danger right so there's if I don't put hands on the kiddo the the attorneys tell us all this then it's I would have to do 911 so then it's the how are the other um what are other proactive strategies as the law asked us to do which is train up our staff what are your

084proactive strategies what are things you can do and Then what does the staff do if they're concerned? And it's radio for the crisis team. It's radio for the crisis team. There could be, you know, I've been in public education for almost 24 years now. Most of the time spent student services. There can be students with known IEPs or known behavior plans that have strong um strong responses. Um and then there's students that we've never heard of that could come in and have a horrible day and escalate. And so really it's um what we have asked all of our staff and our building administrators to work with staff to understand is call as soon as you can. Call as soon as you can for someone from the crisis response team to come and respond to the

085to the to the student in crisis. And that's really the the main protocol. Um because if they don't know, they can't instruct or help the team, right? And so um that's that's really the the tiers we have. We have tier 2 training which is really that behavior management or non-verbal deescalation. Um and I know that happened in this building in August at the beginning of the year. We try to always do it fit it in those first couple days at the beginning of the year. I know when you were working with the teachers union in negotiations, we try to make sure we had enough time at the beginning of the year to get all the training in. This was one of the ones why we wanted to get it in. Um and then if there

086ever is a need to put hands on a student, there is required legal documentation. So that's why it's really really important for the crisis team to know and be called so that they can document it right away. We have 24 hours to document it, get it in the forms, the statemandated forms and and submit it up. >> So can I just um kind of reiterate what you said and you can correct me if I'm wrong. >> Sure. >> So all staff at Swayazy are trained for deescalation non non- hands-on restraint. Yes. >> And if and if if there's a situation in which there's a a concern and hands-on restraint is needed, then the protocol is to radio for the crisis response team who are seven individuals who are trained at a higher level in the

087school. >> Yes. >> And um that training takes place every year for all staff. >> Yes. Um, [clears throat] I had one other question, but I can't remember what it was, but I'll probably think of it. >> Yeah. And and the expectation is and what we want to promote is call as soon as possible. We want you to call and if we show up there, and I say we cuz I did it for years and the kiddo's fine now, we step back. So, that's that's really that's in the protocol and procedure. That's what it's been reviewed um with staff [clears throat] at meetings and stuff like that. >> I remember my last point. My last point is this procedure is both the policy of the school but also the law of the state that you

088have to you have to have very specific rules about who can put hands on a child. >> Yes, it's it's it's in the law and it therefore the board did the JKAA policy and then SA16 created these procedures for all of our buildings um with building administration. So our ratio of tier three CPI certified staff is 7 to x number of students 290 students whatever. Um how does that ratio compare to what you see elsewhere in the state or just generally in public schools? >> Um so the ratios are based on the student needs. Um seven is a great number for this building especially since I can pull your discipline data and your CPI data and you don't have a lot. you really have not had a a CPI hold in multiple years. You have

089deescalation and I can pull the BCBA data and see kids tracking in terms of their alopment or any of the other behaviors, but seven is plenty for this building considering how low of an incident it is that it occurs. We have some buildings with three crisis teams of five to six each. Um, sometimes they're per grade level. So it's it seven is for Brentwood is very solid and secure. >> And when those trainings are given, do teachers or throughout the year have the opportunity to give input into like how the the like daytoday logistics of like how they're run. So, if a teacher identifies this is what the policy is, but it doesn't work when we're in XYZ location because there's doors that lead out to the outside like whatever it is. Can teachers give

090feedback to that policy? >> Yeah, I I would let um Principal Q speak to the daily activities. Mine is sort of the overarching. >> Sure. Thank you so much for the question. um we have um weekly meetings when we have conversations about how behavior plans are working for students at Swayazy and it's all stakeholders uh people on the crisis team but also people that are involved on the day-to-day so everybody understands what the plan is and if the plan is working great we continue to move forward if we have to tweak the plan that's when those conversations happen. Any other questions for Renee? >> No. No. This time? >> No. >> Any other questions? >> I I have a question. Um, uh, maybe for Renee. Yeah, probably for Renee. But, um, there's a number of

091policies. Uh, JKA, for example, is a policy related to corporal punishment. um and how there's, you know, no intentional use of physical force to modify behavior allowed. Um the does anyone know the CPI training tier three or the even the tier 2 training that all staff received? Would they be made aware of a policy like that? Is that included? >> I don't know if you go over every policy with all the members. I think it's in the the staff manual and it's they're published and they're on the website and it it's an expected staff um it's an expectation of a professional working in the school district and when they get their staff handbook and manual it's really signing off on abiding by school district policies and policies are public on the website. >> Gotcha. I

092don't know if this help helps but I took CPI again this year and the I took most of the tiers but the tier that everybody takes it is reiterated multiple times that do not put hands on students like this is deescalation like so it is reiterated they don't say directly it's policy but they do say it's law and to you know >> right so like an ineffective training would be like sit here while I read this 6,000page policy manual to you however there's an interactive training that gets a lot of these core core points across. Yeah. Okay. >> Any other questions? >> I think that's really helpful. Thank you. Our next order is the principal report. >> Thank you. I'm going to be brief. Um we have 27 school days left. It's unbelievable. It's so

093it's less than 6 weeks before the last day is June 11th. I just wanted to quickly review uh some updates and then we'll continue with our meeting. Um first of all, um incoming kindergarten, we already have 50 registered, so that's a great sign. I'm sure we're going to have more that are popping in over the summertime. Um besides my retirement, it's also Tracy Jake, formerly Tracy Hovan is her last year. She uh she and I started the first day together. Um and um after 14 years, she is also retiring from her position. We uh interviewed and also had Kathy Hapa, the new seway principal that's coming in join us for those conversations and really excited to bring somebody on board to continue in the um in the office at sees. So um really great choice

094there. Um there's a lot of traditions at sea and in SA16 in the month of May and June. One of our not so favorite traditions is New Hampshire state testing for grades three, four, and five. But our kiddos are prepared. Uh our teachers are prepared and uh we balance um encouragement with understanding cause a little stress. So, we try to reduce that stress so they can um do the best that they can for us and and demonstrate what they've learned through the years. So, that's one of our traditions in May. But we also have um Oregon Trail, the Revolutionary War. Our fifth graders are going to Ala Camp next week with three other schools, which kind of gets them to meet new students before they head over to CMS. So, it's a great tradition. We're

095excited about that. Um, what else is happening? Oh, uh, in June besides Exit High School graduation, our kindergarteners have been invited to graduation this year. So, any kindergartener that wants to join us can go over and lead the pledge of allegiance for the June 6th. It's Saturday, June 6th. Um, and the day before that, former Brentwood and Seaz students that are graduating from high school will be walking our halls and we'll give them a clap out and then our fifth graders will get the same treatment on the last day of school. So, there's a bunch of other things that are going on. Um, we're excited about celebrating our staff and staff appreciation. Our PFG group has a lot of great surprises planned. Uh, and we always do it a little later than like what the

096actual teacher or staff appreciation is, but we're looking forward to that week as well. And um, no, I appreciate all of you. And um, if you have any questions about our day today, I'm glad to answer them. >> Perfect. Any questions for Ron? >> All right. Um, reports from the chair. We're going to start with the superintendent evaluation committee. Uh, thank you, Megan. And, um, thank you to former uh, board members, uh, Brian and Allison and Megan. Um, and Kate as well. Just superintendent evaluation is really obviously important. Um, and so we got inputs from, uh, just about everybody. Uh, which is which is great. Um I shared a draft uh with the current board here just for everyone to you know have transparency into uh an opportunity to share any thoughts or questions. Uh

097the formal submission of our superintendent evaluation is due on May 8th I believe it is. Um so my plan is just to submit it uh tonight or tomorrow morning. Um but just wanted to share it out with this group and open it up for any thoughts or questions uh before going ahead with that. Everyone good? >> Good. Thanks. >> Yeah, it's funny because it's this is the current board, but really over the past year, it's the former board members who have a lot of insights um which they certainly shared with me. Um so, thank you for that. >> Yep. >> Um and for superintendent evaluation, that that's it. We'll meet soon um after this round of of feedback is done and um sort of chart out where we go from here for the next year.

098>> All right. And then right into budget. um committee >> uh budget committee. Uh I still haven't met with the new budget committee because we conflicted in our last meeting. Uh but we got the schedule sorted so we're all good now. Um so next budget committee meeting is on uh Monday, May 11th at 6 p.m. So that's a week from today. Um I do know that during that meeting uh we're going to discuss uh the town voted to become SP2. um switching from town meetings. So, I know we're going to discuss, you know, tax cap considerations under an SB2 scenario for the fiscal year 27 budget cycle. Also, the budget committee took an interest in one of the main cost drivers uh that we presented at our school district meeting around health insurance. Um and

099thankfully SLT in the district is like three steps ahead of us per usual and is already doing has been doing for a while now a healthc care uh landscape analysis because this is uh not just a Brentwood or an SA16 but a New Hampshire and a national trend that's been occurring. Um and so uh TBD on when that healthc care landscape analysis will be uh presented out. It's possible it'll be presented out at the May joint board meeting. If so, I'm going to not notify the budget committee of that um ASAP. But very much so on the same page there um in terms of looking at one of our main cost drivers. Um that's it for budget committee. >> Perfect. Any budget committee questions? All right. Um I had my first policy committee meeting which

100was very exciting which it actually was. Um it was pretty cool. So there's we have um five six policies to review tonight. Um two are held back from previous meetings. Melissa, I know you had questions about them. Um so if we just start by going down the list, we have JLCK, which is physical and emotional well-being of students. Was there any questions on that? >> The only I know we I brought this up last time. I just I still can't find it by doing a search. Is is this a I know you mentioned state legislation. Is this a model policy that the New Hampshire School Board Association has brought forward? Because when I tried to Google through them, I couldn't find it. So, is that is this a template from them? >> I wasn't at

101the policy committee when the policy committee looked at it. So, um >> I also wasn't at that meeting because this is a was in our >> this was last month and we we paused it so we could have this conversation. Um, sometimes it's model policy, sometimes the policy committee does a lot of words smithing at the meeting. Um, so this this is the policy that other other districts in SAU16 did adopt last month. Um, and we we there were last month there were no suggested changes to it. So, I didn't bring that back to anyone to make any changes. It was it was just that you guys wanted some time to read it and look at it again. So this is what came out of the policy committee. What they started with, I don't know,

102but this is what came out of the policy committee as a recommended policy for the Brentwood and I do believe the other districts in SAU um adopted it. >> Okay. >> Y >> the version I do not on the I have it in my computer. >> Did you have any questions about the policy? >> Because it had like it has the recap which says what they what they came why they came to that conclusion. >> Oh, gotcha. Um I I just want to say that for me personally um which I'm sure this doesn't come as a surprise. I I agree with the supporting of the physical aspects. Um as far as the emotional health needs of the students and providing appropriate interventions. Um I'm all for supporting the needs of children. I just think that

103in this day and age um it's a fine line that's very heated out there. So for me personally, I cannot support this policy. >> Okay, I appreciate that. >> For for me personally, I I think this policyy's uh very straightforward. JLCK, if you read it, it says there's basic conditions for learning um that should be met. Um things that are stated in there are like clean water, like physical education, um having safe facilities, um having health screenings, um including like mental health uh referrals if needed. Um I think it's also uh directly tied to law around new New Hampshire minimum standards. So like every day or week or month that we go without adopting a more specific wellness policy, I I think is actually a compliance risk to the district because we're not aligning ourselves

104as closely as we could with state policy. Um so again, I I think this is very straightforward. Um and I think we should go ahead and adopt JLCK. >> Can we bring it to a vote? >> All right. So we can move on. Um >> do you want to vote on that? We can vote on that one or >> let's do >> you want to vote on that standalone or you want >> So we'll have that as a standalone because it's an old >> policy. So >> I'd like to make a motion to adopt uh policy JLCK. >> Second. >> All in favor? >> I. All oppose. >> Nay. >> Perfect. Um our next policy to review is JBB. That's also from >> February. February meeting. Um, I actually had one question about this one.

105>> Yeah. And I checked back on my notes. Just to remind everyone, the question was around number nine under JBB because it talked about how it's not that it wasn't the staff's responsibility to diagnose or support. And then it said like if you have a concern, report it to the appropriate staff. [snorts] So, the language was cleared up. Should the student um refer the student to the appropriate school employee or agency for assistance? So, that was the change in clarifying who staff should direct a family to if they had concerns about their student. >> Thank you. >> That was that that's the only change that was made and brought back. >> Um so, I don't know if it's even like because I think this policy works, but the one thing that I noticed that's missing

106from this that we have where I work is um driving in staff cars. >> Oh, yeah. That's a good one. Um I think there's another policy around that. >> We did another policy in February on um transportation of pupils. >> Got it. Perfect. Um that was my only question. >> I'd like to make a motion to accept. >> Oh, can I just We didn't I don't I'm learning. Does is there any feedback from the um BTA or PAR union on any of these? >> Oh, right. Can you just speak at the microphone? >> Yeah. >> Just so it's um >> Sorry about that. >> Struggling. >> This place's been a problem. >> Um the only feedback we had is usually when the packet comes there's the um summary page and it has listed. Um this

107time when it came those two were separate. They weren't listed and because the top headings didn't have anything about sees and they had no policy numbers, it appeared that this was a first reading. >> Got it. >> So, we thought we had more time. We appear we thought this was your first reading and we would [snorts] >> So, it sounds like you've already adopted some. >> Yeah. And these policies were in the packets in February um >> In March. So, they were they were in there and um >> I didn't hear anything then. I did hear from them today and they they did ask this question and I thought I responded with the summaries were in the previous month. >> Yep. And we can make sure like for future [clears throat] packets cuz the new

108policies have those summaries. The ones we're re-reing do not. So in the future, can we just include the summaries? >> Yeah, we'll we'll make sure if there's an extra policies, we'll I'll carry that over and I'll make sure you guys have see that beforehand. I think in light of the past six to eight weeks um probably there would be more commentary. So that's my misunderstanding that that was the first reading. Um >> okay >> more commentary around the employee student relations. >> Um can you tell the the letters of the first one please? >> The first one was the wellness policy. It was JLCK physical and emotional well-being of students. >> Yeah. And there was also anyway further second one as well. >> No other policies have been voted on yet. So if there's any

109that >> you would like us to hold back, we're happy to. >> Can we bring comment back later? I mean, you're going to pass it. So, >> well, do you want us to hold it for >> Well, you you still if you still want to comment on GBB, which was one that was held over from February. Um, that was not in the summary packet and that's that's the employee student relations. >> And I would also say that like we just passed JLCK that puts us in compliance with law, but it doesn't mean it can't be amended. So, if there are suggestions that you would like to make, we can add it on to next month's meeting and revisit it. Yeah, >> the sorry the letters are eluding me. The one about the student employee relationship.

110We did have some questions about that. Can are you able to hold that until next month? >> Absolutely. Yes, >> I would appreciate that. Thank you. Perfect. Just that one. >> Just that. >> Madam chair, before you before she leaves, um may I just see if we're tracking or not? I had um I had three questions that I had I hope this is okay. I had three questions that I had highlighted. Um and it was just pro prohibited interactions and this may have previously been in the policy. I'm just curious like they seem subjective, vague, or how would you enforce it? But um staff members shall not make derogatory comments to students regarding the school andor its staff. I don't know like if they're do you know what I mean? It just seems like your

111freedom of I'm not saying you go around you badmouth the school. It just seems like a freedom of speech kind of thing. Um staff members shall not use insults or sarcasm against students as a method of forcing compliance with requirements or expectations. I totally agree. I just feel as though it can be misinterpreted. Um, staff members shall maintain a reasonable standard of care for the supervision, control, and protection of students commensurate with their assigned No, that one's fine. Um, it was just those couple that I just it >> they read it as subjective. >> Yeah. Like, how would you I mean, some are common sense, right? Staff members shall not send students on personal irons. I mean, I get that, but >> you know what I mean? Like, yeah, >> they are kind of vague.

112Those two you shared, Melissa, are very vague and could be misconstrued into many different ways. I agree. >> To c to to like play devil's advocate, though, many of these I mean, you could there there's there's a ton of subjective stuff in in in this policy and many of our policies. >> Exactly. That's why I don't like most of the policies. >> How can you say that some Well, what if I say it's something's not sexually suggestive, but you say it is, right? That is that is in its nature a subjective thing but I don't think it I don't think it doesn't mean we should have a policy around it. >> But what do you think about something as basic as staff members shall not make derogatory comments to students regarding the school andor [snorts]

113its staff? Like I I don't know like oh the front of the building it it >> I think that's professionalism. >> I just don't want to see it go into their record or them be you know what I'm saying like Mhm. >> Yeah. So, I mean, I think we can hold this policy JB JBB. >> Yep. um one more month and kind of really [clears throat] look at it and then as we go through policies like my the next policy committee meeting I can >> make that like just get more clarification on the subjectivity of um one policy that's not on here that we talked about the at the meeting was about um enrollment >> and the age of enrollment >> and what we talked about at the meeting was um I think that was

114timely for another district but really taking the subjectivity out um which helps everybody understand what the policy is trying to communicate. >> Um so we can >> so we'll hold it for next month. I'll put it on the agenda and then I will bring the feedback from um the Brentwood Teacher and Par Association to the board to discuss at the board meeting. >> Perfect. >> And there was was there any um feedback on the other policies presented from you guys? J I CJ J J J J J J J J J J J J J J J J J J J J J L D >> Yes, >> J Lca like at an eye doctor's appointment. >> JLCF. >> It's the emergency sports one. >> Yes. And it's it that is the policy for the

115co-op, but it's included in the packet. It's not It's for >> It's not applicable >> for students that are older than >> Brentwood six through 12 only. >> So we don't vote on it. >> We don't vote on that one. >> Thank you. or we don't adopt it. >> Um I madam shared questions on um policy JLD. >> Mhm. >> It's it looks as though um what we already have in place from 2009 school guidance and counseling program. I'm just curious actually it this actually says exit regional not for sees. Is this a current seway policy actually? the policy that's presented here. >> JLD. Yeah, it just I don't know if we do we even have that policy right now. It's stating exit region co-op not not Brentwood. >> It we would it would have

116a different header. I we would this is just the template that comes out of the policy committee. >> So it went to everybody. >> It went to everyone. Um yeah and I think this is also in aligned with the updated 306s which is why we changed some of the language in here. It just seems interesting that it instead of school guidance and counseling program. Why is it just counseling program? >> It's school counseling is what it's referred to in the 306es. It's not referred to guidance counselors. >> Get rid of the name guidance. >> Guidance is not in the R. [clears throat] It's they're all called school counselors now. And I think that was the purpose of just changing that to match the new 306s >> and then in an equitable manner. Is that part

117of That's not part of the 306, is it? >> I don't know where you're writing. >> It's at the end of the >> first paragraph >> from the summary that this is trying to more closely reflect the New Hampshire minimum standard. So, we're just trying to >> language >> mirror the changing the content just the language. >> And remember like this is the language that came out of the policy committee. >> We can change it. >> Yeah. So I'm I >> Okay. It's just whenever I hear counseling, I think more mental health versus academically. That's why >> school counselors have standards that they teach and that they're responsible for. So they're school counselors, but they are doing their their standards. >> Okay. >> And those are also Kate, you'd probably know more about this, but

118there's like their titles of certifications. So, I'm assuming that this is aligning with >> that. >> Any other comments or questions on 7.33 to 7.36? >> I I'm going to um Yeah, hold on. Sorry. Because I know you're going to want to vote on them as a group. Um, so just the JLD, that one I won't be voting in favor of. If we could just vote separately, please >> separate it. Okay. So, we need a motion to >> Sorry. Can you tell me why? Why? >> I'm just not comfortable with it. >> Can you tell me why? >> No, I mean, I'm just not comfortable with it. But because I'd like to make sure that No, I I'm not I'm not questioning your >> comfort. I'd like to make sure that I'm comfortable. >> I

119just I so I know I understand that it's just simply semantics, [snorts] but and I don't I don't necessarily think it's appropriate to bring up my own children, but if I were to stand in front of my own children's school, they actually say to us, "We don't get involved with counseling. We don't we don't do any of that. We are guidance counselors. That's it. We just do guidance." So, it's just simply a matter of this wording makes me very uncomfortable. I just don't feel that it belongs. But it's policy, not personality. So, I completely respect how you all vote and if you support it. >> Okay. >> Yeah. I think a big thing that stands out for me here is sort of like a people talent acquisition question. like it's a it's an industry standard

120at this point that a counselor doesn't if they saw a school like hiring for a guidance counselor, they'd be like, "What is this school operating in like 1993?" Uh I don't mean that literally, but you get my point. Um so I think it's like sort of aligning uh with best practice and what individuals look for when they're seeking a counseling position nowadays. >> Shall we vote one at a time on these? >> Yep. This one right here. >> All right. So, policy J I CJ unauthorized communication devices. >> Is there a motion? >> Oh, >> on that one. >> Sure. I'll the unauthorized. Yes, I'll I'll move that one. >> Second. >> Which one? >> Unauthorized communication. >> J I CJ. I second that. >> Perfect. All in favor? >> I. >> All oppose. >>

121All right. We are not going to um vote on I crossed it out. I can't see now. JLC CJA um the emergency plan for sports related injuries because >> it doesn't apply to us. >> I'd like to make a motion to um approve policy JLD. >> I'll second that. All in favor? >> I >> opposed. >> All opposed. >> Nay. >> And then we have um JLCF. [snorts] Any questions on that? This is um wellness, nutrition, and physical education. Just one question for Ron. Lunches are between 11 and 1 at the school. >> Yes. >> I'd like to make a motion to approve policy JLF, excuse me, JLCF. >> Second. >> All in favor? >> I oppose. >> Nay. >> Perfect. Uh the next >> I don't like the word. So I don't want codified

122in >> for well for the well for the nutrition. >> The next item on the agenda is strategic planning committee update. >> There was no strategic planning meeting >> and then safety and security. >> Uh actually that meeting is scheduled for May 14th. Um but my son is getting his masters and I'm going to be away. So if there's anyone that would like to cover that that would be wonderful. Um, they like have it is it is in in the mornings. >> Okay, I can probably go to that. >> Make it work. >> Thank you. I felt guilty. It was my my first real duty. >> Well, that's a really exciting reason to miss it. So, can [laughter] >> um and then community engagement newsletter. >> So, um if you guys can just >> Katie,

123can you just talk into a microphone so it's recorded? >> Sorry. If you could just get me your statements because I didn't get any. [laughter] If you could get me them by Sunday. Oh, you did get Dan. Sorry. And Melissa did respond back, but I didn't get him in time. So, if I could get everyone's statement and a picture you like to get for the newsletter, that'd be great. By Sunday, >> anytime on Sunday. >> We just didn't know how that was one of my questions was because there are five. Wait, it's the five of us, right? >> Are we limited to wording or space or how many? >> I mean, shoot, I could go on and No, I'm just >> I'm thinking do you want two or three to three? I don't know. Three

124or four sentences. It's more words just introducing yourself. >> Okay. >> I think they kind of know who we are, but we're just [laughter] >> Yes. >> You know, at this point, but a little reintroduction maybe. >> Perfect. And that's all I have on that right now. >> All right. Um, old business, we didn't have any listed. New business, um, board member queries and correspondence. we've received a lot of correspondence which whether it is whatever the intention of it like we truly do appreciate um I think it's people have their own perspectives and the more feedback you get and the more voices that you hear the more um those perspectives can grow so we really do appreciate that I think it's also important to say that we do hear you I I know you're saying

125that we don't hear you, but we're all listening. There's I just I feel like the board is coming to blame a little bit and I just want you to know that we all hear you. We all understand. There's teachers, there's parents. I've got a kindergartenner. You know, I'm not going to express my feelings, but there's feelings. Like, we hear you. We empathize with everybody. Just know that, you know, it is what it is from our side, but we are listening. So, the school board is in in support of the decision to >> I did not say >> I'm really sorry we can't go back and forth with nobody answer my question. I just want to know who's making the call. >> We can't answer. I'm Jim. I'm so sorry because I really respect you. We

126cannot talk. We're going to have to suspend the meeting if we're talking from the audience. It's not. We're not >> I I think >> Jim, there's a reason there's a reason why these meetings are structured as they're structured with public comment at the beginning and then >> Jim, we don't we don't want to have to suspend the meeting because you can't just >> Okay. No. Okay. I just >> for everybody who's here, it what we stated was not that questions wouldn't be answered. It's that questions will be answered thoughtfully when they can be answered and after the meeting. We're not going back and forth with the audience. It's not a productive way to run the meeting. Um we truly appreciate everybody coming and questions will be answered. >> Yeah. And I just want to piggyback

127on that too, Megan, and say like a lot of us here, myself included, have worked in school districts and communities where you just simply don't get this level of parent engagement, community engagement, teacher engagement that we're seeing here tonight and that we're seeing through all the number of emails that we've all received over the past several weeks. And so I think that's a uh I think some one of the parents uh said it at one point make if a phoenix rises out of the ashes if you know if you're future looking and how do we try to move forward um that's a that's a bright spot that's standing out to me generally is just uh the outpouring of communication feedback in a very challenging situation. So I just wanted to say thank you to everyone

128who showed up here tonight and everyone who reached out via email as well. Renee, did you have I >> something? >> No, I No, I I just wanted to remind the public this is a board meeting that is conducted in public. So, you receive feedback, you take notes, you can discuss it, you can you can direct the superintendent's office to answer questions for you at the next meeting. What we try not to do is fly off the cuff and do a back and forth so that we're billing thoughtful in our responses, but this is the board's meeting. It's just conducted in public. Melissa, >> thank you. I just if we could I'd really like to see this in the meeting minutes, please. Um the fact that first of all, you were great about answering all

129of the communication. Um the same with you, um Superintendent Androski. I just want the public to know that there's a reason why the board members did not respond. It's policy for the chair to respond, but we read every I know I did and I I can't believe it. I believe all of you did as well. We read every single email. We care, but it's policy and that's why you did it. Um, but I am a little frustrated that I don't understand why we don't put out there. We're policy and budget. I said it at candidates night. I'll say it again. >> That's what the board does. >> I didn't hear what you said at the end. >> Oh, candidates night. We're we're budget and policy. That's our job. Yep. >> And and I think that

130um maybe for in looking forward to to answering the questions that the public had around kind of how um decisions are made around um issues with personnel like whether that's a board uh issue or or or whether that's an administrative issue. I think making sure that that be that is clear, you know, whether or not it's it's something the board's deciding on or the board's just being informed of um would be helpful. and and um and I one thing that I heard over and over again is is kind of the concern about communication with this um recent incident and and and I [snorts] think just um it being a personnel issue and and um on the and student issue, it you know it is all completely confidential. So, it's it it does put it put

131everyone in a in a really difficult situation where things just can't be talked about. Even though we would love to say, listen, this is why we're doing what we're doing or this is why this is happening, but it's not that's not possible. But I think some of the things can be answered as far as who's who where are those decisions at what level are those decisions being made? And I'm not saying you need to answer it now, but just maybe at, you know, I'm not sure how I'm not sure the best way to answer that, but >> yeah. Um, the board has delegated superintendent responsibilities to the superintendent's office, and that includes the oversight of staff and personnel. And, um, the decision, the final decision around staff is done at the superintendent's office in conjunction

132with building level administration and information that they have. And then that information is brought to the board as a piece of information. But you have delegated superintendent responsibility including the supervision of staff to the superintendent's office and we make the decisions. >> Thank you. The other p the other piece of new business that we have is the decision whether we will sign off on um the ACL ACLU lawsuits um amicus briefing. May I just on the just a question about the um the agendas is I know in the past it used to be public comment the beginning and the end and I noticed that it's not like that anymore and I know that there's a state law out there right it must be >> 30 minutes but is there I don't mean for tonight I

133just mean in general is it is it possible for us I don't even I have to look at the law I don't even know if we could split it 15 and 15 but is it possible to have it at the beginning and the end because we talk about stuff but then and people can email But that's a pain. >> Honestly, I think the reason that came off is because we haven't had anyone come to give public comment more than one person since probably 2021. Um, so there hasn't been >> That's good. >> Five minutes of public comment. Um, so we could add it if we want to. >> Would you would you be open to that? I would love to have it at the beginning and the end if you're open to it. >> Yeah,

134we can definitely It's It's up to you all. It's your It's your board agenda. You have to give 30 minutes. Uh my understanding is it's 30 minutes in totality. Yeah. >> Um that's my understanding. It's a whole 30 minutes. It's not supposed to be broken up. But that does not change the fact that the board could decide. >> Sorry. >> Um my kids are at home facetiming me and they just don't understand. [laughter] >> They don't understand. >> Where are you mom? >> Where are you? >> Most of them are meeting. >> They are not home alone. They have a parent. >> um they have a parent home with them. Um, but the board can decide to do what they want. The board could say, "We're going to do a full 30 minutes at the

135beginning and then we're going to allow for 10 or 15 minutes at the end." It's really up to the board's perview, but I do believe it's 30 minutes in its locality, which is why boards moved it to the beginning. Doesn't mean you can't add stuff at the end. >> Honestly, like most meetings, I don't think we've ended public comment. >> Would you would you be since just because it since most people don't come anyway >> and it's just a >> Okay. I don't know. I just for me I would I would definitely be >> I stand corrected. Dr. Andriski says you can do 15 and 15 if you want. >> I think one of our stated board goals is community engagement and continuing to improve that. So if there's a might as well experiment it

136with it if we Well, I don't I don't I would like to move to not changing our just doing 30 minutes and then it and then at the board's discretion if people have other things to say at the end of the meeting, it's it's totally appropriate to to say, you know, does anybody have more public comment after you've listened to the board meeting? But I think that the, you know, I don't know that we need to make like now we're officially going to have public comment because I just don't think it's going to be mainly applicable and I want to make sure we get we're not like okay and now we're done with agenda and sit around for 15 minutes while we wait for people. >> I tell you that for I I understand what

137you're saying. I totally respect it. For years like for up until everything for 10 years or whatever, we always had public comment at the beginning of the end and and the chair is right like rarely did anybody utilize it. So, even if we open it up for the 30 at the beginning and we just have it at the bottom of the agenda for public comment just in case. >> No, I like that idea cuz I think Kate, what you're saying is we don't want to end our meeting and then have to sit there for 15 minutes because >> no one is. >> So, we could have 30 minutes open at the end and leave it as an as needed agenda item >> or put it you know what too. What if we put it >>

138slide it in one one or two up above >> so we're not sitting around. But I think that an important thing is that you know th >> this isn't like an open it's not like an open forum discussion. It's it's a board meeting that we're having and so we want to hear the comment and then we want to have our meeting and and happy to hear the comment again. >> But what if it prompts further you know what I mean? >> We also part of part of the policy at the end of the meeting right is that people speak one time also. Um and so if somebody speaks at the beginning >> they would speak one time. So, we would just >> have to think through it. >> Yeah. >> I mean, I'm not opposed

139at all and I would love more people to come to our meetings. >> We can think through it. >> Do you want to open it up to public comment now if people have comments based on >> Are we [clears throat] done? >> What? [laughter] >> I I don't know if changing it now is fair because people left because it wasn't on the agenda. [snorts] >> Um, but it's something you can think about and bring it up. vote on >> and and you >> that's true. If you put it on the agenda, then people would know >> agenda. If you put it on the agenda, people will know. So, you and I will work for the agenda for June and you just let me know how you want to do it. >> Perfect. >> I thank

140you. I I just want to say I appreciate it >> for sure. Um the other order of new business is the um amicus briefing. So, we have kind of talked about that. >> So, that was introduced at the joint board meeting. Um, and it's really a a decision for this district if they want to sign on to the amicus brief, which is a friend of the [snorts] court, which is signs on in support of the current judgment and what the ACLU is is looking for a summary judgement in, I believe, the superior court on what was already decided. So, that's it's about I I can't tell you the exact amount because I don't know how many school districts have signed on. So, I don't know how much it because it would be about $5,000 divided

141by the number of school districts that have signed on to the amicus brief and not all school districts have made that decision. >> Um, you guys are one of the first districts that meet. Um, so it's on the agenda for discussion. I'm sorry I don't have exact figures for how much it would cost. >> I'm sorry, did you just say it was it would cost us money to sign on to it? >> Well, you would have some loyal every district who agreed to sign on. Yes. every district that agreed, which is why it's an individual district decision because it's about $5,000 to have an attorney sign to write up the amicus brief for SAU16 and that $5,000 would be divided. And that's that's an estimate from the attorney. I don't have like a bill to

142show you. That's just an estimate. >> That's an SA6, not per district. >> That's not per district. And so depending on how many districts sign on, that cost gets divided between the districts. You are one of the first districts that's meeting to discuss this. So, I can't tell you how many school boards have signed on. >> It's been super vague. Can we dig into the weeds of this? Exactly what it is, what it does, and so I can understand it better. >> Yeah. I don't have You have >> Well, I can talk. >> Okay. >> So, we talked about the lawyers would send us a copy or the draft for you to review of what it is. They haven't got it complete yet because they need to know how many districts. >> But, okay. So

143I don't I this is I have no idea like my my perception which could be so far in left field. I feel like we're discussing lawsuits about teaching of CRT and divisive concepts in schools and I don't know I could be like so wrong about that. So is that what it's about? Is it about something different? And what exactly would we be saying? And do you know what I'm saying? Yeah, it it was part of that, but it was also part of your federal monies that we were not getting and and that was what was upheld that we will still be entitled to our federal monies that were going to be taken taken away from us. >> Um, and so it was last year there was a point at which we had to sign these

144general assurances which I have to sign tonight. Um, that stated that teachers would not teach a kind of vague like we talked about subjectivity in our policies. It was a very vague subjective list of items. Um, and if we did not sign those policies or we did teach those things that were vague, um, federal funding would stop. >> And did you and what happened with it? >> The ACLU sued. Um, the ACLU sign on to anything. >> It was a really quick process. So, there were it was a grouping of districts who had signed on to this lawsuit >> along with the NEA. Then the NEA joined the lawsuit with about um five school districts and it was for an injunction to not have to sign the general asurances to get access to your entitlement

145grants. The law was vague, but the punishment if found guilty was immediate loss of license. So we the NEA was on board in terms of it's a vague term and if anyone accuses me of teaching this public dollars don't go to that school district anymore. Um, so there was an injunction filed. It was the dear colleague letter. Um, and then, um, it was upheld and then the federal administration said they were not going to pursue this anymore. They weren't going to appeal it. They were going to drop the dear colleague letter. Um, and so this is just a summary judgement asking just to close the case. ACLU is asking I believe the superior court to just find that the I think the district court ruled [snorts] in the correct way and then the question that

146we brought to all the school districts because it was brought to us when we didn't join the dear colleague lawsuit the original one was how come this wasn't brought to school districts to discuss. So we're bringing this option to you to discuss. So, if you wanted to sign on to the dear colleague ACLU lawsuit, we can't join the lawsuit because those parties have already filed. Um, but you could sign a friend of the brief which is in support of um the the judgment that already came through which was that it was unconstitutional to have these mandates. >> But is it was this this was an executive order, right? Not through legislation. Is that correct? >> It was it was also legislation. Um remember it was in House Bill um the House Bill one. It was

147a noname amendment. >> You're talking about the state level though, not I was >> both. It was both. It was all I think it was all it was all wrapped up. >> It went together. So there was the non-jurnname amendment to the house bill that said teachers cannot teach diversity, equity, inclusion, but it wasn't defined. And it said if they did teach it, they're not going to get public tax. >> There was a threat of f no federal funding at the state level. >> And then there was the dear colleague letter. So, I I believe this is the ACLU's um summary asking for the summary judgement in conjunction with the um no teaching of divisive concepts or you lose federal funding. There was an injunction filed. It could not be enforced. You couldn't define it.

148Um and I I believe that that's that's what this is you would you would be joining. >> But the court case has already been settled. Is that what I'm hearing? No. What am I hearing? Is it on appeal or where are we at? >> The emocus brief is due May 22nd. That's why we need to get if boards are going to join on or not. >> Okay. But okay, so here's and then I'll stop talking so everyone else can. But here's [snorts] the part that I don't understand because I I was looking it up and researching it, but I'm feeling as though again we're back to where budget and where policy like I feel like we're I feel like we're dancing on that fine line of politics and we're spending taxpayer money to sign on

149to something that we haven't even seen before we sign on to it. It just makes me really uncomfortable. >> I hear that. Um when you say policy and budget to me like last year this was a um a moment where whether it's about divisive concepts or um whatever you want to it could be about anything. There was a period of time when our school had was at under threat of not receiving federal funding which is a budget issue and taught divisive concepts >> but it was a vague definition of that. And what I take from tonight is we had a lot of people who came out to support a teacher. And if a teacher were to be accused of teaching a divisive concept and lost their license, I know from tonight that our community would

150not be in support of that. Well, we don't we in all fairness, we don't know that because we haven't right. We they knew exactly what they were coming to discuss. They're not fully This was very I was really disappointed with how I saw and you didn't do it. I was really disappointed with how you did. I'm Oh, sorry. I was kind of disappointed with how I saw >> because it just seemed it just seemed vague to me and I know I had brought it up before where how would the public even know to come out for something like this and yet my hands were tied. I couldn't mention it for obvious reasons. Um, and now here it is vague and now we're going to vote on it and still the public's not aware of it

151really and giving their opinion. So I I'm just not comfortable. [snorts] >> I I am in support of um supporting the amicus brief. And I think the reason being that um I really feel like that what should be taught should be decided on a local level. So if the you know if we on a local level feel that some things should or shouldn't be taught that that shouldn't be something that's coming down from the federal government. Um and certainly particularly given the vagueness of of you know the whim of some one person or another says well that I decided is a divisive concept. I've decided that talking about the color of hair as a divisive concept and therefore you can't teach genetics, you know, whatever it is the whim of the person, right? Then suddenly

152the teacher loses their job. We lose our federal funding, right? And and I just I feel like this is, you know, it's it's something that I really strongly feel like we need to stand up against that um those these things coming down from above. And I realize it will it will cost money. Um, but you know, I think that, um, from the people that I've talked to within the, um, district, they feel very strongly about, you know, supporting continuing to get federal funding with the teachers being able to teach um, what they feel is appropriate. But people knew that we were specifically going to sign on to this briefing, take taxpayer money, even especially since we're paying some for money for a sub right now. We've got food service that you know, whatever. We're not

153we haven't got the solar money back yet. And it it's not genetics. It is teaching that one race is inherently better than So that being said, it's it's I'm just want to say it's politics. don't it doesn't necessarily have to be a nonpartisan board >> 100%. Which >> can I just chime in quickly because can we remember a time where we weren't allowed to learn about evolution. So we're just talking about like things have changed. So we're just protecting our teachers in this way and I agree with Kate, but we have to remember like things have changed a little bit and we're not saying that we're teaching history. We're teaching knowledge. We're teaching what we know. Like we couldn't teach evolution at one point because that wasn't a belief. So, like things change and I

154think we have to remember that. And in order to support our teachers, I think we have to sign it. I mean, I don't want to spend more money. I don't make a lot of money, but if we're not supporting our teachers, why are we on this board? >> [snorts] >> I would also say that like I think of um like to Kate's point, it's not really about the divisive concepts themselves because it's about what like the like the ACLU has free speech lawsuits that I do not agree with. They like make my stomach turn, but I support them >> because they're fighting for the f free speech and the right to protest. you should support privately out of your pocket. >> And so to me, this is a way for us to um kind of

155sign off on the idea that I mean, it's the most New Hampshire of the the ideals that we have is that there's local control. Um and I think that's the thing like if we feel like there's something that we don't want taught in the school, that's a policy that we can do at the board level, right? Not that that someone in the state or someone in the federal government says we don't want this taught anymore and so suddenly we are losing all of our funding. >> But have we truly received public input on this? >> I've spoken to people about it. This was an issue last year. >> I mean it's been it came when when was it originally? >> The way the dear colleague letter was issued to begin with was seemingly done in

156a way to prevent um public input. It was done swiftly. It was done with a strict deadline and there was a threat tied to it where you would lose your federal funding if you did not agree to this by a certain date and we were at a transitional period in our joint board where we were moving from you know one chair to electing a new chair turned out to be the same person but the strategy the the technique that was used in the dear colleague letter uh seemingly was done with intention and so I think in the spirit of like what we heard tonight from so many people. You You got to have your teachers backs. You got to show them you have their backs. I think allowing a culture of fear to seep into

157our classrooms where teachers are scared to show up and act and speak in a way that they believe is passing knowledge onto their students is is we can't allow that to occur. And Kate, I really like your point about local control. Like when it comes to policy at a local level, that's where these types of things should really be decided. I do want to share though that since around 2020 2021 and still to this day I cannot even begin to tell you how many educators messaged me and private messaged me and I'm not even necessarily talking the other schools around where they're uncomfortable because they don't actually agree with this but they're afraid to come out. We right now we are diving into politics and and you know what this is unpopular opinion but we've

158got people saying well we're opposed to open enrollment which is crazy because >> Melissa I would just we are diving into politics and our our role is budget and policy. >> That's fine but that I'm just saying that's why people are taking open enrollment and that's why they're taking education freedom accounts because we're getting into politics. Melissa, we're not talking about pol the we're talking about this decision and its impact on the budget and policy of this school board, not >> the the the legal landscape of open enrollment and all the things. So, I I absolutely hear you, but I just would like we're we're talking about this school and the impact of open enrollment on this school could be catastrophic. That's a budget question. Um I think like this >> although it's >> it's

159up to us. Is this a budget question? Is that a >> the threat of funding being pulled? >> I I think this is both a budget and a policy question because the threat explicitly stated you will not receive any of your federal funding which makes up x percentage of our overall revenue as a district if you do not agree to disregard your local policy. in favor of something that's extremely vague. It compromises both budget and policy. Um I think it hits on both of them. Um I mean if we go to our grant page, which I don't have a some feature in my brain, but we do receive a um substantial amount of federal funding. It's maybe not as much as other districts in um the SAU, but it would have an impact on our

160um on our budget. >> And we it was scary last year when this was all happening in real time because we were like, what can we do? Like we we're a district that has a chief equity officer and we're proud of what we, you know, believe in and stand for as a district yet we don't even know. Like this seems like it's out of our control, out of our power and we're given such a short amount of time to act. We one idea that was thrown around the time was developing a potential version of a budget that just had no federal funding in it because people believe the community believed that strongly. >> So, we're going to we're going to vote to sign on to a brief that we have not read before we sign

161on to it and we're also agreeing to pay for it. I just want to confirm that. So what we could do could we is an option to not vote but to vote conditionally like we could allocate us x amount of funds or we like can you make a vote >> do May 22nd. >> You know what I was saying going for >> they have to have the filing done by May 22nd. So you just have to make a decision before that that deadline >> May 22nd. >> Yes. That is when the amicus brief is due to the court. So they would need time. So they're in the process of drafting it for other districts, I'm sure. Um >> and have they given cliff notes or anything like that or >> they haven't, [snorts] but I

162I will email again. Um they this month we were supposed to get some type of draft. So I will follow up with that this week >> just to to be clear. So the the most it could cost us is 5,000ish or like the the estimate most is 5,000. The least would be 5,000 divided by how many districts? >> The number that was given was 8,000. So,000 clear that. But that would be um whatever districts in SAU. >> How many districts are there? >> Seven. So, the seven. So, a little over $1,000 per district. >> So, it's if they sign on, so if we look at as an individual taxpayer, would people just randomly agree to5 to $8,000 out of their pocket to sign on to something that they've never seen? I mean, I'm just trying

163to like drill it down to just the B. I'm just super uncomfortable with it. It's It's not our money. It just makes me really uncomfortable. We didn't raise an appropriate for this. We didn't give people a heads up. It is. I mean, it is it is a funny way like order, right? But that's how it works with lawyers. Like you you pay them to do something. never signed anything without seeing it >> or agreed to sign on to a >> you never agreed to pay for for something before you saw it. Like if you for example if you want >> onto a legal brief without seeing it >> if you want to if you want to do a right I mean I can see that right and and we don't have to sign it once

164we see it but but you do have to pay for it in order to see it and that's unfortunately the the way that they're going to do it right just like you could say I want to write up my will to your lawyer you say here's the money to write up my will and then you see it and you're like that's not what I want you don't have to sign it but you can't say now I'm not going to pay you for it. >> Well, you'd have recourse to change your will. I mean, I just you know where I stand >> for more money though. I mean, that's the thing. I mean, I guess we could >> Aren't we already over Are we already over in legal fees, too, in our budget? Isn't it higher

165than what we budgeted for? I thought I' I thought I'd look that up, but I keep that. What line in the budget? >> We have a couple lines in the budget that address legal matters. The board did appropriate a certain amount and you do that every year for unknown unknown unknown reasons why you would need lawyers [snorts] and sometimes we go over it and sometimes we go under it. If we vote like yes, we want to pay and see a draft, could there be a vote after seeing the draft to say no, we don't agree with this language or is there some clause where we can carve out room for us to iterate on the draft that's given based on feedback or uh is anything like that possible? >> The my concern would be the

166deadline to file is May 22nd. So if you want to be on the amicus brief, you would need to make that decision and um designate those funds. I don't know h without another school board meeting. I'm not sure how we would organize that piece. >> Yeah. >> So, I just want to throw this out unless I'm reading it in because Molly know better than I would. I um we've budgeted 5,000 for legal fees, but it looks like under incumbrance we have 8,130. So, we're in the negative by 80%. If I'm reading it correctly, which I I might not be. So there is a incumbrance in there due to unknown legal fees [snorts] currently. >> Okay. >> Thank you. I mean to me our options are we vote on this tonight or we hold a >>

167emergency meeting after the briefing is public because we can see it before we approve it if we wait. It's just that our meeting is the first meeting and it's not done yet. >> Correct. So that is part of it that we asked for for this week. It just didn't come to us yet today. But that was part of the ask is that you every board got a chance to read the brief before that. >> And if we held an emergency meeting, how many people would need to be present? Is it just a quorum? >> Which is >> at least three of you? >> I think if we could do that, I mean, if we can do that and see the briefing. >> Yeah. >> Could the public be privy to the briefing? >> Of course.

168>> Yeah. >> Ahead of time. >> Thank you. >> Is that >> Thank you. Thank you. Yeah. So I guess the point of the what you have is just schedule your time. >> I'll follow up with the lawyer tomorrow. >> Okay. >> And we need 24 48 hours 24. >> We have to post it. Um but we'll try to do more than 24 hours if we can. >> Okay. >> So I don't if you couldn't hear she's we're going to hold a special meeting um on this. We'll be able to see the briefing before we sign off on it. Um >> I would just say board reserves the right not to have a meeting on it if you if like I I mean we might not get it in time like there's lots of there's

169like I'm concerned about the deadline and you promising a meeting and us not being able to give you a brief and May 22nd happens so >> so if there's the opportunity to sign on to this we will hold a special meeting so be on the lookout um and if the timing doesn't work there will be no special >> [snorts] >> Well, question. Even if we don't see it, won't we have to vote whether we want to sign on or not? Even if we don't see it by the 22nd, >> it if we don't see it by the 22nd, I would assume it's not drafted by the 22nd and >> no district would sign on, right? >> I don't know how that works. >> I don't know. some districts might agree to sign on under principal

170and not need to see the amicus brief because the amicus brief is just in support of the previous ruling um regarding the impact it has on teachers and schools. So some districts throughout the state of New Hampshire not se16 have signed on um to the amicus brief um without seeing it. >> Yeah, that's where I keep getting stuck is the amicus brief itself. There's probably not too much mystery to it just because it's in support of a ruling that has already been made. And I think my read on it at least based on the information available is that is all the amicus brief is. It's in support of a ruling that's already been made. Um which eliminates much of the mystery. So that's where I keep getting stuck. Like I understand um the points that

171Melissa you're making. I just uh I don't think that level of mystery exists here. Um is my my gut read on it at least. >> I I just like to move forward with a meeting so at least we can um put forward our yays or nays on if we want to sign sign it whether if we ideally we will have it in front of us but even if we don't I'd like to have a meeting to to put forward my support of signing it. I agree. Side >> and scene. >> At least >> I think that if that works for you guys, that's a fair way to move forward. And if it is a short simple thing, then I would assume it's not going to take them the three weeks to get it to us

172and we'll have time. >> Thanks. >> Um that's our agenda. Do we have a um any reason to go into non-public? Um, yeah, I do have a request to go into non-public under C. I'd like to make a motion to go under non into non-public under um RSA 91A colon 3 II IC and I will call a roll call vote and I'm going to say myself as Katherine an Bonaf >> we need a second [laughter] >> second >> now roll call >> roll call K Bonafiti yes >> Melissa Witchfield yes >> Megan Fitzgerald Yes, >> Dan Abear. Yes, >> Katie Capola. Yes. >> I'd like to make a motion to accept the um >> superintendants recommendation as stated in non-public. >> Second. >> All in favor? >> I. >> Any opposed? All right. We just

173need a motion to adjurnn. >> Oh, so moved. >> Second. Second. >> All in favor? I >> I