School Board Meeting 8/19/25

001behind the curtains running it. Um, if we could stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> I think we have two sets of minutes to approve. one for the August 5th meeting of the Hopkins School Board and also the non-public from August 5th. Do I have a motion to approve? >> So moved. >> Second. >> Great. Any discussion? >> All right. All those in favor? >> Any opposed? Great. >> Uh we are at the first public comment portion of the evening. If you want to come on up, state your name, address, and please try to keep it to three minutes. >> Okay. Awesome. Okay,

002thanks. Uh, now Lucy, do you have any comments as we roll towards fall? >> Um, I know, uh, this week fall sports preseason started. I think every team has been practicing. Um, today was the first day of the newly two-day seventh grade orientation. >> So, um, today they I think it was all like team building games. So the Brown Center from UNH was there. Um and then tomorrow is like the normal orientation stuff. Um on Thursday the Anna's run four mileer um at 5:30 and I think we should hit like 400 to 450 people >> running it which is kind of crazy. >> That's awesome. >> So yeah and Mr. Nato probably knows stuff about that too. >> All right. Yeah, >> thank you. >> Yeah, just to tag on to the the Ann is

003run um the the funds raised from that. So this whole uh endeavor is being paid for supported by Delta Dental um which is great. So all the funds raised will go to Connor's Climb which is a foundation um that works towards suicide prevention. >> Thank you. >> Um do you have any other board comments? Um, I I guess on a related note, uh, we we had the NAMI New Hampshire ride up in Plymouth, uh, a weekend and a half ago, whatever that was. We had about 15 people on on Anna's team. Um, and that that group raised about $4,000 >> and that money goes to NAMI New Hampshire. Uh, and again, pretty directed towards suicide prevention. Um it was a little bit rare in you go to an event like that where there was a

00430 to 40 minute um set of presentations at the start to talk about mental health um and folks that had endured suicide and in the aftermath of that. Um so it was a pretty emotional day. It >> was it was really um a good event. Very very well. Thank you for doing that. >> That's all I can. Do you have any comments? >> Uh, no. >> Okay. >> Welcome back. Welcome back. That's right. You said it, >> this time. No. Okay. >> Um, I don't either. I just think we're rounding the corner here and it's kind of crazy to think that teachers start on Monday and students start on >> Wednesday. Yeah, it's close. That's They're coming. >> Yeah, we'll talk to Bates in a little bit. They're You can feel them coming. It'll be

005great. >> Um Okay, cool. Um so, moving into current business. Um did you have anything you want to say? No. Okay. >> Talking about that last one. Okay. >> Um Okay, so next up we have the New Hampshire Education Compliance Report. There's a couple pieces in our folder. Um do you want to start talking us through it? >> Sure. I I put some supporting documentation in the uh board support folder and this is around um a new requirement in house bill 2 RSA 18671-77 which has established new statutory restrictions on diversity, equity and inclusion related initiatives. It requires each public school to submit a certified report which is on the DOE's website. Um to say there are a few requirements. One is that no state funds can be used for any DEI related activities. That

006includes any type of bias training, DEI assessments, critical race theory, race-based hiring. Uh public schools may not implement, promote, or engage in any DEI initiatives, programs, training, or policies. Uh no contracts may be entered, renewed, or amended if they contain any of these provisions. Um what we're required to do and if you're taking a look at some of that support material is we have to do a we have to conduct a comprehensive review of our policies, programs, trainings and contracts and identify any any areas where we think we may fall short in doing that certified report. Um and then there are some um other documents that the NHED says that if you have any of these pieces, what are you going to do about it? Um and we have to um provide all of that

007signed and and certified to the DOE by September 5th. Um so this is our first kind of conversation about this. I've been able to take a look at some of our contracts. Um I can safely say that we don't have any of those DEI initiatives in the pipeline uh for this coming school year. Um we are not able to, you know, obviously we're not going to use any state funds if any future contracts. Um, but they do have a a line there under penalty of perjury once we submit it. So, seems like we should discuss it. >> Okay. All right. Um, it's also worth noting related to this that the ACL filed a brief I'm not going to get the legal terms correctly. So, Jonathan, I'm going to look to you a brief last week

008or the week before um basically disputing this and saying that it's unconstitutional. Um, just in terms of just like an additional piece of information, does anyone have any comments or thoughts about this as we sort of read through the materials and know what we're signing to? >> So many thoughts. >> Okay, great. >> Um, so I was reading through the materials and a couple of things jumped out at me as being clear and other things being contradictory, at least raising questions in my mind. So the first part that is clear is there's a a clause that says to achieve demographic outcomes. And to my knowledge in practice, the school district has never hired, held, promoted anybody to achieve demographic outcomes. Um it seems at face value that this is really an anti-affffirmative action law passed

009by the state legislature. Um, and I think as I said back in the spring, you know, that assumes that racism and discrimination doesn't exist in our world, which I would say is false. Um, so I'm not really excited about, you know, I don't know, I don't know where we are in terms of do we have to accept this policy, vote on it like we vote on other policies, but yeah, I think it's bad law. The part that I'm really unclear about is okay, the DEI related activities. Get that? But then it says no implicit bias and it says training. Well, what what does training mean? Are we training staff? Does this mean I mean there is a module in the APsych uh curriculum that talks about implicit bias and project implicit? Uh so are they

010referring to curriculum or are they referring to training of teachers? Um there's a next section that says DEI assessments again when I think assessment I think quiz task paper but is it an assessment for is this about adults or is this about kids? Um and then of course there is that you know the trope about critical race theory. Again, I'll go out on a limb and say most people who talk about this never read the book or at least read all of it. Um, so I understand what they're trying to accomplish. I do not believe the school district currently is or ever has had that as their mantra or or something that that was a policy. Um, but I do not like the law. I feel like it is pretty well I just it's blackmail.

011Okay, you you need to accept our thoughts on these topics or we're going to halt your funding and some of this stuff is so big in here that it's hard for me to say yes to, >> right? >> So, does put me in a bit of a conundrum. >> Okay. Thank you. >> Any other thoughts? Yeah, I think my thought kind of along the same linesish is that um the RSA as written is so broad that at this point it would also uh encompass any of our anything that's gender related. Um so it would include Title N things like our um PE classes that are for only girls. It would include girls that code. It would include uh sports teams that girls on the run, sports teams that have been uh created for women. I

012know that people are going to say, well, that's not the the meaning of this law. Um but uh how what it means and how it is written are two different things. And um we can only go based on how it is written. We have until September 5th to sign this. Um, and so, um, because there is a lawsuit currently in place, my inclination would be to to give it a little bit of time in in in the event that there is some kind of injunction that happens. Um, you know, we are we both, you know, it's it's clear that that Amy, you have already done a review. um and that we could sign it today. Um and also we are under no obligation to do so and we are in no rush to do so.

013Um so I see no reason why we would need to rush to do it if we could have until the 5th. I have had a well it's different question and Jonathan that your legal mind might help us here or we might want to talk to our school council but so we have to certify the report that we aren't doing these things and okay so we're not that's not a big deal um but do we have to vote to accept the policy or can we just certify the report? >> We're just certifying the report adopting this. We're just certifying that we don't do This is just a requirement to continue to receive funds, >> right? We have to fill this out to get money. >> Y >> and it's interesting that in the certification, a lot

014of those things, well, some of them there's some of them are still here. Um, so I guess I guess Amy, my question to you is uh what does the Department of Education mean by implicit bias, particularly the word training, and what do they mean by DEI assessments? Well, I mean, they provided some additional information trying to define some of those things because just like all of you, you can think that it encompasses a lot of things that I I don't think that was the intent of the then commissioner, you know, and again, this is from the federal level. So, I I do think our department of education is sort of in the same position that all of you are in. Um, this is coming from the federal government. And so when you think about um

015these types of initiatives, what they're talking about really is that you're not using any of these DEI what they consider DEI. And I I think I linked to some additional definitions. Um that we're not looking to achieve as you mentioned earlier democrat demographic outcomes. Uh treating individuals equally under the law that we're not giving anyone any preferential treatment. We're not teaching that any one particular race or gender is better than another. You know, those those types of things. Um, in terms of your question about AP um, history, AP psychology, that is not specifically called out in curriculums, as you know, we don't set AP curriculum. If you teach, if you choose as a district to teach those courses, you can't limit what's in them. Um, but students can choose not to take those courses. Um,

016so that would be of course a parent choice if they don't want their student to say do the module on implicit bias. They could go through the opt- out process, but AP curriculum really isn't ours to set. Um, at the local level, if we were teaching something in a social studies class, that that would be different. But those specific examples you gave, I think that is not what the commissioner then commissioner was talking about. So this would be training specifically related to promoting DEI as a way you know to achieve different different outcomes for different people under our protocols. Thank you, >> Susander Jonathan already been said. I just I don't like the reference to the law against discrimination and how that includes, you know, this long list including our physical and mental disabilities. And

017I see as an educator a potential rub between any sort of anti-bullying programming that we might have and any sort of inclusion programming we might have with our students with disabilities. So I think as a as an educator it makes me nervous. You know again I don't believe that was the intent of the law. >> Um >> but it's big. Yeah. But it so I would be interested to to maybe think about how principles are going to perhaps think about this certification and maybe quieting some fears amongst teachers if there's some >> if there are some nerves there or some unease. >> Yeah, I haven't had any anybody reach out about it. As you might see on the DOE's website, there are surrounding school districts that have signed and certified their report already, um, including

018BO Bedford, you know, other districts that are already doing that. Not a reason to do it. I'm just curious. We don't have a meeting again until September 9th, which would be after the certification is required. So, if there's any additional information that you may need from me, you know, I do want to make sure that I'm not um you know, making the district vulnerable to not receiving funding because as you think about state funding, this would be anything that we receive under ESSA. So, our title grants um idea, preschool, you know, we have already have our first set of of that grant money is in the grants management system. So, I just would want to know if there's anything additional that I can provide to the board to help make that decision. >> Um, for

019me, no. I mean, I think I just want to I I I think that I agree with everything that's been said. I am not pleased about this. I also don't want to handicap the district for funding, but I also want to see how the lawsuit plays out and see if anything else changes or does anything else. I don't think there's a need to sign it before the deadline. >> Okay. >> Yeah. So I guess my thoughts on this I mean I think it's important to you know under the statute what they are defining DEI is as you said Rob for the purpose of achieving demographic outcomes. So I think that's important to keep in mind. >> Yeah. >> They're not saying equality. They're not saying they're they're saying that that end is not a legitimate

020end to just the numbers to try to change demographics. So that's really what I read this as being about. I'm perfectly fine with waiting until September 5th. We have a new commissioner. We have lawsuit. >> Who knows what happens? We're certainly terrain moves quickly. Um, so I also in my mind couldn't see at the end of the day not getting the funding that we would need to have. So at the end of the day, I mean, I I think we could wait to sign it, but I think we're going to wind up signing it um and do our best to comply with the law because that's what it is. Um, we like it or not. So there are lots of laws that I don't like. Um but um in terms of the merits of this,

021it seems like that ship has sailed uh we have a legislature right now that passed it and people can go vote at the ballot box if they don't like it. >> Okay. Thank you. >> Did that help maybe? >> Yes. >> Um so I think I'll just, you know, maybe check in with the two of you that last week. Um, I'm a little nervous just about submitting things on the very last day. You know, >> we can give you a couple days. >> Okay. >> How about if we How about if we wait until the fourth? >> Yeah. I was going to say, >> nothing has changed by the fourth. >> All about >> Go ahead and submit it. It seems like you have the consensus of the board that >> does it require a

022vote? >> I don't think it does. >> No. So, >> no. >> Do appreciate you a lot that we have the conversation. >> Yeah, absolutely. Yeah, >> I think it's appropriate to have it, but I also fine with waiting until then. >> Yep. >> Yeah. >> Okay, great. Thank you. >> Sure. Thanks, Amy. >> All right. Now, we're still gonna keep you on the hot seat. So, >> well, Matt's going to join me. >> Awesome. Matt, come on up. >> Really excited. >> So, we talked about this at our meeting two weeks ago on the 5th. Uh but as everyone knows, the New Hampshire state legislature also passed what they're calling the Belltobell school uh device ban, which includes not just smartphones, but also smartwatches, tablets, and da da da very likely uh computers. Um

023so the uh personal devices is what they are referred to. Uh one of the things that we we started discussing our draft policy two weeks ago as we have been sort of working through both the policy and the procedures that were being implemented at the school. We want to talk about both of those pieces, but also when it comes to actual student devices, we have a bit of a rubber meets the road situation where this was passed in late June, early July. We obviously set our budget in March. Um, if we are trying to have uh sufficient technology for all of our students in a onetoone program, uh there are resource allocation that need to happen. Um, and many of our Chromebooks were purchased in 2020 2021 around CO. So, uh, we asked Amy and

024and Matt to take us through the whole sheet. So, just to give a little bit of background, um, our policy, our draft policy, JICJ, we used the draft policy from the New Hampshire School Boards Association. Um, and there are a couple of, you know, they call them endnotes. I'm not sure if that's a real lawyer term, but we'll go with it. Um, but it is you are looking at your individual implementation in your district. So, because we're a one-toone district, the initial question that we talked about is do we have enough devices to give every student um and we do, but then the question came up about our current BYOD practice, which is >> you have to define. >> Oh, yeah. We'll get there. We have a lot in this >> your own device. >>

025So, I just wanted to sort of set the stage that the purpose of part of our discussion tonight is related to this policy. The law really says that you have to have a policy. So, in and of itself, um, and just to back up a little bit, in the most recent legislative session, there were three almost identical cell phone ban bills that were introduced and considered by the House and the Senate. And I know that there was a lot of confusion out there about which version or which bill was actually adopted. It's really hard to find it. Um, because what ended up happening in the end is that the legislature couldn't come to a consensus. some part people in the House or the Senate wanted to add funding to buy those um little bags that

026you can put a cell phone in. They ended up saying they really didn't want this to have any financial implications or any financial requirements. So they really left it up to again local control. Um so instead of actually passing a bill um it is their prerogative to insert language into House Bill 2 or the state senate bill. So that's what they've done. So that doesn't require an individual vote on a particular bill. So that's why you can go out and see all these different bills and the various amendments. The applicable language that we're talking about related to our new policy is RSA 1891A part B part five and it's all the way on page 112 the very last page of the house bill >> about the third to last provision out of several hundred. >>

027Yes. So it's hard to find. I did copy paste it. I know that is way too much text. Um I also have the link directly to where you can find it. Um and so some of this is familiar language to some of the other bills that you saw, but it's sort of a combination of of a couple of different um bills. And the first sentence doesn't give um the students cell phones. We all thought that was coming that we were going to ban cell phones, but it was the addition of other personal electronic communication devices in schools. So, our policy has to reflect those provisions. And so, as you look through, of course, um it's important that if we have students that need a device for their um the the implementation of their IEP or

028their 504 to provide access or accommodations that we provide that. Um, I've spent a lot of time talking to Mandy and Matt to ensure that either we have a district device that does that or certainly we have a few students that have medical conditions that are um data is transferred from the school nurse to their doctor that will be allowed to continue. We're that is absolutely essential for those students. Um, if we had any multilingual learners, we would also have provisions for them to be able to use devices to translate and and things like that. Um so as we move through the questions start to come up you know what are we going to do and how are we going to implement it here. So we're required to have a policy that was introduced last

029week JICJ. Um and we have to pro prohibit student use of personal communication devices from the first bell to the final bell. Um there was again a lot of conversation in the legislature that they feel there's enough research that shows that this will allow students to be fully present and engaged in their learning. what kind of devices are included? Well, the statute explicitly states cell phones. Um, but it is a little more obtuse about what is a personal communication device. Um, so schools are, you know, looking into that and and this is what we've sort of settled on is that anything that can call, text, message, email, or access the internet, that's how you communicate with a personal device. So that would include cell phones, um, smartwatches, tablets, and personal laptops, um, and different Bluetooth

030headphones. So within our purview, that's what we're calling a personal communication device. How will that impact us? Well, just to give a little bit of background, and you probably already know this from looking at the high school, middle high school handbook, they've had provisions in place and procedures in place these last few years, uh that students couldn't use their cell phone during academic time unless the teacher was um presenting a lesson where they had to use phones uh to capture data. I've had some conversations with teachers about, you know, how would you have students use their phone? uh was mostly in math class, science class really to you know capture data that they would then graph or manipulate uh through a mathematical equation. Uh students at the high school were able to use their cell

031phones during passing time, lunch and break. Um and then moving forward that will be the biggest implication that they won't be able to use them during those times. Um this will require us to revisit our current bring your own device practice which is right now given the demands during COVID and we bought a lot of devices very quickly. Um we have allowed >> bought them quickly. They didn't arrive quickly. >> I remember that. Um we were waiting a long time. Um we have allowed mostly hero um Hoping Middle High School students to bring their own personal laptops for use during the school day. Um, I say primarily because uh, you know, it it's tricky to know if there have ever been any students at Maple or Herold that have brought their own device. >> A

032very small number, but it it Maple Street, they don't use a personal device in place of their Chromebook. They might use it to supplement for like a Kindle for reading or something like that, but they don't. They use their Chromebook during class. So because we didn't know this was coming as you said this was passed on June 24th and or June 27th whichever we our replacement plan didn't account for this um and so we definitely have some devices that are issued to students that are on the older side and slower. So these are what we refer to as our COVID era devices. um we've looked at our internal procedures and that's approximately a hundred students that either have not been issued um a device by Matt and his team or refused one. Um could be

033you know more than that, it could be less than that but that's the you know the best number that we've come up with is that that's about 100 students um for you to consider tonight. It would be a challenge to continue with bring your own device and implement this policy with fidelity. Um because we would have to in some way prevent students from using that personal device which does not belong to us which we cannot tell them what they're allowed to have on it which you know there are a lot of things happening there. Um we really would have a hard time prohibiting them to using it as a personal communication device. Um there is some sample language that the New Hampshire School Board Association has offered to schools that if you want to continue

034with BYOD on any level and and we can talk about that as a team whether we say no we don't want to continue or do we want to look at some sort of sunsetting overtime approach to BYOD and again we're just you know in those early conversations maybe you're saying seniors juniors they're going to continue to use their device but you know will work to make sure that moving forward our replacement um approach really gives those freshmen or eighth graders a much more robust Chromebook. U but there is some information there. Again, very challenging for administration to administer and essentially you would be asking the students to sign almost like a personal pledge that they wouldn't use their device during the day to communicate. Um we really don't have any oversight over that. Um, and

035then we would have to build in, I think, some consequences that if they use their device for those purposes that they're not allowed that then we would resend that privilege. So, if you really think about, you know, senior privileges at the at the high school, you know, this could be in that same vein. Um, how's our current Chromebook inventory? >> Great. >> Do you want to talk about it? >> Yeah, I was uh actually just taking pictures of it earlier today. I didn't get it in the slideshow yet, but uh they're stacked up, ready to go, and we're putting them the seventh graders have sweep to seventh grade tomorrow, so they will receive their devices tomorrow, which is fun. So, they'll have them for about a week before school starts. Um, so, as Amy said,

036obviously, you know, when we initially saw that the cell phone bill had passed, we said, "Oh, okay. Cell phones are going to be banned." and didn't realize that on June 24th the committee of conference had added in the language saying personal communication devices. So as we've gone through the summer we started looking at what that would mean. Um so currently as I said 173 students have these somewhat older Chromebooks assigned to them and then approximately 100 have u no device assigned to them. We do have additional Chromebooks on hand sufficient to cover everyone just barely. We haven't um but that does mean handing out the older Chromebooks to some students. So during the budgeting process, we had planned to spend $40,000 from the technology expendable trust fund to purchase new Chromebooks. As we sort of

037worked through that, we sort of said, listen, this is going to significantly impact our program over the next four years. Let's take a look at this and say, are what we going to buy align to how we're going to navigate this going forward? Because this is a sea change in how we do our onetoone program. >> Um that does mean that, you know, we're not going to have those Chromebooks on the first day of school. Um the next opportunity, we would require a public hearing obviously to expend those trust funds. You'd have to notice that. So, um, it would probably be mid to late September that those would arrive and be ready to go. Fortunately, Chromebooks are pretty fast to set up. The longest setup piece is installing the updates on them. The second longest

038piece is usually getting them out of the box. So, it's uh, we've gotten pretty good at doing it. I have some great pictures of doing 500 or I think it was about 380 that arrived all at once. We had a lot of cardboard. >> Yeah. So, we've gotten to do that. Um, so as what we talked about, um, the numbers here are a little bit iffy, but, um, counting the ones we have on hand, if we do replace the 130 approximately Chromebooks, that does leave approximately 110 students at middle high school, which would mostly be in middle school, with older devices. So, we could certainly focus those devices, which do to be clear, we're not talking about trash. You know, anything that's broken will replace or repair. Um, you know, I was using one today

039to try it out. You know, you can certainly overload it if you open a bunch of tabs or if you're doing a lot of heavy work, but it certainly operates as a device. Our elementary students are accessing the curriculum with them. Um, they still work pretty well. The other piece that was a consideration with our earlier Chromebook purchases was they had a somewhat short um support span in terms of when they received software updates. That was pretty controversial during COVID because schools were throwing out devices because they couldn't secure them at a time when you couldn't buy new devices. So fortunately the manufacturers and Google worked together and said we will extend the period of support out to about 10 years from when a device is introduced. So all of the devices we're talking about

040received security updates for I believe in at least another four years and some of them significantly longer than that. So um we can continue to operate them certainly. Uh so one of the options we looked at is what would it take to replace every device and give every student a Chromebook at the middle high school? That's approximately $80,000. Um, and then if we wanted to replace all the older devices in grades 2 through 12 where we have 1 to one, that's more like $150,000. Um, so we have already purchased 75 brand new Chromebooks uh that have newer processors and more RAM than our old models. Uh, those are in hand. Those are getting ready to go out to students for next week. Um, and then currently we have about $57,000 in the technology trust fund

041as of this morning according to Laura. >> But that in that that the 40k >> is included in that 57. >> Correct. Correct. >> And that includes the $30,000 that was voted on in the Warren article in March. >> Right. >> So that transfer has already taken place. >> Okay. So we've given you a lot of information, but for you to discuss as a board really if we go back to what the requirement is, that's to have the policy. Um, and I think for Matt and I moving forward, it's really are we going to continue with bring your own device right now for this year. Um, and if so, we would want to put some of that suggested language into the policy. Um, if we're looking at some sort of sun setting of the students

042that can bring their own device, whether that's upper classmen, again, you know, I'd work with Matt and we'd figure out what that language would look like. We talked with uh Chris and Kim at the at the middle high school to see, you know, what their capacity is to do that. If you don't want to continue with BYOD, you don't have to add anything to this policy and you can continue to move it forward. Um I just also want to note that part of the requirement in RSA um 1861 185 is that you review this policy on an annual basis. Um and so we will have lots of opportunities to discuss how it's going. Um and then probably this time next year or maybe a little earlier I would hope we would be having a similar

043conversation to see does this policy need updated at all. So it's not just a just like any policy you can go through this process again. Um but we'll have opportunities every year to take a look at it. >> Okay. And just as you get started, I would add that, you know, Rob and I were talking a little bit before the meeting, part of our responsible use of technology pol or procedures for students has always included that technology is to be used for academic purposes only. So, in some ways, this embeds that requirement into a board policy versus a, you know, part of the student handbook. >> Um, there it does get difficult to monitor what students are doing on their own devices. That's always been true. That's always been part of our BYOD practices. Um,

044but we have made it work for three years. There's been no should find some wood, but no significant issues due to student devices, >> of course. >> Um, how does the school currently handle kids who have their own devices and things like the digital SAT or digital AP exams? Are they using school devices or >> school? So, there are we have a reserve that we use for those. Yeah, that's required because it has to have >> that's what I've Yeah. So >> secure your browser on it. >> So the kids are used to sort of saying like I have if they do bring their own like they do have to use school computers sometimes for certain >> we also have classes that use software that is not compatible with Chromebooks at all. So we have

045some digital media classes that use the Acrobat suite. We have some engineering classes that use software like Autodesk Inventor. You know those are powerful professional tools. They do not run on Chromebooks. we have laptops or desktops for the students to use for those classes. >> Okay. >> So, we certainly can take that. >> Okay. >> You know, it's it's it's interesting to me. Um, you know, because when I first joined the board, cell phones, the policies that we had or procedures that we had was important to me. It's interesting to me that the legislature is saying we want to let districts develop their policies, but really the policy is no cell phone from bell to bell. Yes. >> What we're really talking about is procedures, right? Like how are we going to achieve what they

046have dictated, >> right? I mean, isn't that sort of a distinction here? >> I think the distinction >> is how to implement >> is personal communication devices. That's Yeah. >> Yes. Yes. Yes. Personal communication device. But it's really the procedure is what we're sort of getting into, right? because we already know what the policy the policy is in the statute like the policy is you can't have these devices between here and here. Um one thing that I did wonder about on the personal communication devices like how much do we monitor what students do on the current Chromebooks that are the pro the property of the district? >> So we do there's firewalls and things like that but >> yeah there's a couple levels that we do. So, first of all, any device that's on our

047network um goes through a layer of firewall and filtering that is required by the Children's Internet Protection Act. So, that's a federal law that has existed I think since like 96 >> that says any school or district that receives federal funding must have these filtering technologies in place. So, any device that is on whether it's a personal device or a school device receives that layer of filtering. Our Chromebooks also have an additional layer of filtering that is actually sort of embedded into the Chromebook. Um, that way we it skips some nasty technical steps about decrypting traffic as it passes through. And what that does is looks at certain sites, block certain sites, but it also allows teachers uh in classes to say for the purpose of this class, this site is allowed this site, you

048know, I only want you to go here. So there's a sort of teacher control piece uh for our student products. >> Can they get on to like Snapchat or or >> uh you know Tik Tok or whatever on a on a district device on a district Chromebook? >> No. I've edited those policies so many times. I would have to take a look at it um and take um the district certainly has a a power to block those or not. Um, I think they're blocked at the moment, but I wouldn't want to swear to that without double checking. >> And even if they're blocked, I wonder if students can >> can back back door, >> right? >> Some way or other. >> But typically, you guys get alerts of some sort, too. Like if somebody's gone.

049>> Sure. I mean, there's definitely content that triggers immediate alerts. You know, I recall Amy and I had a fun time looking up someone who had looked up a bomb, but it was a very advanced type of nuclear weapon. We were pretty sure they weren't going to build it in their backyard. It wasn't a threat to the school. >> Yes. >> But >> uh so someone was searching someone set us up the bomb and I was like, "Kid, that means older than you." >> I'm not so much worried about somebody going to the anarchist cookbook online. I'm I'm thinking more about the social media >> stuff, which is really I think what is probably driving this. >> Well, and can you also limit a Chromebook to only connect to hot cart and not tether to

050someone's phone or can kids >> the challenge? So, we do have some a practice in place. If they're in the school, yes, they connect to our network. Um, >> the challenge of locking down the Wi-Fi entirely is that the students take them home and so they have to be able to connect to Wi-Fi at home. But yes, there is actually a thing that says if a school network is available, connect to that only. >> Okay. The reason I'm asking the questions is because when I think about the BYOD policy, it makes me wonder like um how much does it matter? >> That's what that's what that's what I'm thinking about. >> Mhm. >> I like if they can do it all honestly, >> right? like if they can get onto a district device and back

051door with the things that they want to go to anyway, then then I understand our monitoring, >> maybe our student rep, certainly not you, but maybe someone that you know, like I'm curious, do you think kids can pretty well use a district device to do whatever they want to do? Yeah, I guess like in terms of that question, I would say in my experience, if kids want to get on to Snapchat for web, if they want to get on to, you know, Fortnite, they'll find a way. >> And I have seen students on social media in school on school computers before in the past. Um, but in terms of like overall I guess the people that I've talked to, I haven't heard anybody have an issue with a cell phone ban. Like I haven't talked

052to anyone who said that that would be like a derogatory thing. I think people think it's a good policy. >> The questions that I've heard from people I've talked to are about how it will be enforced and then also like this sort of thing, bring your own device. Um, like in my experience, there are some instances like for AP classes sometimes we have to write like timed essays for homework and sometimes and this has happened to me like the lagging gets so bad that it actually like adds onto my time. >> So I would do it like on like this is my mom's computer but like I would just do it at home like I wouldn't be able to do it like at school. Mhm. So, >> and then if you're an Apple user, maybe

053you're, you know, you like that or if you whatever you're used to, >> there's like personal comfortable. Yeah. >> And then the other thing is I think on MacBooks, you can have like the messages app >> where people are able to text and I don't think there's any way to like regulate that >> through the school like Wi-Fi. >> A challenging one. I don't know. Have to think about that. Especially because Apple security is is >> better than >> I think I think there is better ability to control with a school owned device in a Chromebook like you I think you have the ability to limit functionality more but kids >> who are bright and good with computers will be able to find a way. It's like Jurassic Park >> right and and and I

054I am very very comfortable with the idea that you know anyone under 20 is 10 times the technology that I do. So I'm pretty much taking that as a given. So it just the reason I'm raising it is because so then when we start looking at the dollars and cents of >> right >> using your own device versus getting everybody a brand new Chromebook to me it's like okay but so so then how much is that accomplishing? >> Yeah. >> That's how I'm thinking about this issue. >> I when I think about it I do think it's non-trivial. Um I think that it is there it is. you can have significantly more control with a um district owned Chromebooks. Um I also wonder about like the I do think that the laggy I think there

055has to be like computer etiquette that's taught to kids and I think probably newer machines will help with that, right? Not having to close out every single tab except for one, >> right? >> Uh but um yeah, but I do see your point. But I I think there's significantly more control if you're able to lock it down, which is which I think is the question. Um, when did you really start using your Chromebook as a student? Ninth grade. 10th grade. >> Um, probably 8th grade. Eighth grade. >> When you start writing essays, I feel like >> Okay. >> All right. Also, just for a bit of information, the m most of the local high schools around us are sunsetting BYOD. As as I'm sure Matt can talk a little bit more, and Dulce, you've alluded

056to this, >> it is much easier and more practical to be able to, you know, have more control over a district issued device than something that comes in. So the majority of the high schools around us are have either sunset their BYOD policy previously or are using or you know taking this opportunity to do the same thing that we're doing and saying it's just we are unable to implement the policy with fidelity in with under those conditions. >> And are there districts that don't have like I'm assuming there are districts that don't have Chromebooks for every student. There are not many left in New Hampshire after COVID. I think >> yeah, >> I mean the grade level where they start might change. We start in second grade. Some places might do earlier or later. Um

057I'm not aware of any that don't do something. There probably are some that just >> their tech directors don't mean that don't aren't usually the type who come to meetings and talk. So >> yeah. And the last thing that I'll just say, which is really just uh my own commentary, which I've said before and I'm just going to say again because we're talking about this issue, is that if it was up to me, it would be a lot less instruction on devices, right? >> Like they would not be used for instruction nearly as much as they are. I don't like the trend. I think that there are studies that say that they kids don't learn as well on a Chromebook as they do reading a book book. And I wish that there was more of

058that, but that's just my own personal editorial here. >> Um, can you just kind of go back and delineate for me what sun setting would look like? Like, >> well, I mean, Matt and I have sort of talked about it and Lucy alluded to it. We certainly have students that have a very robust schedule. So, if you are taking, say, a lot of AP courses, um, engineering. >> Engineering, you know, maybe you're taking a course that requires um you know, you to have more than one tab open at a time because college applications during your study hall. >> Yes. Um, I would think, and again, not making a recommendation, just speaking to that, that if we have students that have entered their senior year, they have their own device, they've been using their own device

059right along, um, and they want to continue to do that, and we would offer them instead of a device that their parents have provided to them, we're going to offer them a co era Chromebook. I can see why they might say, "Thank you so much. No, thank you." Um, but I I do think it is our responsibility as a district to be strategic and responsible to say, and Matt and I have started talking about this, do we issue all freshmen a new Chromebook or the, you know, the newest available as we move forward in our replacement and just say that this is your Chromebook until you graduate. Um, and then you had also mentioned doing some, >> you know, some I think device etiquette about that. You know, what does it mean to take care

060of it? What happens if it breaks? you know, I think we do have to tighten up some of those um that if you break it, you know, what does that look like financially for you, for your family, because we do have some students that I think don't take as, you know, good of care of the devices they could or they should because it doesn't belong to them. Um, and so I could see us discussing, you know, on a case-byase basis based on a student's schedule whether they would be able to continue to use their own device and then at that same time come up with a replacement plan like I just talked about where we're committed to looking at our district funds every year in the budget process that you would know we have to

061replace I'm just you know 80 Chromebooks every year at for just freshmen and then we're looking to replace some of those other devices at the younger grade levels, but I do think it would be on a case-byase basis because I don't think that every student, you know, needs to bring their own device. >> So to execute the law with fidelity, as you say, does necessitate us to spend a little bit more money. >> That a fair statement? >> Um, I think what we would have to do for the policy, um, and it is on slide eight, Matt, can you go back to that? for our purposes today. Um it's the one that says, "Can we continue with BYOD?" >> Yeah, that one. >> We would have to add something like this to the policy. Um

062and then come up with some type of procedure that if a student wanted to bring in their own device, we would say here's the form to do that. We would have a much more stringent procedure. >> That's not my question. >> Okay. >> So my question is for us to move away from bring your own device. Oh, it's going to cost more. >> Is it going to cost us more money? >> Yes. >> Okay. So, just just for clarity and because we do all take an oath to uphold the New Hampshire Constitution. I actually decided to reread it last weekend. What a nerd. Um and it has a bill of rights, you know, and there's a lot of articles. There are 39 of them, more than the US Constitution. But article 28 says clearly, "The

063state shall not mandate new, expanded, or modified programs in such a way as to necessitate additional local expenditures." this seems to be not consistent with that. But anyway, just once again, the legislature doing things and you know, they may say that doesn't necessitate it. Um, so I know we're kind of like policy versus what an action, but it seems like if we sunset the bring your own device, then we're looking at $80,000 to make everybody whole this coming year with a proper crumb. >> But is there an interim amount of 9 through 12 or like what is the seventh like is there an interim number between 80. >> The challenge there is almost all the students who bring their own device are in the upper grades, >> right? >> So that's where the collocation. Okay.

064Okay. Sorry, keep going. Yeah. >> And also if you know I would assume that no students are listening, but Lucy will spread it through the network that if you're an upper classman, you can bring your own device and not have to use the Chromebook. And that helps you get around this other thing. there will be more students bringing their own device at our upper classroom. >> Um, so this is this is a difficult one. Matt, here's a here's a funky question for you. >> Y >> and then and then to Amy, so we have these Chromebooks that we we purchase that are, you know, not bottom tier, not top tier, but somewhere in the middle tier. >> Sure. If in part of our process moving forward, we were to say to students and whenever they

065initially get that you can get a school Chromebook, it is yours. >> Mhm. >> Or you can pay a premium and get X Chromebook or this Chromebook which is still yours for the next four years. But they're going to pay the difference between a more base model and a more sporty model that they may want and may have, you know, things that are going to allow them to do what they need to do. it. >> But that that's really tricky though. That's based on the the family's ability to pay. >> Absolutely. Based on their family's ability to pay, but it gives people an option. It also gives kids an option. I mean, but there's a family's ability to pay and there's a kids ability to pay. There is a thing called a summer job. And

066I don't care how old you are, but if you really want that and you need to save 200 bucks in the summer, you can save 200 bucks in the summer. >> So, you know, you don't always need to go to mom and dad. you can go work for your neighbor, collect some dough and do it. I'm just, you know, I'm thinking along the lines of we have one option which is not terrific and we don't want to pay for the next option, but maybe our students would be willing and able to pay for that next option. I'd have to look into procurement requirements because what you're talking about is that we would procure a certain set of devices that is then given we're raising a certain amount through taxes, right? And then students are paying

067this a different amount. >> And >> in my my you know my gut says right now that that would be in violation of some of those procurement practices that we're required to follow because that would be that some students would be treated differently based on their ability to pay. Um, I would want to talk to an auditor or, you know, an attorney that, you know, would specialize in something like this. And >> I just don't I don't feel great about that, Rob. I'm just being honest. I think that is, you know, puts some kids in a tough position that I wouldn't, you know, I just wouldn't feel great. I don't know how you would feel about it that >> I think the other part on a different t is that one of the things we've

068been trying to get away from and we talked about this last year is going away from moving and buying $80,000 of computers in one year. Yeah. >> And what we have been trying to do is starting to think about are we upgrading 20% of the fleet every 5 years rather than like >> Right. And of course the challenge we had was we bought 550 all at once. >> Correct. And that means that it's just >> they all they all go at the same time. >> What's what is the life of a Chromebook? >> I >> appears to be about four years. >> Is that what it is? Like about four years, >> five years obsolescent. >> A very common one. Um so I can give you you know three answers. One is four years will

069be a reasonable life of the device at which point it's functionally slow. The battery is a little bit degraded. and it's reasonable to replace, you can stretch that. Um, but obviously you have a slower machine at the end of the day. >> Um, and you will have greater and greater attrition of non-fixable devices as you go past that four years. We kind of we talk about the bathtub shape failure curve. So, starts high, goes down, and then starts rising at the end. >> So, there's some devices that just fail as soon as a load is put on them. We replace them with their manufacturers's warranty and then they have a certain lifespan where very few devices die other than you know students occasionally >> kicking them. >> Um I'm assuming >> I will say the

070best one I got was actually from a co-orker who sent me a great video. Um the parent had placed it in the oven to keep it away from the student and it was preheated, shall we say. >> Remarkably, it still worked even though the plastic was mostly melted. I was very impressed. Um the life the ultimate lifespan of I would never use it past that would be the 10 years from the time that the device is first introduced which is the end of its auto updates at which point it's a security nightmare and I would never give it to a student. Um >> how long it typically they last about two years in the market. So 8 to 10 from the time we buy it. >> Yeah. >> So it sounds like three years. >>

071That's it. Could we >> three to four? Could we sunset say juniors and seniors like to Lucy's point with college stuff. I feel like, you know, it's a lot of it starts junior year and and having all those tabs open whether, you know, I had a kid who collected film for for recruitment and and we've got, you know, FAFSA open and this open and this open and this open and so like she did bring her own device. Kind of let those kids sort of set and maybe I don't know if this is possible. Well, I know kids are issued a Chromebook and it's like sort of theirs, but can we kind of reframe who has the newer Chromebooks and maybe move those up to the, you know, 10th and 9th graders and move I understand

072they're slow, but if I'm in seventh grade, I I'm not sure. Well, first of all, patience is a virtue and you know, like we've all used different computers where we're like, seriously, I'm going to be here all day. Um, but what are they doing in seventh grade? And to Jonathan's point about sort of getting them off of tech, I do think from an educator's point of view, when we heard about this bill coming down, um, there were teachers in my school, and I don't I don't want to speak for Hopington, that said, get rid of them altogether. Like, take them out. I'd love to go back to like a cart where like I have to sign it out or I only use it when I'm doing X, Y, or Z. Like, I don't need them

073all the time. So, I'm just wondering if that's the, you know, I'm not sure a second grader needs like a high-owered >> highowered. >> No, they have the old old ones, right? The the 12, >> they pretty much have what we bought in 2021. Yeah. >> But we budgeted $40,000. I recognize that this is um you know kind of new information, but I think we can make do with the $40,000 budgeted by timing our sun setting and kind of maybe shift, you know, shuffling some things around. The only other thought that I would have, well, do you think that if we were suns setting and having juniors and seniors or even just seniors bring their own device for the next year and then it goes away, would the 40,000 take care of upgrading, let's call

074it 8 n 10 and whoever has whoever does take a device in junior and senior year, >> it would be pretty close. I would say uh yeah because we have that would take us to 240 which about the number of students we have in 9 10 and 11. So my question would be we do have we're having a conversation later about um unassigned fund balance and if we wanted to put any buffer towards this um from that what we we're going to talk about basically going towards CIP but bas or pull not pulling out of CIP because we're using fund balance from last year and if we took some amount whether it was 10 or $20,000 just to give us a little bit of flexibility >> to implement this. I can't. >> Yeah, I don't

075think >> because No, because we haven't procured it prior to June 30th. >> That's Yeah. Well, are you mean for this year though as as we get as we start having those conversations? I mean certainly if finance when Laura's able to start tracking it. >> Um >> yeah, >> I mean we could theoretically without that if we had these on order then we could >> could we don't. But do you have anything that you ordered prior to June 30th that has not yet been paid for? >> Yeah. Did we get the 75? >> No, those were purchased using 2526 budget funds >> and they've been received, >> but there was 57 in the trust and we haven't had the public hearing yet. >> Correct. >> So technically you could at least, >> you know, when

076you have the public hearing could ask you you could hope to take 50,000. I don't know that I'd clear it all, but you know, just in case you have a major, >> you know, issue, >> right? I just think we would have to keep that in mind through the budgeting process because we'd be nuking the technology trust. >> Yeah. >> And Amy, you mentioned also taking a look at either the policy or procedure for, you know, repairs or damage. I think that needs to be done in conjunction with and potentially with these user agreements that are going out in September. If we have kids who are taking possession of brand new computers, they need to know what they're up against. I mean, I I have seen also the way my kids students treat their computers.

077Um, and we're onetoone and you know, sometimes they go flying across the room when a when a book is pulled out or whatnot and all sorts of things happen and they need to know their, you know, how are we going to recoup some of this? And some of this is >> there are certainly plenty of districts that have done a sort of district replacement plan where families can pay some amount 20 or $30 for the course of the year to cover to go towards the cost of an incident and then the district covers that cost and then I mean there's all kinds of ways of doing that. >> But I think that needs to be done in conjunction with whatever we're doing here. The challenge is then if families don't pay or don't. The districts

078that I talk to who have that spend an inordinate amount of time chasing down. >> Right. This is the problem. It's a collection. >> Yes. >> You could say you owe us 200 bucks for this damaged Chromebook. It'll cost you significantly more to get that 200, especially if they don't have it. And I'm talking to my colleagues, it is not necessarily aligned with the family's ability to pay, but their willingness to, >> right? >> Either either or. >> Yep. Either or. >> Something to think about when we're crafting that. >> Yeah. >> So, okay. So, what do we want to What are the thoughts here? I I can say that my thoughts to the extent that it's up to the board to weigh in is that it makes sense to at least let students continue

079to bring devices for some period of time, at least a year, maybe a couple to try to allow us some breathing room to budget for this expensive, unfunded uh dictate. it. I think maybe it also gives It's an interesting bird. Maybe >> what is that? >> Maybe it's angry. Maybe um that also allows some staggering of some of the equipment so that maybe it doesn't all fail at the same time. I don't know. Like if less people are using it. I don't know if it works that way or if it's just programmed obsolescent so it doesn't matter because it's just gonna like not be able to do the updates or do them way slower or whatever. I don't know. Um and I I think to the extent that kids can get educated without a Chromebook,

080they should be. And that's another way to respond to this. I I I would love to see an emphasis of that, but it's a little late in the game to start talking to teachers about changing their >> Yes. But I'm wondering how many are already on board, you know, like what does that usage look like? >> And and we don't require teachers to use or implement technology >> and I'm in no way trying to impugn or say that there's I just as a general, you know, response to this would love to see, you know, go back to Xerox machines. I think just generally speaking, Jonathan, though, at the high school level anyway, they're mostly used for if you're doing research in class andor writing. >> I get it. >> And that's >> Yep. I get

081it. >> Not the direct instruction time. >> Um, well, indirectly it could be if you're helping kid understand how to do research and how to paraphrase and and whatnot, but >> and I don't want to take us down a rabbit hole either. Um, but those are my general thoughts of filling this down. >> I No, go ahead. >> I was going to say I think it makes sense to have it kind of as junior and senior privileges. We already have a system sort of in place or an understanding in place at least for senior privileges. Do do we have junior privileges? >> We do have junior privileges. >> What do you do, Lizzy? junior privileges, right? >> My understanding and what my class government has done so far is we just took the contract from

082last year >> and just updated all the dates. And what the class of 2026 had was that for second semester only, as long as you're competent in anything and you're not failing and you get parent permission, you can leave during block one and block four study halls and advisory. And then yeah, I think that's about it. >> Yeah. So we have like a framework for privileges for juniors and seniors already. And so I think this would fit in with junior and senior privileges. It would something that we have to look at on an annual basis as it is. I like the idea of still having something that students have to sign off on and that it is a privilege. And so if you I mean it it is a contract. If you break that privilege,

083it is rescended and you get this slow co era Chromebook and it's not going to be fun. Um, and also, you know, >> I don't think this is going to be the first time that we talk about this policy. This is a really big policy and a big change for our district. I know that our parents and our community are going to have feelings about this that I'm sure we're going to hear about. Um so, you know, like this is going to be probably also take one. >> Yeah. And I think that's an important point. I think um I think we should try to sunset probably by the end of this year if we can, but I think it can be a test and see how it goes with juniors and seniors. And I think

084there should be very low tolerance for anything. We have kids to your point like >> Yeah. It's a privilege. >> It is a privilege. >> Not a right. >> Yeah. And so whatever needs to be sharpened up and this is more for like the administrator is probably working in conjunction with you, Matt. Um but like it gets nuked if you are not doing what you're supposed to be on your device. Um, I do want to make sure we're trying to spread out the capital plan of being able to think about an actual renewal rate um, for all of the devices that we have. And I think this is something that I would love to think about as we move towards budget season of like what is what can that look like? What should that look

085like? >> Um, what is reasonable to ask for from a financial perspective that I think lets us start to really I think be um, moving to more strategic renewal of our technology assets. And I think that's will be a great thing to work on with you. Um, but I think that that makes sense. And so when we have a public hearing, I think we can think about whether or not it's 40 or 40 plus to sort of get to that number. Um, and then it's just punch it because we're going to need to get these guys in yesterday. >> I have to leave early again for driver's ed. But >> last week, thank you. >> Watch out for school buses. >> I will. >> Oh god. So as we look to the policy, I I

086think what we could do, we don't have any language prepared for tonight's reading. So at the next meeting, you know, we'll just put some information where it needs to go. We'll have to uh put in a new procedure and we probably will put some kind of um aspirational timeline for the sun setting. You know, that during the and again this is this policy has to be reviewed on an annual basis. So I think we just really talk about for the 2526 school year we will allow this group of people here's what the procedure will be. >> Yes. And I think we can earmark for Chris. I think he's coming to one of the September meetings for principal updates. Right. So like let's talk about the first week and a half or two weeks of bell

087to bell and how is that working in terms of implementation with cell phones and other devices and how is that working in terms of computers >> and any data that you've got that you can share for that I think would be beneficial >> and you'll know by then how many >> who shakes out >> you know devices you've deployed how many have come back get a better sense also of how many students really want to continue to bring their own device because I I think you know Lucy I I think that there was a conversation about, you know, some students may have a district device, but they are also bringing their own device, right? Because >> totally possible >> and when she was talking about, you know, bringing in, you know, her mom's computer to

088do some things. I think that's common. >> Um, so they may have a device, but they're just choosing it for certain things. So, there's a lot to for us to data to collect over the next couple of weeks. I think the other part that I think is important is I mean we've already started me messaging this. Um I think we need to make sure we are consistently messaging this around what is allowed, what is not allowed, what are the procedures, what are the expectations, what are um uh what I don't know what happens if you do not follow the procedures and the policies. Um I think we can also message that like this is realistically um this is subject to change and depending on the behaviors in the school and like what's happening like our

089policy could change over the course of the next one to six months. Um mostly just cuz I want to let families know that like what we have right now is like what we're doing but like it's all subject to change. This is a brand new law that we're reactively trying to be really thoughtful about and implement. Does that sound fair? >> I just think that like more notice about like what could be coming is better. >> But if you're also like consistency is better, that's fine. >> Are you speaking spec Sorry, I was reading something else for a moment, so I got distracted. I apologize. Bad student. Um, are you speaking specifically to the bring your own device or to the whole bell-to-bell ban of phones and whatnot? I think we would want to call

090out around bring your own device um and say that we're we're looking to sunset this over the course of the next year depending on conditions that may happen sooner, it may happen later. I think it's also worth noting like we have procedures that we have drafted and that we're communicating to staff, to administrators, to students, >> but like the meat of those could also change, right? Like and we're going to talk through the policy in terms of what repercussions are, but I don't like maybe they're going to be perfect and we're going to be like we did it. We're geniuses. Uh, and there's a chance that they could also be imperfect. >> I don't know if that makes sense, though. >> And, and just to be clear, we're talking about laptop. We're not talking about

091cell phones. Cell phones, we're not >> those those we are. Yeah, those are >> um >> Can I talk about cell phones for a minute? >> Sure. Um, so I read the handbook on page 14 and what the policy is and um, I think to assist students and I know Suzanne we talked about not wanting to collect cell phones. So as the policy as written in the handbook is they get to hold on to it. Um, I I think given the addictive nature that we all understand and appreciate, it might also be very helpful for them to have the option of parking their phone in a classroom at the start of the day and picking it up at the end of the day as opposed to having it in their pocket, their backpack, somewhere else.

092Um, you know, uh, my personal sense is that to that end, going back to a home room style situation where students show up and they're collected, you know, you said, you know, concerns about the teachers responsibilities. I I don't see it as a teacher's responsibility if something were to happen to that phone during the day and then they pick it up at the end of the day. And for students who arrive after that home room period, they could be deposited in the office and the same thing could happen. But I think that as written um it is going to be very difficult to execute and the teachers are going to be in the same boat of chasing the cell phone dragon throughout the day. Uh I would much rather do it once in the morning

093and be done with it. Um than and again I think for in fairness to the kids if this thing is in another room that temptation is a lot less >> but if it's in my pocket or my backpack that temptation is a lot more. So, and I I know it's out there, but it would be nice to create that option for students to say in the morning, drop it off at your advisory. The end of the day, you're going to be there, pick it up, and um yeah, two cents as written. >> I'd want to talk with Chris about that. um only because we you know I've had a couple of meetings with our our union uh to just talk about you know related to confiscation and some teachers not feeling comfortable holding on to

094an expensive device or being responsible for that. Um we will have a locked cabinet in uh the new assistant principal's office. Um and certainly if students need support you know to be able to move away from you know their the tie they have with this device we want to be supportive of that. Um, I just don't know that I could, you know, that we could impose that on a on a teacher or an adviser that doesn't want to be responsible for them. Um, but I do think there's ways that we could navigate and have safe and secure locations for students to do just that. I'll drop this off >> um with the assistant principal at the beginning of the day or in the office and I'll pick it up, you know, at the end. Um,

095we have talked a lot about just encouraging students to shut their device off, um, and leave it off. You know, again, that, you know, that trigger of let me just check it really quick in between classes. And we don't want the notifications going off all day because even if it's in their bag, you all know there's that little ding or there's the vibration. Um, so you'll notice in his handbook, Chris really said powered off and and put away. Um, but I can talk to him about that and if there are adviserss that are concerned, you know, do we purchase other locked cabinets, you know, for them. >> Yeah. >> Okay. Thank you. >> But I do think it would be on a student by student basis and maybe just just like we do with other

096accommodations. You know, what adult would make sense to hold on to to your phone um until the end of the day. >> Okay. Thank you. >> All right. So, are we clear? There you feel like you've got what you need. >> Y >> any other thoughts about bringing your own device and implementation of Bella Bell? >> Great. Terrific. >> Oh, sorry. I said no and then I was going to say one more thing. It's not about laptops though. I was just going to clarify that the only discussion we had was about laptops. Everything else including Bluetooth headphones, watches, cell phones, tablets, all of those are not permitted underneath this policy. And though we are not going to be voting on this policy tonight because it is we are adding language to it, it will effectively

097be what we will be following. Uh >> yes, starting next >> starting as soon as it begins because we don't we don't have this additional >> language in here. >> Sorry. And um on that point um so no smart watches or smart watches are shut off. >> I think if you wear a smartwatch I mean mine's going off like crazy over here the whole That's why I'm asking the question. So I mean >> that's why I'm asking the question. >> I think what we would ask families is >> you know maybe they can you know wear a regular watch during the day and power their smartwatch off. Um, I don't know if there is a functionality that would allow them to not receive notifications and just use the smartwatch for a watch, but that's also

098giving kids a lot of temptation, you know, to check. >> That's why I asked the question like to me it would be easier to say you cannot have a smartwatch on your wrist. >> It's called out in the policy as a personal communication device. >> Yeah. >> Okay. Thank you. >> Yeah. >> All right. All right. We will come back to that policy in just a little bit here. Okay. Uh, school board. Thank you, Matt. Appreciate it. Wait, also just to tie it out, do we need to have a a public hearing sooner rather than later? So, do you do we want to >> I mean, if you want to do it before the next schoolboard meeting or if you want to have one, we have to give seven days of notice. So, the soonest

099we could have it would be >> Next Wednesday, >> which is the first day of school. >> Uh, let's do it at the next school board meeting. But that's not till the >> September 9th. September 9th. >> Is it Do we need to do it sooner than that? >> September 9th. >> Amy, do you think we need to do it sooner? >> Do you need to order those sooner? >> I mean, there's no pressing start. It's the second week or the third week that they >> Okay. All right, I'll touch base with Amy. >> Yeah, let's we'll we can plan for September 9th and I can talk to Matt. The other, you know, concern is that the quote that he has is from >> June >> earlier this summer >> and there's some volatility in

100the technology market relating to tariffs. So, so far the prices have >> Yeah. Okay. Thank you. >> Do they have Intel chips in them? >> Just kidding. >> Hopefully there's no >> That's just a little joke. >> Thank you, Matt. >> Of course. >> All right, guys. We get to go back in time to July when we started talking about our schoolboard roles at our retreat. So, um, what I want to do is go through each of these. What I'm hoping to do, and we might need one more meeting to sort of discuss this, but is go through and see, do these goals still meet what we want to accomplish. Is there anything that we want to edit? Is there anything we want to add? Okay. And then as per usualish, we will talk about

101these two to three times over the course of the year to see how we are actually doing in terms of the implementation uh and progress against these goals. Amy has also started drafting her goals nominally from these, but she wants to hold on presenting them until these are good in case there's anything she needs to pick up. All right. So, here we go. Uh, and again, most of these are l linked to the strategic plan. Ones that don't have those in there, I will continue to tie out. So, curriculum assessment. The school board working through the superintendent will review how the curriculum and assessment process is delegated and executed currently without a curriculum coordinator, including what we must do, what we must have, and what we would like to improve on. >> Still like it.

102>> Do we still like that goal? >> Yes. >> All right. Any thoughts on that goal, Amy? I think it's still a good goal. >> Okay. Aspirational. >> Okay. Good. I'll take it. >> Yeah. >> All right. Uh, the school board working through the superintendent will support the development and reporting of strengths and weaknesses of tier 1, tier 2, and tier three levels of support and make recommendations on future systems and needs. So this is a continuation of what we had put into like an MTSS goal last year, but this is I think to use Amy's words a little bit higher fidelity in terms of how we want to think about what we're looking at um and where we are and where we could go to in terms of uh tier levels of support. But

103any thoughts or questions about this? Okay. All right. Sound good? Okay. Finance. Here we go. The school board will determine whether the budgeting process should be adjusted to use a targeted goal of a percentage increase based on projections of needs in order to build the annual school district budget. I need to link that one. Was that still that reasonable? Okay. I think that builds well off of a lot of the growth and index work that I think Rob, you've been able to work on with and alongside the budget committee. So, I think that would be great. Um, the school board will complete a zerobased budget and financial exercise with one department within the district for fiduciary review purposes and that's really sitting down having one administrator sit down with another administrator who presents their zerobased

104budget, right? And seeing if that is an exercise that sort of stands the test of >> yeah review. >> I don't think we're saying erase your memory. I'm think we're saying if you and I were sitting down and I'm building my budget, you're asking me a question at every point as to why that's there. Is there another option? So on and so forth. Sort of forcing a lack of memory upon the person. >> Yeah. >> Um yeah, >> right. Will that still sound good? >> Okay. How do we want to actually have that read out? We want to just like have the people who do the two people who do it come to the schoolboard meeting during the budget cycle and like walk us through. >> Yeah. I think that when we're doing the budget

105presentations, just have a little, you know, was it a worthwhile exercise and just be straightforward. I mean, if it was that, then call it that. And if it was worthwhile, then maybe it's something we can expand to other areas or maybe even lower down the food chain, right? >> You know, you know, like science department to English department and, you know. >> Okay. >> That kind of thing. >> Great. Thank you. um safety and security. In response to the and I'm going to read through this if we want to go back and add stuff in like we can absolutely go through and do that. All right. Um in response to the homeland security audit, the school board will support the development of the security redesign project proposal including estimated budget at the Hinden Middle High

106School, which includes looking at it, looking at budget, can we do it, feasibility, right? >> How does that sound? >> Okay, great. Terrific. The school board working through the superintendent will continue to support the development of a district-wide approach to school culture and safety that involves students and staff. Big fan, right? Big fan. Great. Sorry, I shouldn't. I should be last. >> You like that, right? >> Okay. Uh, communication. The school board working through the superintendent will take steps to understand, develop, and uh support the changing and varied needs of Hopton families across the district. >> Yeah, that was a slight word um shift that the leadership team when we were reading it as a group, it's really about supporting >> Yeah. >> the changing needs, not just >> responding to. I think that's a

107great change. >> Okay. Does that make sense? >> How do we assess that? changing and very >> as as Audrey do. >> Yeah. I mean I I think what I have noticed you know in my short time being back here um you know maybe some looking at just say specifically title one you know that's a shift for us that for a long time Harold Martin uh was a title one school and now we have two schools that are eligible for for title one. So um along with that historically that also means in those schools you have higher levels of free and reduced lunch. So, we're looking at things like what are what are we offering to students before and after school? Do we have other obligations? Um, I have a goal to provide more information

108about Mckin Vento. Um, there is an annual notification that you put out to to parents and in my previous role that was something that I did because these are the times that you're going to scoop up families that are maybe doubled up or they're staying in a campground or they just have insecure housing. So, I think it's a a couple of things. our communication. Um I think we have to, you know, survey our parents and ask them what is it that you do need. Um we definitely have had some requests at Herald for some, you know, training with parents that are looking to I think work more in conjunction with their their building to um make their students more readily available for learning. So um early on just through conversation whether it's qualitative or quantitative

109I think that's how we would measure that is looking at what are the supports that we were offering you know what are the measures that we're going to take to be able to identify those populations that need support um working in conjunction um our Mckin Vento new Mckin Vento leaison is going to go to a training in the fall they do a really comprehensive review of you know what's available to that population was that helpful >> okay okay >> sounds like you got that all dialed in. >> Well, it's really about communication and gathering information. >> Thank you. >> I I think also we just started thinking about um like the newsletter cadence of what can be out there. And if you actually do a survey, I love surveys to be clear. We don't want

110to over survey, but I think appropriate surveying can be a great tool. Um we could there's both SAU information. I think the schools are working on some things. We obviously have the the schoolboard newsletter where we could >> pop stuff. There's like a bunch of opportunities for comms which I think is great. >> Yeah. Great. Okay. Cool. >> Thank you. Um culture and climate. Um the school board working through the superintendent will proactively address goal one of the culture and climate section of the strategic plan. The Hopkins and school district will strive to create an emotionally safe, equitable, and inclusive environment for all students through the action steps laid out under the goals sole objective. How do I feel about that? >> Okay. >> Yeah. This is basically our anti-bullying one, >> right? Which I

111think is >> let's not have kids be bullied, >> right? >> Rob's words now are going to stick with me. How are we going to measure that? >> Z did. Yeah. >> So, one of the things we talked about last year, which is slightly different, but that we you took a good look in safety and security at the Sandy Hook Promise. I think that's one level. >> Um, I think there is I mean, I think it's a great question, you know, um, something we've talked about before. We had actually had a really good discussion with Flo and Noah in May, was that right, about school culture at the middle high school. >> So, I think it's like what are the resources we're bringing in? Like I think there's some stuff we can think about. Like

112one of the things that I that has been flagged for me is do kids know how to safely report things that they see are happening without retribution um or fear of retribution rather from other students. Like I think there's some ways to think about um awareness reporting um consent and behavior that I think is important. >> There's a lot of programming. >> Yeah. >> It's available. So is that >> in terms of measuring is that >> bringing programming to the school or just looking at the efficacy? I mean what do we have for reports and then is are things are we getting more reports >> which may be a good thing in the sense that things are coming to light or is it >> you know we're reducing incidents >> right? We could use our

113annual reporting that we do to the DOE around restraint, seclusion, bullying, you know, those types of things as our measure. >> I think the other part is with surveying bias is like I think you want to see that number go down, but if you're helping kids figure out how to also um flag stuff to adults, you could see an interim increase. Yep. And then see it come down. So, I think we just need to be ready that if like you help kids figure out how to actually do reporting safely, >> you could see your that number go up and then have it come down. But you should hopefully we think the goal is to get more more accurate data, kids, teachers, everyone feels more comfortable within the system that they're in, you know, but I

114don't know like we we'll need at least two points in time. >> So, yeah. Suzanne, you can back me up or tell me if I've lost my mind here, but so I think like some kind of programming that where kids are now they leave that and they go to a small group setting where they feel comfortable about sharing how they actually feel and can do that in a private way. So I'm thinking about the the student uh risk survey, right? Like >> there was a year where you know all these seniors felt really really uncomfortable being in school and they were just seniors messing around. But when we had speakers um and then we do breakout sessions with small groups of students, we get a lot better feedback in those small groups than we did,

115you know, by a general survey, right? >> Um >> so I think if you really, you know, you want to dial in, that might be a good way to use your advisory um and get those where kids can share but still know they're anonymous. Like, okay, here's a question. people write their responses, you gather them up, you talk about them without identifying who it is, those kinds of things. >> I also think it's tricky because I think we want to really support this with you, but a lot of this is going to come down to like we have a safety and security committee, right, that is I think dovetailed into this, but also a little different. I'm part of this. I think um I'd be really excited to see what each principal and team at

116each school thinks about. You know, like I'm not I don't necessarily know what the best thing is for each age group and student, but I think it's like this is something we really want to focus on >> throughout the year to not get lost in the budget process, but really think about like if there was going to be an arc of work that we're going to try to dedicate. I think I really want to make sure it happens. So, >> yeah. Does that make sense? You bet. >> It does. And I'm just thinking about, you know, where that I mean, you you have to be careful not to violate the non-academic survey um legislation. And so, you know, it is not our prerogative to ask kids those kinds of questions without, you know, parent opting

117in, parent permission. >> Um but I I I hear what you're saying. If you're having a um you know, an assembly, a full school assembly, and then you're going back and you're in your classroom. Just thinking back to my teaching days. I was a responsive classroom trained teacher. So, you're in your circle. You're just, you know, asking kids to volunteer. How'd that make you feel? Maybe you do a quick, you know, quick pair share. Um, you know, making sure that students feel like they can contribute or or not or opt out. You know, we just want to make sure that we're I think being respectful of of those pieces as well. >> Does the New Hampshire Department of Education still have the partnership with the One Trusted Adult? I believe that's still active programming now.

118I think that's the one that's on their website that's, you know, that's free. But I I know that one trusted adult, they had a grant through um Promising Futures that you could use some of that money and then they shifted their focus a little bit last year to restoive practices that >> um work out of maybe TUS. Um, so you know I I I don't know but I know on their website choose love is still >> and that may change with the new commissioner but I think advisory is a wonderful place to use that and in fact it triggered something when Lucy said that one of the junior privileges was to leave during advisory. I was like that's a red flag for me because >> you could be using advisory for programming. Mhm. >> Revisiting

119those privileges. >> I do think there are a fair number of students that miss advisory. Rob, you can correct me. I know that was, you know, long time, but for athletics, I mean, that's they pretty routinely are missing. were missing. >> I mean, a large part of advisory being where it was placed was because of you're missing advisory, not class time, >> but also like I don't know how it still is, but everybody had to be advisory early in the week and it was after that initial >> okay >> day then you could be out. So you there is a time when they are required to be there. At least that's what the practice used to be. I don't know what it is now. >> Okay. >> I'd be curious to know if that's the

120same. >> I think there's a way that you could draw it. there is a short >> I mean I guess my one thing I would say in listening to this is if if your concern is with the emotional well-being of students like more structure is not the way to get there like adding things that they have to do in my opinion is not a good way to achieve uh wellness. I think that they're very structured and very scheduled and so I just think it's something to keep in mind too like uh um to me a way to achieve that is to try to find ways to have less which is why it's a privilege to try to not have to do something. M I would argue though that if if you are trying to make

121a connection with a kid um just to have another set of eyes right to sort of assess the well-being that if I am in say a classroom of 30 trying to teach I do my best to have relationships with those kids but in my advisory where I might have a group of 10 um and the way it goes where you have kind of the same adviser for four you really get to know that kid and that becomes so I understand I wouldn't want to remove the privilege alto together. But I do think it's important to have a touch point um so that there is, you know, with mental health concerns and I think with the new cell phone where we might be dealing with some some cell phone ban, excuse me, with some addiction issues

122or withdrawal issues, having an adult who has a set of eyes who knows the kid really well because I've developed a relationship over four years with them. So it doesn't have to be every day, but I would argue that once a week >> and as you say, you built that relationship with that kid in freshman and sophomore year. So by junior senior year, if Suzanne says, "Hey, I could really use you to be here on Monday." The kids most likely going to be there on Monday. It's not up to us to dictate exactly, you know, >> I just curious to know if that's >> I'm just I'm just bringing another another perspective that I think, you know, unstructured time is a way to >> Yeah. >> to better wellness. >> Always hate the the the

123assembly they have to go to when they get there and they find out it's really bad. >> Yeah. >> They hate that. >> Yeah. >> I think we can think about how to like actually support implementation of that one. Well, I think the the principles really are, you know, when we come back together, you know, what does this goal look like? How does that, you know, an align because of course we want students that are available for learning >> and so that they have to be >> regulated and you know, present uh to be able >> right >> to be open to that. So that's a priority of teachers, staff, administrators. I think and sorry the last thing to add in here is I think something that I would love to to we there's no

124way to measure this but qualitatively theoretically like if there's less cell phone usage andor like I don't I have no idea what's going to happen with behavior if there is less use of social media or anything else during the day or potentially like for eight hours less out of a like 30% less usage I think um thinking about do we see any shifts from that Um, also just in terms of like I know that everything that happens on social media isn't always strawberries and cupcakes, you know. Um, so I think it'll be interesting to think about how does that actually change because it can be a tough tough set of knocks out there for kids. So if they're using their cell phones less, maybe we might also see a lift there. Maybe maybe the intent.

125And we're also kind of to Amy's point last time, there will be some teaching and reteing because if you are used to using a device during passing and lunch and whenever then you might be relearning how to have >> conversations, >> right? >> Which is great and hard. >> And okay, cool. >> Um, anything else? >> We have a bullet here for sustainability. I would still love to have a sustainability bullet. like a lot of the work the actual infrastructure work is moving over to CIP in terms of looking at energy management and energy utilization. We could look at the development of a policy related to longerterm sustainability mindsets or goals. We had developed a policy four years ago. >> Yeah. So there there is predicate there. we never adapted it cuz everyone was like

126pretty uncomfortable with drawing a line in the sand for why we might want to start to make some shifts. Um I know that this is a this was something that got a lot of airtime in our strategic plan as people caring on think a lot about sustainability. Um I clearly care about it a lot but that doesn't mean it needs to be a board goal. But I think it depends on is this something we want to make sure we're we we obviously still have the committee. um do we want to think through what that looks like? The committee's also meeting and I mean the committee would probably say that either we're starting to fold sustainability into curriculum and thinking about >> um environmental science and how we do that and there's already some work that

127happens obviously at all the schools through amplify science classes etc or thinking about development of a policy for adoption during the 25 26 school year. I'm just thinking in terms of energy. Yeah. You know, for instance, conversation that Jim Rziki and I were having in the last couple of weeks about >> the oil tanks at the middle high school and you know their lifespan and what it means when they either get replaced or we go to propane or do we go to wood pellet? like how do we make financial decisions based on that balance of interest between what's best for the environment and what's most cost effective and where's that ratio break you know >> um >> so that's kind of you know >> I always get caught up from a personal sense I get

128caught up in the I know I should have solar panels on my house >> but by the time they're paid off, I'm probably going to be dead. >> So, it's really kind of a, you know, a fickle point. >> I don't know. Ever source going up. >> That's true. >> I just wonder, >> don't bet on it. >> Sort of using that as a framework in terms of like I I really >> I'm thinking about computers and one of the things that really struck me too was that every potentially four or five years, we're destroying hundreds of computers that end up in a landfill and the microchips and all of those pieces. And I'm like, holy, >> it's a kind. >> So, so not just the expenditure, but also just the fact that we're So,

129>> are we just is it is there a goal just around a mindset of not just financial savings, but >> but extending the life, you know, what is that sort of like use it and and wear it out sort of idea? It's is that always just in the back of our minds in terms of decision making, >> right? Well, yeah. >> Consider the the >> Yeah. >> environmental cost as well, >> right? >> I mean, I think that um I mean, the financial piece has always been a big driver and obviously this district is cranks on electricity usage, right? So, like it's a little it's a it's a different scale uh thing. Um, but I think that the I mean I think about Yeah, I think that I think that I would love to have

130there be a policy and I think we can take the year to figure out what the policy would be and EMC I think could put forth a few different versions of a policy honestly that could look at what is our in and outlook like financially and in terms of energy sources. It could look at like what are we actually doing in terms of like like what I will call Suzanne a Yankee mindset, right? Of extending the lifespan of everything as long as possible. >> That feels demographic. >> What? >> That feels demographic. >> Listen, I am the child of >> Uhhuh. the um frugal Yankee. My mom used to write a article that conquered Bond. That's slightly humiliating, but um like how how cheap you can be. So, I am my mother's daughter sometimes, >>

131you know. Um, but I think we can do that and I think the goal would be to try to figure out what that looks like. And I think there's multiple considerations and I think the drawback was that um the thing that made everyone kick back just for context especially for Jonathan and Suzanne was like I think there was something around it being attempting to be net neutral by like 2050, right? And I think that caused a couple people on the board to be like, um, but I think we can either draw a line in sand or not draw a line in sand, but like we want to set some goals and targets. So, what do you think? >> I agree. We should have a policy. >> Okay, great. >> Of some sort. >> I agree

132that I would want to see some very strong data to say that neutral by a particular year >> to support that. >> Yeah. >> My instinct would be not to. >> Yeah. Right. And I don't think we have to, but I think we can think through what like the right policy would happen to this, you know. >> Well, I mean, you know, the I think the whole EMC concept started with those kids who came to us five, six years ago, students for 100, >> right? >> Um, >> and we and that was like 2030, right? Like you guys are crazy. Um, but yeah, I think I think it would also be interesting to get high school students involved in this conversation in some way, shape, or form. I don't know. I I have some thoughts

133on how to do that, but that's not my job. That >> they've got the EA I think Lucy is the head of the EAC, so she already rosters everyone. And we've talked also about I mean because there's they crush here like they are outstanding at Maple Street like >> it is a good program and then I think that the match nation socially when you move into seventh eighth grade gets a little trickier but they have a strong EAC program at the middle high school which is great >> but I think you're right and Lucy's on EMC and I it would be great to have another. >> Yeah. So okay cool. >> Excellent. I wrote up a little for us. >> Yeah. Terrific. Thank you. Um, are there any other goals that we think are missing

134that we want to fold back in knowing? I'd be curious to hear >> Oh, yeah. Is there anything you want us to do? >> Superintendent Doyle's like kind of perspective. Is there anything we're missing? Like what do you need? >> Well, I mean, I think that that's separate. I mean, the the curriculum and assessment as we get into like policy and other committees and things like that, I think I'll have a better idea. I've been able to go to finance a couple of times. You know, CIP just met for the first time. Policy, I really feel like we're moving forward and I've been appreciative of that because compliance is important to me. I mean, you're going to find I'm very much a rule follower. >> Um, and so as we, you know, think about making

135sure that our policies, our procedures are compliant, that's important to me. But I think that's you know, a theme within your goals. Um, and so just so as we're going through, there will be times, you know, I can just look at that first goal. Um, we we have work to do there without a person. Um, you know, just today there and you know, through no fault of anyone's, there's going to be things that fall through the cracks because there was a person that took care of that and now there isn't. Mhm. >> So, we just need to be, I think, open to um, you know, what was the purpose of that position? Is it going to be able to be filled or, you know, kept you know, picked up by someone else? Is that realistic?

136You know, when Matt was talking earlier about the fees, you know, one of the conversations that we always had in Hopington is that administrators do a lot of things and you you do hit your capacity >> and I don't know that Matt can run all of our technology and track down $25 for Chromebook insurance. You know, similarly, you know, these are going to be things that we're concerned about. So, I appreciate that. And as I bring my own goals, I think you'll see some that are complimentary and then some that I think are specific uh to me as I try to, you know, and I we've, you know, talked about this. You know, there's a I'm not the same as your previous superintendent and um I can only be myself and I bring that to

137the table and I think you'll see that in my goals once you make your decision. >> Thank you. >> Terrific. Question. >> All right. Anything else we want to add? Otherwise, we'll we'll spiff these up and then annotate them and then we can approve them. Does that sound good? Great. Terrific. Cool. Okay. Um, next up is uh we wanted to talk through uh Oh my god, where am I? Uh, >> books. >> Student handbooks. Yes, we have three. They are fabulous. Uh but uh student handbooks are something that we uh we talk through and approve every year because then they obviously get distributed to >> uh the students, get posted on the website, etc. Um these are something that I think are subject to ongoing review and especially given there's a lot that's happening in

138the policy world. uh we're going through and making sure over the course of the next couple of months that we're tying everything out and that everything's updated to the most recent policies we are implementing. Um so is there anything else you want to talk through? >> Yeah, I just want to make sure that that caveat, you know, when you look at Chris's on, you know, the page that you refer to, Rob, some of that will have to be revised and uh reposted. I think that we probably want to look at some of the other policies um that maybe our legal team has identified that we need to make sure that we either have or is it the most upto-date and things like that. So I think just I need some direction you know from all

139of you. Do you want I can't imagine you want every single revision to come to you. So my thought is we'll let the school year start. will make those revisions and then if there are major revisions they would come to you again and say >> Novemberish, you know, that's sort of what I'm thinking. Um maybe December, you know, when it's appropriate. I just wouldn't want to send a conflicting message to the community that >> um these are the best that we have for right now, but you know, changes need to happen. >> I think if it happens before the winter breaks, we're in great shape. >> Great. >> Okay. How are um just a quick question are parents still like signing off that we read this said handbook or I remember for a while we

140had like >> sure do we send something on those things >> part of the sort of opening day paperwork registration >> is that still like paper or is it digitized now or >> it's all through Aspen >> yeah I was going to say we go on Aspen this is me typing >> this is me typing on Aspen and signing for both my children >> and is there a box that you click that says I've read the student author. >> You open it up and then uh I believe it's a Google form that I go through. I do. >> So, and you have to do it for both your kids if you have two kids or every child you have >> in the district. >> I think that's right. >> Um but just to your point,

141Amy, I think with all of the um you know, we received a summer policy update and I know we're not at policy yet. um which is why we have been working so much in policy and so it makes sense that we would need to bring the handbook back because we have had a higher number of policies than normal coming through. Um so >> yep it's just what happens >> it is 100%. >> I do have an edit on the handbooks. I think perhaps this was cut and pasted from last year but if my name could be spelled correctly that would be great. >> Which handbook is that? Harold Martin. >> It's J O N A. >> No, but which handbook are you looking at? >> Uh, I'm looking at both Harold Martin and Maple Street.

142>> Um, it's the same. >> John, it's on the page five. >> Page page five of Harold Barton and >> somewhere similar for Maple Street. >> I don't mean to let my ego take things over, but >> or we'll just start calling you. >> Yeah. Both Dison and and Trice are >> cringing right now as they're talking. >> I'm sure they're not. >> I'm going to apologize. >> I'm sure they're not. >> And we'll fix that. >> That's totally fine. >> Misspel for yours. Okay, great. Terrific. Um, so with that, do I have a motion to approve the student handbooks as presented for the 2025 2026 school year? >> So moved. >> I'll second it with that edit. >> Great. Any discussion? Okay. I really encourage there's a lot of information in here. If parents

143have not read them, and I know not everyone does, but if you have a question, the handbooks are a great place to start. Okay. All right. All those in favor? >> Any opposed? Great. >> Okay. Next, we just wanted to go through some quick back to school important dates. Um, I know hopefully everyone has been getting messages from across the docket, but I figured I'd go through by school. Um, as a note, the teachers are starting to come back. Like I know for Harold Martin, I've been getting messages from all of my kids teachers with initial messages like asking for survey information, all the needs of their kids. So PE, our teachers are at it even if they're still technically out, which I think is terrific. Um, the opening day for the district is on

144the 25th. Um, and at Harold Martin, the first thing that happens is really at uh on the 25th as well where they have the back to school openhouse. As a note, kindergarten grade 1, their classroom and teacher visits from 5:30 to 6:00 and then the ice cream social from 6:00 to 6:30. Grade 2 and grade 3, they have an ice cream social from 5:30 to 6:00 and classroom and teacher visit from 6:00 to 6:30. So, it's swapped, which I think is nice. So, we're trying to sort of spread kids out in school. Uh, and then school starts at the 7:55 bell at uh where all everyone should be dropped off uh and in the school um on the 27th, which is what, right? Anything else for Harold? I think that's it. All of the school

145supply lists are posted and have been posted since June on the school website. So, if you have questions, go and check it out. All right. For Maple Street, we have, if I can find the right thing, which I almost definitely can't, uh, there's an open house on the 26, grades four and five from 5 to 6, and grades six from 6:00 to 7:00. Right. Same thing. All of these school supply lists are also posted on the website, so parents should go ahead and go there. Does that sound right? >> Yes. >> Okay, great. And then we already started with the seventh graders today, which is pretty exciting. Uh if you are not on uh Dan Mazerves's list served, if you have a rising seventh grader or anyone else, if you're opting into sports, just contact

146because there is information going out about sports. Kids are doing tryyouts, all of the things. Um and the first student annual event, I don't know what that is, but there's something I think that might be for the seventh graders too, tomorrow. >> Salute to seventh grade. Great. Um and then everyone starts next Wednesday. That sounds good. And then next week is Wednesday, Thursday only. >> Wednesday, Thursday only. We're off on Friday, Monday. And there's two other four four day holidays throughout the fall around Indigenous People's Day and Veterans Day. Sound good? When do we get the bus schedules >> forthcoming? And I have in my superintendent update to just say, you know, I'm meeting with um Herby tomorrow morning. We're doing a welcome for the bus drivers. Um we've had right up until last week

147still giving them notice. So, you know, a shout out to parents. If you have last minute transportation needs, either your work schedule has changed, your drop off pickup, those things, please make sure that your school administrator knows that information prior to the beginning of school because once the routes are set, it is a challenge to redo them and, you know, reset the times for everybody. So, if you have needs that, that's great. We want to transport students safely to school. Just let your administrator know what you need. >> Great. Amazing. Should be an exciting time. Any questions about the return to school? >> Okay. Also include a shout out to technology and to facilities. Everyone's been working hard through the summer. I have never seen these floors look cleaner ever. Uh but it's like this

148summer is it's going to be wrapping up 10 weeks of hard work for everyone. So I appreciate the people who have been cranking all summer. So thank you guys and ladies. Okay. Are we ready to talk about policy? You guys, >> we're always ready to talk about policy. Okie dokie. So tonight in policy we have a couple of first reads. So um two first reads. Our first first read is EHB which is records retention. Um this is a required policy. It had some updates and so we updated it. Um this was last revised in 2019. Um, one of the main things that we did was just uh updated and talked through the fact that um the way that our sensitive media is handled and destroyed is in alignment with our district's data data governance manual.

149Um, and we talked a lot about how we no longer use giant magnets. We use encryption. and we learned a lot from that about lots of things today. Um so that is one very exciting policy for you guys to read. The other um first read today is our buildings and grounds security policy. This was last revised in 2024. Uh it was updated today. We removed uh a line that stated that building personnel would be the only ones who would unlock and lock the buildings um because for things like um the farmers market they have key card access or HISA um they have key card access. So we updated the policy so that it is accurate accurately reflecting that. Do we need to have footnotes of where this came from similar to our other policies or

150is this just an existing >> buildings and grounds does not have so it has adopted and revised at the top. It does not have any legal >> legal references >> references. This policy has no legal references. >> Great. >> Uh it is a recommended policy that we've had just on file for a long time. >> Terrific. >> Um so we have many many second reads. Um these are the same second reads that were the first reads last week. Um, JICJ unauthorized communication devices was the one that we just talked about. Um, if you are interested, if you guys want to click on that bad boy and open it up, >> the red >> there is some red that has been added magically. Um, so and reads as follows. Uh, so it has a section and

151this was the section basically the way that this policy was um designed is it it had as Amy alluded to what I like to call a choose your own adventure aspect to it where if your school was not able to have a onetoone capability, it had this specific end note that you could incorporate that allowed for specific speific communication personal communication devices to be used on a very limited basis um but specifying that they are not for personal communication they're for academic use only based on our discussion I did put in some language if and only if we wanted we felt the need to um adopt this policy ahead of time so that we have it in place prior to the start of the school there. Um, so it just says personal laptops may be

152used during the school day as a function of junior and senior privileges on a year-long basis during the 2025 2026 school year only because district provided laptops are not available for all students. The use of personal laptops as a function of junior and senior privileges may only be used for approved academic and instructional purposes. In accordance with this policy, no personal communication devices, including personal laptops as a function of junior and senior privileges, may be used during the school day for personal communication. Um, and the rest of the policy is as written. >> I just want to say that I really want to talk with um >> Oh, >> Chris and Kim before we we connected to privileges, okay? >> Um because that is, you know, it's a it's a document. it is, you know,

153something that's very specific to students and I really think what we're talking about here is on a case by case basis. I don't think that it should be considered a privilege. >> And so I just want to work with him to figure out like what that language would look like. So if that's okay with you, I think we're really looking at upper classmen, you know, that would there would be a reason and then we would have some procedure. But I think there I'm a little worried about once you put something into privileges being able to extract it would be a challenge. Okay. So, this gives you an idea then. So, instead of saying it may or may not say junior and senior privileges, but this is will give you an idea of what that language

154will look like. basically. >> Yes. Um, >> the only thing I would want maybe is the personal communication as defined by the specific RSA because personal communication is email and like we allow kids to do >> would you just say consistent >> consistent with >> to me not surprisingly I'm going to say less here like >> okay sure >> to just say use uh in compliance with this policy and the student handbooks. Yeah, probably. Great. >> And then you're covered and you don't have to >> reline it, >> redefine something that you've already defined. >> Where would you put that one? >> So, I would So, I would just say, you know, personal laptops [Music] >> uh may be used during the school day uh only because district provided laptops are not available for all

155students. The use of personal laptops shall be consistent with this policy and the dictates of student the relevant student handbook. >> Okay. Use the personal laptop. >> Yeah. Can you put it in use of >> I don't actually know if I can still edit. >> You should. >> Maybe I can. >> Use of the personal lap. Use of personal laptops >> here. I think I can get usually >> I just know for >> shall shall be consistent with this policy and the control says communication. Yeah. So I would just do that. Just delete out that. >> Could we also add the, you know, for the 2526 school year, >> right? >> Put that in front of personal laptops. >> Sure. Personal as an additional >> during the school day during >> I would 2025 26.

156I would start the sentence with the 25 26 clears to be used. >> Yeah, we can do that. I'll >> Everyone is now getting to see how exciting is it. This is >> why we have committee work. Okay. All right. During the 2025 2026 school year, personal laptops may be used during the school day only because district provided laptops are not available for all students. The use of personal laptop shall be consistent with this policy and the requirements and dictates of the relevant student handbook. >> Good. Does that >> Yeah. I'm just thinking about the you know it'll be an added procedure is you know something like I I would like to use my own device >> students will have to take some sort of >> you know have to sign something that they're not

157going to use it and then they'll be you know that rescending of >> but that would presumably go into the hand >> the handbook absolutely >> that's the only reason I'm tying it to that because I'm assuming that what however you word smith the handbook which is a living document >> yep >> you're just referring back to that so as that changes. This is still correct. >> Yes. >> Yeah. >> They all sign like an acceptable use. I would imagine. >> Yeah. I'm just thinking that if if we have it, then we are able to we can skip a third read tonight and then move this forward and have it in effect for the beginning of the school year. >> Um Yeah. >> Instead of saying like >> that's why I'm saying like keep it

158like >> Yeah. >> And just keep working on the handbooks. >> Yes. Um yes. >> So that would be my my recommendation would be for us to wave a third read and to um move this to a final read at this meeting and then at our next meeting do a second final read for it so that it completes its three reads but would still be a voted on policy that we have in place >> which again truth of the matter is we can always change any policy at any time anyway. So it's not like uh >> being carved into a tablet. >> Right. Right. Um so yeah. So that was the only kind of and I had made a note about that. >> So do we need to make actually make a motion on that?

159>> Um we will. Yeah. But I can just scooch you through the rest of these. And then the only other ones we had three other final reads which were JCL school district internet access for students uh which does have the um does highlight the fact that there is no presumption of privacy um JLCK special physical health needs of students and JLC student health services and school nurses. >> And so that is your policy update for tonight. And so yeah, I would be looking for two motions. The first motion would be um for us to skip a third read for JICJ and move it to a final read and approval tonight. >> So moved. >> Second. >> I guess I'm leading this. >> That's okay. I know. That's great. >> Great. All in all, any discussion?

160>> Here you go. >> All in favor? I I >> Thanks, guys. And then do you want to take on for the rest? No to approve. >> Okay, great. Uh then uh is there a motion to approve our final reads GICL, JLCK and JLC as presented? >> So moved. >> Second. >> Great. Any discussion? All in favor? >> I. >> Great. >> And opposed. Great. Thanks, guys. So, we'll have a whole bunch more second raids or final raids rather our next meeting. Thank you guys. You're cranking. This is like the foolest stuff that we've had going this school year and >> Yeah. It's good stuff. Way to go. Welcome back. Yeah, welcome back. All right, Amy, on to you. Uh, personnel report. We have a few new hires that are in coming forward tonight. Uh,

161Donna Ireland comes forward as a long-term sub for the Maple Street School Nurses, Nicole Masters. She will be going out later this fall. Um Crystal Corus becomes an IIA at Maple Street replacing Natisha MNA who is moving into another internal position. And the last um applicant is Jennifer Needlin and she will become uh a special education teacher at Herold Martin. Um she is in the process of being released from the contract where she is currently under contract. I've been in contact with that superintendent. Um and so that is just dependent on the final release of her current contract. Um and then we will offer her a contract once that's possible. >> Cool. Great. >> Excellent. >> Terrific. >> And then uh Denise Frost on the second page um she has agreed to become uh the

162afternoon bus monitor from Harold Martin. So that also needs your approval tonight. >> Great. The other part of the personnel report are some slight changes around um schedule B. Alyssa Mcdana, I think that's how you say her name, was slated to be our middle school girls soccer coach, but she's been called up to the big leagues. She's agreed to do the JV team at the high school. Um, and then we've been able to recruit Elizabeth Sides to become the girls soccer coach for the middle school. So, those changes are reflected on that sweet nomination. >> Appreciate Appreciate both. >> Are we still looking for a field hockey assistant or is there no need at this time? Um, it looks like we don't have anyone that we've nominated, so I would say yes. >> Okay, great.

163Terrific. Cool. All right, great. Awesome. All right. Uh, before we get to do a a total of the consent agenda, we one of the things that we do want to talk through is we have a motion uh that is in the folder to talk through the fund balance. And as we know from that I got reminded again for today is for the unassigned fun balance. You cannot use it for anything that was not >> I'm going to say already encumbered. >> Already encumbered. I thought it was encumbered but I wasn't sure if I was going to botch it. So already encumbered prior to the end of the year. What we talked about last meeting on August 5th was whether or not we were going to basically use this additional capital to basically do the CIP

164project. So then we could keep the dollars in CIP which could be used for security for the projects that are already there and ongoing or for anything else that we need to do related to the maintenance trust which has been something we have been working to support. Um so with that um I'm going to make the motion. I'm going to I'm going to I'm going to read the motion. I'm going to need someone to move it and second it and then we will have discussion. Does that sound good? >> All right. So, uh, I'm looking for a motion to reconsider the action taken on October 22nd, 2024, April 1st, 2025, and April 15th, 2025. A motion to fund the following capital projects encumbered as of 6:30 2022 out of the 63025 unassigned fund balance rather

165than the maintenance expendable trust fund. The HMHS library air handler for 122,914. HMHS hot water heater for 4526. the kitchen equipment for $12,000, cafeteria furnishings for $26,89, and the MSS boiler project for $237,650 for a total motion of $439,899. The remaining costs, if any, for these projects will continue to be funded by the maintenance expendable trust fund. Do I have a motion? >> So moved. >> Second. >> Okay. Any discussion? Well, I will say that I like the idea of spending this additional money on these capital projects because, as Jonathan pointed out before, we have chronically underfunded our CIP projects, which have led to us having to bond a significant amount of work. Um so I think that um continuing to chip away at our projects which still are underfunded. We have still not reach

166the level of funding on an annual basis that we need to um is a good thing. >> Yep. Think about that. >> Any other discussion? So I think just to you know to go back to the security redesign and a reminder as to part of our discussion we had the last time was that given the opportunity we might have set aside some of this money for that potential project and I do an update on that. Mhm. >> Um, so I think we, you know, we sort of need to think about that that money is available in the CIP for that project and how we choose to go about funding it. Um, so I think that, you know, we have to figure that out in the CIP committee and how we roll that in um to

167it. But in essence, we are increasing the capital or the the uh CIP by 429 with the potential for drawing back some of that for that security redesign project. >> Yeah. >> Which means that we would not need to like that amount of money then would not need to either be bonded or reinforced through taxes. It would already have been saved. That's right. >> And just to be clear, I mean that's an option. What we're voting on right now >> is to keep the cash >> is to direct these funds toward these >> I think necessary projects >> right >> like the boiler and the air handler and the water. So, um, but with that in mind, definitely a good thing to be. >> Yeah. Okay. Any further discussion? >> The only other thing I

168would point out is just I feel like if we go back to the last school meeting and even ones prior to that, to me, the one thing that people are pretty consistently coming up and saying we wish a little more money was going toward it is the CIP, right? >> Like that's the that's from the constituents. So that to me this also I think is consistent with that message. >> Yeah. >> Which we hear at that meeting I think >> frequently. >> Okay. >> Great. Okay. >> And I think it you know it also one the reality that you're going to have an unassigned fund balance at the end of the year. That's just good budgeting practice and to be expected and then a matter of how we are employing that. >> Right. >> So

169>> okay. All right. All those in favor? Hi. >> Hi. All right. Thanks everyone. >> Amy. Yeah. All right. Um, you know that, uh, Laura is on vacation and she will be prepared when she comes back to provide a very comprehensive financial update. So, sorry that she is not here tonight to share that. Um, from my perspective, you know, school year is getting ready to start. Um, I would say that over the last couple of days, as Delta's already pointed out, there's communication coming not just from superintendent's office, but at the building level. And I would just encourage families to continue to check your emails that um, additional communication will be, you know, coming from lots of different places leading up to the start of the school year. Um, as you noticed, a lot of

170our summer projects are substantially complete. Of course, there's always that last minute, you know, thing that you're trying to get to. I think the buildings look wonderful. Jim and his team have done a really great job. Uh transportation routes, as I've already mentioned, we're working on them, coming together. Please let us know before the first day of school if you need transportation to and from school. Um all of our teaching positions are currently filled with the exception of the new preschool teacher position, which became available after your last meeting when we had an internal candidate move into an opening when we had a teacher resign. So that position is still posted. Um and so if you are a preschool teacher um with the preschool um special education license and you'd like to apply that is

171available. Recruitment efforts are are ongoing for select support staff roles. We still have some instructional assistance. Um Matt is still looking for a network administrator. We always need subs um things like that. So those efforts are ongoing. Um, as we've already talked about, we're working to finalize our compliance procedures for um the bell-to-bell personal device use as well as the certification report for HB2. Um, that's due on September 5th. Um, our leadership retreat, we call it a retreat, it's really that we meet in a location that's not in a building. Um, we had that last week and it was great. We went through an extended agenda that really focused on school preparations and what are going to be our priorities for the year. Um we are members of Primex and if you've been to their

172office space they have a beautiful location in the south end of conquered and we can use one of their um rooms for free because we're members and so that's just it's nice to go offsite uh spend a little bit of time together and really be able to get through a meteor agenda. Um, as you've already pointed out, um, staff return on Monday, but this week we off we welcome our new staff on Thursday. Um, and they get some specialized treatment, um, from our tech staff, from the business office, you know, to just start that, um, their acclamation and transition to our community. They also will meet their mentor that will be paired up with them for the school year to help, you know, with anything that they may need. um the professional development for the

17325th and 26th the schedule has gone out to staff and it will include both building level and districtwide sessions. So we primarily use Monday for district things. We come together as a meal. You all you know some of you come and and address the the team um and then the building day is primarily that second day with um some meet and greets or open houses mixed in. So that will start in earnest next week. Um, and we're ready to welcome students on Wednesday. And again, that reminder that there's no school on Friday and Monday. >> Yep. How many um how many new staff do we have attending orientation on Thursday? >> About 20. >> Oh, wow. >> It's it's more than than usual. Is it It's about 20, right? >> Yeah. >> Okay. Awesome. Well,

174thank you. Sure. Okay. Any other questions for Amy? >> You like asked this last year like why do we do that? Start Wednesday and then have Friday and Monday off like >> fair. >> I know the fair but like >> No, I thought you were saying like it's fair. >> No, I'm not allowed to say that. >> But what like what? Like I'm just >> it there I don't think there's I don't I've never gone to school on those days, but I think it's like impossible with the fair in session to have school at the middle high school. >> Yeah. as opposed to starting on Tuesday or >> Oh, you mean after Labor Day? >> Yeah. Or >> this is the question. This is this >> calendar committee or you know >> Yeah. This comes

175up in in discussion with HA. >> Yeah. >> And and usually and you know I haven't done a survey here yet. I mean I was on the receiving end of that data and in my previous district we sent it out. It really is 50/50. Uh parents that would like to start after Labor Day, teachers and staff that would like to start after. Some just want to get the students in the door. get a couple of the housekeeping things out of the way. Then when students come back, you know, they're they're hitting the ground running. But >> right, as opposed to starting on Tuesday or starting on the Monday >> and doing a you know anyway. >> Oh, um instead of staff coming back there is something they can't come back before the third Monday of

176August. >> Okay. And I think that's where >> we have an internal back stop and then because we have the fair we ever >> we were actually in violation of that thing and then we adjusted it in this year's contract. >> Okay. >> Also, I don't know if you've ever been in the middle high school uh immediately before and after the fair, but there is a wild amount of flies. Uh >> really >> Oh, yeah. >> Just having this conversation yesterday, >> but it is true. >> Really? >> Yeah. >> I was just having this conversation yesterday. >> I used to have a kill count on my board. >> Yeah. with a longtime local who does not like the fair and that was one of the reasons he gave >> 127 >> was the flies

177record. >> Yeah. You don't know that. >> The flies. >> Yeah. >> It's been reported to me. >> I mean it might be different now that we have some like air conditioning and we can keep it. >> It is much better since the world of screens arrived after the renovation. Um but yeah, it's still a thing. >> I I just heard this yesterday. >> Oh, gross. >> Yeah, we should. >> Considerably. >> Yeah, >> that's good. Yeah, we could talk we could talk a bit more fun in Z. Yeah. Okay. Any anything else uh before we uh wrap up? All right. Do I have a motion to approve the consent agenda? >> So moved. >> Second. >> All right. Any discussion? >> Okay. Great. Uh all those in favor. >> Any opposed? Terrific. Great job

178on hiring to be just one person down. >> That's a big difference. >> That's really big one. >> It's huge. Like especially for that many people have done a great job. >> That is an end of year crush all the way through. too. We're like >> and in this in this particular one >> yeah it is >> that's really good to get >> people to fill positions >> and also all 20 of those people are going to have a mentor. >> Yeah I mean some people we we try to be role specific and building you know it's not perfect but yes we're trying to make the best match. >> That's exciting. Okay cool. Um okay so committee updates policy. Anything else you want to add? >> I hope not. >> You're salty. Um, I'm like,

179>> "Anything else?" >> No, we've been working hard. >> Thank you. >> Yep. We've been working hard. >> Policy driven. >> CNA, do we do we have a meeting on the docket? >> No. No. >> We're also going to change our name to CIA. >> Okay. Not to be invested open safety and security, >> right? Or C >> depending on what your thoughts on assessment instruction. >> There you go. That's my hope. But I don't think you have to. >> Change it to CIA for a secret reason. >> We can't tell you then. >> We'd have to kill you. >> That's fine. >> Secret. >> All right. Uh CIP. Oh, you guys had a meeting. >> Um >> I think Right. >> We did have a meeting. >> I was on the phone driving to

180>> I was not there. >> All right. >> So, yeah. Okay. Here we go. Give me a minute to reread my notes here so I can So, we talked about we we tabled the EMC discussion and the direction that that would go. Um, there was a meeting that was going to take place with the town and collectively uh how we were going to make that relationship work. I'm not sure how that meeting went, but Laura and Jim had a meeting >> with uh Dave Feller uh for the town CIP. Uh we talked about the performance contract and the fact that it sits well a portion of it a quarter of it comes out of the CIP and we talked about reortioning that into the budget for this year. So you'll see sort of an artificial

181increase in Jim's budget um if the board you know sees to do that. Um, we talked a lot about kitchen appliances, mostly smaller things that don't necessarily fall within the window of the $10,000. Uh, we talked about where should tables, chairs, etc. live. Should they live in the CIP or live in the general budget? And we felt that it should continue to to live in the CIP. Um and then the auditorium equipment replacement >> and that was that was really it >> right and the auditorium replace the auditorium equipment would not be in the >> not be in the C >> would be excluded from the C. >> Right. Okay. >> Because it doesn't really reach the threshold >> of Right. Okay. Thank you. That's great. Thank you for taking a look at what's in

182what's out. I think we well I sort of brought up the notion of perhaps at some point in time a performing arts fund might be created where if you know people were so inclined to give money to that it might help offset and >> you know okay cool >> safety and security I don't we have a date yet we'll probably do that after school starts >> yeah um but I have an update and it's sort of related to safety and security on the security redesign project and I don't really know where it lives. So at the end of last year we had said uh let's go out and get an estimated budget um from a construction company and they came um that budget came through this weekend and you know BIM had done a square

183footage thing and said you know somewhere between $850 and a million dollars. Uh the estimated budget came in well within that. So, we certainly are at a stage now where we feel like, and Jim Jim and I talked earlier today, he's going to go back because there were some lines that he was concerned um needed greater detail or needed to be added. Um but we still feel like we're going to be well within those numbers that we thought made this viable. So, this is where I'm not sure where this lives now because it left safety and security to come here for us to take an action on. So, now where does this live? Does it live in CIP? Does it just stay here at the board? >> Um, in terms of the process, but we

184would like to put it out to bid sometime in the next month or so as we dial in those last pieces from the estimate. >> Um, and I I just don't know. I'm assuming it should live in CIP, but I don't know. >> Okay. >> I mean, putting it out to bid doesn't require action, right? We're not committing to anything. No. >> Right. >> Yeah. >> I mean, it seems like it could be just at the board level. >> I think so. >> Right. I think we can talk like it can hang out at the board. >> I think that's okay. I think it's a big enough chunk of stuff. >> Yeah. >> I think I I suggest that it maybe should be a part of CIP because if we are going to use some

185funds for CIP then that security redesign needs to be added to >> the CIP at some in some way, shape or form. Yeah. in a technical sense, but the long and short of it is it was really really good news on the estimated budget and where it is in terms of the viability of moving forward and I would say what that was, but we do have some questions. So, I'm just going to say it's well within where we thought we would be. So, >> okay, >> great. That's huge. >> Yeah. Thank you. I also I like the idea of it staying here because I think the more that we can remind people of what the project was, why we are doing it, why we're proposing it, what it looks like, and I think we're going

186to have to say that several times. >> So, if I can get everybody's okay to continue to work with Jim um so that he can refine that estimated budget with the construction company that did it for us. And then we can do another presentation to the board as to what it is. And I mean the the idea is that we would have an amount to go out and say for this amount of money this is what we want want done. Send your bids in. Um and we can do a presentation to the board and then Jim can do his gym thing and >> we can get those numbers in and hopefully talk about a warrant >> or or not depending upon funding. I guess my question I I wasn't sure when I was thinking about

187use of contingency funds or CIP funds. Is does that have to be on the warrant or is that just a public hearing when we draw from contingency or CIP? >> That I wasn't sure about. >> You mean to expend the funds? >> I think it should be on Yeah. I mean, I think it should be >> It's so big. I wouldn't want it. >> Yeah. >> I would want it to town meeting. >> Yeah. >> Or school district meeting. >> Yeah. It's a big swing. >> Yeah. Yeah. I just didn't know what the what the process which way that goes >> because we expend things from CIP and it's a public hearing. It's not a warrant, >> right? >> Um >> some of that discussion there would have to be a sidebar of what you

188would have to pick off because that would still be bigger than the surplus that would be bigger than the delta of what we just offset with unassigned fund balance. So it' be I think you guys would have to talk about it of >> if we took other stuff off whether does that make sense from CIP or not. I think if we I think we would still want to have a public hearing and do a lot of comms around that. >> Um whether or not but I think that that that discussion needs to happen at CIP first. We probably need to have it a couple times and like bang the drum for the community and then if it's a warrant article then that is warrant article and we do our thing >> if that's right. >>

189Yeah. >> If that's where it comes from. >> Right. Right. Okay, great. EMC, we are meeting for the first time uh on September 25th at 3:30 at Harold Martin. Nope, that's why Maple Street. All right, so that'll be exciting. That's coming up. Um finance, budget, anything new? We don't no budget committee until uh September. >> Second Wednesday in September. >> Okay. And you guys have a meeting before our second September meeting. Is that right? Yes. >> Great. >> Yeah. >> Okay. Cool. Great. >> Do we have >> uh Oh, finance. Yes. So, >> that's probably on my calendar. >> Budget committee is on the 10th and then our second school board meeting is on the 23rd and finance meets on the 22nd. >> Okay, great. And Suzanne. >> Oh, yeah. >> Yeah. >> Did I

190think so? >> I don't think I ever saw it that it actually got >> 3:30 >> scheduled >> on Monday. >> We have to see. And do you have a wellness? >> No. It's on my other in the magic. >> There's a dotted line for wellness, but that we have another school board member on that for a very long time. So you guys should just connect that. >> Are you wellness? >> I don't know. I guess so. >> We talked about this. >> I know. I wanted to do like curriculum. Um >> Oh, you're on the >> 22nd curriculum. I'll send you an email reers which is really annoying >> and I think Laura is also >> it's within the day that I put >> Laura's well Laura's point on that. >> All right. Any

191other We're good on committees. All right. We are now on to our second public comment portion of the evening. If you would like to come on up, please state your name, address, and um please limit your comments to three minutes. Thank you. >> Good evening everybody. Lauren Clement, 6 Maple Street. um robust conversation this evening. Um starting out with first hour uh the uh going back to the DEI CRT state funding new law. Um believe some of the discussion said that I don't know if this was about hiring or in curriculum and it seems uh there's a lot of gray areas in this law. I've not read it, but um it sounded like none of this CRT stuff's ever been discussed here in the school system. And I recall five years ago being here in

192this very room listening to students talk about the book Stamped by Ibram Kendi and uh a lot of discussion around that. Um I don't think it's a discussion any longer but it was part of the his part of history or English or whatnot. Um and currently I believe in English foreign language and some history there probably are some subject matters that touch upon this and I don't know how that uh plays out in this new law because I haven't read it. um on the bell-to-bell policy discussion. Um that too was robust. I think ultimately the goal is going to be achieved which is um not having all these texts go flying back and forth and memes and the distraction. So ultimately I think the district is going to benefit from that. Um, I think it's

193a small margin of kids that may be on a device sending a text to a friend or whatever. So, we're drastically reducing the distraction communicate the silly Williams through this and that that takes your mind off of education for a minute and then hard to get back. I think you're going to see if kids are allowed to keep the devices on them with their phone shut off, you're going to see an increased request for bathroom visits because once they go in there, I don't know how you monitor that. Um, and um, the biggest discussion I'm hearing is concerns about how students, I'll use an example, I have three kids that will go up to the high school, probably have one driver. Where are they putting their phones? because if they walk home, they might want

194their phone on them. Um, where do you place it? The lockers got a lot of lockers got removed. Um, so I don't know if everybody has a locker now to lock it in or what to do with it. And then if my senior drives my other tube up and then leaves early, can't have it in the car. So that placement of the phones for after sports or whatnot I think is going to be a thing that we need to look at. And then lastly, um whatever just happened with this $439,000 was with a discussion of about 30 seconds. I don't even know what to say to um it seemed like you didn't you removed votes from three other meetings that put money in this uh allocated money from CIP and then you've used fund balance

195to replace that so the CIP budget stays still there. You really want to cut me off at 3 minutes? I'm dead. >> Forget it. This is pointless. We sit through these meetings and you want to cut me off at three. Never mind. Never mind. I'll take it off the budget committ. Thank you. >> Done. Sit here for two and a half hours for three minutes. Thank you. Discuss. >> Good evening. Welcome, Amy. So good to have you. Um, >> who else? >> So, I just want to concur a little bit with Lauren on the CRT. In fact, I think you guys even wrote a letter regarding the support for that and I think it was removed from the website because attorney Leau came and spoke to that. So, um, anyway, it was here that was

196several years ago. Um, and I think that it has been taught, I believe, in the English class in the middle school. So, we're hoping that that's all passed and moved on. So, everybody's equal. Um, and it should just remain that way and we should follow along. It's that simple. Um, on a positive note, I guess what what I would like to see with this school is like we talk a lot about brick and brick and mortar and how much we're spending on all these new replacement things, things that are necessary. Some of them I hear are necessary for sure. We need heat. We need all those good things. But I'd like to see the school start to support and then I think this is where it's going support learning outside of the brick and mortar

197and I just happen to get this email at work where UNH for example I'm talking high schoolers I understand the young kids have to go somewhere and they have to be in school but 9th through 12th grade there's a lot of options out there for them to go and learn in real environments outside of school. We talked a lot about advisories. Before my daughter left here, she had like three advisories. That's ridiculous. That's not something we want our kids sitting here all day in advisories when they could be learning in the two or three hours swath of what their classes were that day and call it good and go off and do something else. And that's where learning outside in this case of UNH, it's early college. I know NHTI does it too. Maybe some

198of those classes if we're trying to save money there. This stuff is already being teached. This is for free essentially. UNH is $150 and it's the it's a free class. It's online. Yes, it's not for everybody. And this is certainly early college is not for every student, but NHTI you can go down and take a class and they treat you junior senior just like you're a student. they don't treat you differently and you can get class and then get a $10,000 rebate when you go to school assuming you're going. So, I really would like to see a shift and start thinking about what we can learn outside of the brick and mortar because I think that's where it's going and I think this engages the kids and I'm going to agree with Mr. Cohen that

199this structure and coming in and sitting and sitting and sitting is is going away. It's for what people want. Um, I know this is not I've heard I've sat through many of these meetings. The Learn Everywhere program is not something that you embrace, but I got to tell you, you had a young man, you didn't maybe you didn't know this, but a young man who at in a junior became a pilot and it was ELO. He got one credit. There are other schools that give to if you understand what it goes into and the money it goes in to be a pilot that there's 02% of the population is pilot and they got one credit. let's go back and look to see what those credits are for ELO and start offering appropriate credit so they

200can get it to graduate again outside learning outside and learning a real task learning real work that you're going to probably end up doing in the case of a pilot that's what they're that's what they want to do and they're not going to be able to learn here >> you're at three minutes too >> can I just I would like to respond because I I familiar with the UNH program which is new this year it's 11 classes. It is run through Vlax. Um so it is like they're going to be on the computer which I >> understand there's other >> but it's a great opportunity and I do think if you check out the handbook that's online that we do have pathways um and I will shout out to Danielle Mazerve who did a really

201nice job and she actually is a member of the um uh New Hampshire ELO um coordinators consortium. >> It's been very good. >> Right. and and um I actually took a new position at my school and so that's what I'm now doing. Um and so I'm kind of really invested in that and looking at those pathways and and so there is quite a bit in our handbook especially at the high school level about ways to earn credit. it would be through that particular program it you know in collaboration with UNH it's one high school credit but then they can earn and we uh three I think through UNH and there are quite a few dual enrollment opportunities at Hopkin and so I'm super interested about expanding some of those and and see >> that's what

202I'm asking for and I think in the long run you're going to reduce taxpayer >> kids are students excuse me students are going to get other opportunities I apologize I'm going over three minutes but I think this is a constructive conversation thank you I appreciate the conversation. Um, I think it really benefits them. And then I think in the long run, I mean, maybe you'd get rid of AP classes or maybe not all of them, but some of them may be able to be taught elsewhere or in a real practical experience. And I think that this takes away the boredom of coming to school, sitting all day, maybe in advisories. >> So, I would like to hear more conversation on that. That's all. I would like to see great better ideas, you know, maybe more

203than what we're seeing coming through from the university system or NHTI, which you can >> there's lots of microcredentiing stuff coming up. So, and I do know that just kudos to to Superintendent Doyle who's like has 17 certifications herself. Um, like you're up on this >> and and so I really excited to see where she's going to take the district. I appreciate that and I think that I just like to hear more conversation because I think that this kind of pulls us away and we provide what we can for the younger students and then the other thing is hands-on you know I know we don't have like industrial tech wood shop those are all things um you know >> but certainly kind of something that the board wouldn't necessarily do it would be the curriculum

204at the building level but I'm I'm queued into it and I And I hear you. It's something I thoroughly appreciate. >> Thank you. >> Any other comments? >> Okay. >> All right. Um I don't Do we have any other old business? Okay. Uh we do have a need for non-public this evening. Uh under RSA 91- A 3,A 2 partheses C for reputation. When we come out of nonpublic, we will not be conducting any other business. This is a roll call vote. Do I have a motion to go into non-public moved? >> Second without the citation. >> Thank you. All right. Rob, >> yes. >> Jonathan, >> yes. >> Suzanne, >> yes. >> Andrea, yes. Great. Thank you.