001100 p.m. Do we have any agenda adjustments? >> I have none. >> All right. So, uh, now do we do the consent agenda or do we do the approval minutes first? >> Consent agenda. >> Okay. there when did that did that end up getting attached because I was looking for that. >> Yeah, we for the consent agenda we wait until >> Oh, the day. Okay. >> The day of just in case there's >> a change. >> Total sense. That makes a lot of sense. >> Yeah. And then do I read? >> You don't. We just make a motion. >> Okay. Um motion to accept to approve the consent agenda. >> Do we have a second? >> Any discussion? Any discussion? >> Okay. Not from me. >> All right. Do we all those in favor? >>
002Okay. >> All right. Now we'll move to the approval of m minutes. Not the mittens. Um All right. So we'll we're move to uh the approval of minutes for the Brooklyn School Board for the meeting of May 27, 2026. Um, >> sorry. >> That's me. >> Um, Heather, what a school member was >> I was absent. So, do you guys >> You can choose to vote. You could also choose to abstain. >> Can it Can it pass as long as there's three of us here? Like >> I can >> Okay. >> If she abstains, is that like are we still >> That's okay because there's a majority of the people present. >> Perfect. >> Okay. All right. The following amendments are offered. Page three, line 20, replace tests with test. Page four, line three, the
003vote should be identified as 4 0. Page five, line 39, replace we with the board. Can I have a motion uh to accept as amended? Johanna motion seconded by Heather. And all in favor? Motion carries. Okay. Uh non do we have Oh no. Okay. Um >> minutes public minutes. >> We just have the minutes. Yeah. Um >> so we don't have nonpublic today, right? >> Do we have non public? No. Okay. Uh motion to accept the uh non-public Brooklyn school board meeting minutes for May 27th, 2026. Johanna motion seconded >> by Heather. All in favor? All right, motion's carried. Um, and then a motion to accept the public hearing minutes of May 27, 2026. Um, motion to accept. >> Heather, >> I need a motion to accept. >> Uh, motion seconded. >> Motion uh, all
004in favor. >> All right. Now, we can move on to the principal report. We just have uh, Mr. Molinari here today. >> Sure. >> Thank you. >> Are we on like speaker? >> We are. >> This is big time. >> Hi, Rich. Should it be that loud? >> That's fine. >> Okay, that's nice. >> Okay, we got to move on. All right, so for the principal report, we are ending the year one student higher than last year and we started the year off with the same number of students. So, I believe we're right at the 564 mark. Um so and then moving on to the dates. Um CSDA had innovation stations on May 28th. That was a really fun day for all the students. They a lot of fun chatter about that. And then there
005was a B band and chorus concert that same evening. And also on March 20 May 28th, it was a very popular day in Brookline. We had the preK Sea Coast Science program that came to visit. The next day we had Leaping Lizards who visited second grade. And then on May 29th we had the America Stone Hedge visit for sixth grade. Field day was a blast at CSDA. Um the students had a really fun day with all the different activities and then they ended the day with a staff verse grade six student kickball game. >> Who won? >> It was a tie 16 or 18 to 18. It was a really really close game. >> Um >> Yeah. All right. >> And uh actually assistant superintendent Flareity joined. >> I joined. And do we have a
006really talented CSCA kickball staff? I >> was going to say which which side were you on though? The staff. >> Oh, I was Oh, yeah. Yeah. I mean, all the kids are tall. Tall and Chaz, too. But yeah, obviously. And then um >> it was really nice. The two days later, third grade had a chance. We've been going to CSA the last few years to visit to kind of almost like a step up and we would do the trails at CSA, but the we just we didn't do that this year. We went to CSA when we walked through the classrooms and it was really nice and the students that were at CSA um provided a nice warm welcome to all the incoming fourth graders and uh Miss Miller did a great job of showing the
007students around the building, showing them where the art room, the music room was, the gym. Um I think all of our third graders going to fourth grade feel really comfortable with the building and had a good orientation. So thank you Mr. Miller and all the teachers there and the students are being very welcoming. Um preschool ended last week. They did a nice job with um they had a nice little end of the year ceremony on our ball field. So, thank you to the preschool teachers and all those students for successful preschool year. Um we had the high school students walk through CSDA. Um it's been a traditional uh thing every year. Then June >> graduating seniors, >> sorry, the seniors at the high school walk through the hallways. Yep. and we'd love to have them
008come here at some point. Um, June 10th, that's today. >> Yes, it is. >> Yeah. >> So, um, they visited Friendly Farm and it was a really nice trip. The kids >> We literally just got back like three hours ago. >> Yeah. Forget >> it was a really nice It was hot. It was a hot day, but um, the students had a blast. Um, the teachers did a great job. Thank you to all the chaperones. The students were really well behaved and they treated the animals really kindly and respectfully. And um we came home all safe and healthy this year. >> Yes, there were no injuries on the tables. We were impressed. >> And then tomorrow we are, it's not on here, but tomorrow we're doing a staff first student soccer game. It's our third
009graders are playing the staff. >> So that should be fun. Um and then field day is on Friday. And as you know, the RMS field day is always a highlight of the year. Mr. Mars does a great job and we have a great committee that's helping with that. Monday is the promotion ceremony at CSDA. So, congratulations to all those sixth grade students. And then last day of school, >> Tuesday. >> So, and then that's also going to be an earlier dismissal for those you for the thousands of you out there watching. Um, it's going to be an earlier dismissal because it's a half day, but it'll be like an hour earlier. So, we will post more information about that. And then we have a presentation for everybody. >> Let's go. >> So, moving on. >>
010Oh, we have a clicker, right? >> I don't know. Do we have a clicker? >> We have a clicker. >> I just want to give some positive feedback on the third grade walkthrough. I I don't have a kid going third to fourth, but I've talked to two students that were very nervous about moving up and afterwards they were like >> super excited. So, it's a really good thing that you guys do and I think it does make that transition really like much less scary. >> So, keep doing it. I think it's great. >> It was cute. We took a picture in front of the building with all their Blue Jay shirts. So, it was just >> it was so cute. It was I was I'm sad to see them go, but it was exciting to
011see how quickly they felt comfortable there, too, which was nice. >> They've almost mastered Gaga ball at this point. >> Ball. >> All right, so we have our Brookline year in review. We've been doing this for a few years now. Um, thanks to Mrs. Peterson for her excellent background there. So, here's our mission and vision. We're going to move on because we've seen that a lot, but I'm happy to read it again. >> Move on. So for RMS these are our highlights. So in the fall we we shared three areas. Um we had we had curriculum areas and then we had improvements. So we want to highlight our environmental science. That was our first year of bringing science back as a unified arts. Uh Mrs. Laflum did a phenomenal job this year um working through
012that curriculum collaborating with the teachers to align it with some of our culating units. Some of the highlights for kindergarten were they learned about animals getting ready for winter, penguins and earthworms. Grade one focused on oak trees, arctic animals, animal classification. Grade two did some seed dispersal and erosion and pollinators. And then grade three learned about evergreens, magnets, and the food chain. And I will say like environmental sciences here was one of the favorite unified arts. Like students loved going to science and Jess is very passionate about science. Um she's currently working on our garden and trying to fix up the garden space by our basketball courts and um so it helps when you have someone really passionate about this and it really spills over to the students. Going into CKA, this was our first
013year of implementation of CKA at RMS. CSD did implementation the year prior. Um our staff did a great job of um implementing that and really working with Mrs. Peterson on the scope and sequence of that program. So, we learned a lot this year and we're going to provide more time at our on our last day to do some more planning, but we did a full implementation K through three. Uh, we've got professional development that happened throughout the year virtually and on site. We had PLC meetings to collaborate across team levels. Um, and we did a lot of crosscurricular connections, especially with science. And what we're proud about is all of our teachers or teams worked hard to find time to make a culminating activity to kind of wrap it all together for their unit. So
014for instance, um at the end of uh Greek mythology, there was a project that the second grade teachers taught when the first grade teachers were doing um food uh human body. There was some project based learning that happened where we had teachers making little brain caps and little um >> inflatables >> inflatable lungs. So there was a lot of great projects. So what Megan and I are going to do the day after we get out is we're going to give that rest of the day for the teachers to come together and share all the great activities that they did to bring CKA alive to the students and then so they can learn from each other and then plan out some of those units coming up for next year. So really nice job. And then on
015here, some improvements that we had were that's that is what our wall upstairs looks like. And at the end of the board meeting, I'm happy to bring you up stairs. We have more additions to it since um we actually had a teacher that was with us a few years ago. She she who retired and came back yesterday to put her her handprint on the wall. So, it's really fun seeing a lot of our past students and staff come back and put their handprint on the wall because they had an impact on our school. And then below you'll see the rock wall that was um supported by PTO funds, some Brooklyn school district funds. That's our rock wall and climbing wall. Students are loving that. They do a lot of that on Fridays with Mr. Mars.
016So any questions about the highlight page. Okay, Meg, I'll let you cover that. >> Okay. >> Because Gina's looking at me like she wants me to speed it up. >> I can talk quickly. Um so one of our goals this year was about curriculum instruction and assessment. And so part of that was to kind of refine our schoolwide MTSS focus on the academic pieces um to address all academic areas. So here at RMS, we did data meetings and MTSS meetings throughout the year kind of looking at student data and reflecting upon what instructional best next steps would be best for all the students in our care. Um part of our PLC work was as Dan mentioned the focus on Amplify CKLA and the deployment of that, but also with our for our math focus because
017we're still only year two of Eureka Squared. um our math specialist led some PD on building thinking classrooms and different ways to teach math vertically and all different ways around the classroom. So we were kind of focusing on those two areas um in the academic realm for our PLC work this year and then as Dan mentioned the crosscurricular connections between environmental science and health um having them carry over their learning from Amplify over to their unified arts. Why >> don't you take the next? >> Cool. I'll take the next two. Um so just a quick snippet of our Ames web data for this year. So these are percentage of students in each grade level that in the fall and then the spring as to who are deemed low risk per the parameters of ASW right.
018So as you can see our teachers and our students are phenomenal and from fall to spring tremendous growth kind of across the board. This is reading and then there is math K to three. Um as you can see our math data is pretty >> amazing. >> Pretty awesome. Yeah. students are doing well. They're doing amazing. Just absolutely program that we have for math has been it's one of the first curriculum programs we've had that staff have really enjoyed and students. So, >> yeah. And it's and showing so it's nice. Yeah, >> it's great. >> So, for our district goals? >> Yep. >> Uh student well-being, we really had a focus on our multi-tered system of supports for behavior at RMS. Some of the highlights that we do to support this goal is we have a
019Blue Jay recognition system for kindness, responsibility, hard work, leadership, perseverance, respect. So, we do daily Blue Jay recognition for students. So, they get a little sticker when they bring their ticket to us. U we recognize monthly birthdays. All the students and staff this year receive Blue Jay t-shirts and that's really helped bring some school pride. It's been fun to see the students going on field trips to their Blue Jay shirts and um schoolwide events. And then we had multiple Blue Jay Way of the Jay weekly assemblies in January, February, and May where we focused on our way of the Jay expectations. And the nice part about that is I had third graders rehearse with me some role playinging skits to reinforce the behavior. So they were the role models for that assembly and students learned
020how to behave in the lunchroom. They learned how to behave in the hallway and all the students had a chance to participate in that. And then Mrs. Hajuk and um a team of staff worked uh mostly led by Mrs. H. Um she worked in this phenomenal database basically of folders and resources to support um the student learning for being cooperative in class um being good listeners and it's called the kindergarten boot camp. So she did the first like three months of school of kind of frontloading those skills to support the classroom and the teachers of how to do school. >> Yeah. Can I jump in for a second? So she pilot she piloted it this year with kindergarten in in January and February and did three different skills like you know interrupting or not interrupting
021um personal space like your own bubble and whatnot as a pilot and then um you'll see later on but we're going to grow it to first grade next year. So, she's put a tremendous amount of work and time into kind of creating this database of activities and lessons and corresponding books. And it's really um it's been a ton of work and a lot of great feedback from our kindergarten teachers and students for that this year. >> Yeah. And then we had multiple um PLC meetings to discuss um how to best support students. Uh so this slide we did last we showed last year as well. As you can see, 92% of our students have had one or fewer incidences incidents of some type of behavior in the school, whether it's minor or major. Um, and
022then less than 1% of our students had 15 or more incidents compared to 3% last year. Um, so we've made some great growth in this area. Um, and I feel like when I looked at the data compared, if you look into the data, it's pretty consistent to last year. And I think we've kind of like plateaued at this point. So I think it just shows that we have great kids there and things that we're putting into place are working. And I would just say that if we are going to present in the future, I would kindly like to um ask that we don't show this slide going further. I don't think it's necessary really to be honest with you. >> What type of is this like bus incidents or just like general? >> So you
023have bus as you can see we had 62 bus incidents compared to 75 last year. And then RMS essence is our classroom, recess, >> hallway. >> Do you feel that this has been trending steadily or like staying steady for like just not even these two years, but like >> I think it's improving. >> It's improving. Okay. So, it's trending in the right direction, but it's you're saying it's kind of So, what explain I guess why you don't want to show this side? >> I think there's there's a lot of factors. I mean, one one real factor I feel uncomfortable sharing is I think eventually becomes identifiable. So, I want to be careful of that. Um, so I guess I would leave it at that, but I also feel like some of it's very subjective, too.
024If you go into one classroom, one behavior may not be a behavior in another classroom, too. So, as much as we're working on co, you know, um, >> consistency, >> a consistency across all classrooms. It's >> how do you qualify as an incident? Is it like >> So, for instance, like, >> well, like I mean, I'm saying how do you like because obviously a teacher talking to a student is different than like going to the principal's office. It's any type of behavior where a teacher felt like they need to write up. Whether it was a student write up >> could have been a push. It could have been taking someone's snack. >> It could be. >> So, it's a write up. That's how you >> any kind of a write up. Yeah. Okay. >> So,
025like I said, I feel like it's pretty consistent every year, but if anything, we're making gains and >> um we're really >> And kids are kids. >> Yeah. Yeah. And especially here, they're just young. So, I mean, if it's up to me, if it sounds like it's not something that you feel is helpful, I personally am like, but I would also like to put out there that if it starts to trend in the wrong direction, I would like to know that because in that case, that might be an instance where we need to reexamine the supports that we're putting in is clear that the sports that we have right now are working, but if it starts to trend back up, >> Yeah. >> then that's a fair point. Yeah. >> Right. And I think what
026could happen is that you know I think having some sort of descriptor of the incidents and just kind of explaining yep you know our numbers have steadily continued to decline you know but just not put the exact >> kind of percentages per se because they are becoming less and less in the different c categories. So I think that just having a general description of the behavior incidents I think would be you don't need a chart per se but general over >> agree I would say that the frame we spent a lot of time putting in the framework >> um so now the time in my opinion it's time to kind of take a step back and look more at trends and so we're seeing more of a trend of let's say um unkind behavior >>
027at recess. So then the focus is going to be within the framework that's already built that they've already established schoolwide expectations. The the attention should be on specific recess behavior and modeling appropriate behavior rather than um worrying so much about about this really just you know because this is helpful for you overall as you know over the over the years. I just don't know now that we've hit a plateau. We're in a good place now. I'd rather have our administrators focus on more building wide trends or grade level trends if they're seeing that. >> So why did you add this slide in the first place then? >> It was it was added >> it was asked a couple years ago and I would say too like I think a big part is thank you to
028the school board but and also administration for like helping us find the resources and the support through staffing to support this area. The other thing too to Superintendent Berskock's point, I like that thought about like let's focus on the unkind behavior and that's what we've done with our assemblies. Like we focused on different areas of our school to improve it and roleplay it and it's it shows that it's working. So >> So is it possible to switch the slide to one that just talks about the trends rather than others? >> I think I think we could. I'm not sure what this look like yet, but I think we could do something like that. And I think it I think it's more like I it's more targeted. >> Yeah. Yeah. >> And usable. This this thing
029too this also looking cuz I think you have a few years of data going month by month and you can look and see it's that winter time that holiday time like there's certain trends in the time of year. No, it's true. It's true. But there are certain trends during time of year. So how do we proactively tap into understanding that winter the kids get a little stir crazy, right? How do we tap into the holidays? How do we tap into which you guys do already? But maybe th those are some of the trends you guys >> to Lauren's point if you look at March specifically last March was really really hard for us >> and you'll see that it what a huge dip that is now from 63 to 24 >> and we knew that
030>> the the whole spring if you look at >> right the whole spring so like we if you if I go back to the other slide >> we did assemblies in January February to frontload skills so that March wasn't that same way y >> because March was St. Patrick's Day, STEM night, >> a lot of different activities. So, you'll see like those supports alone supported that one data point, >> which is huge. So, >> there's not a lot of like days off in March. >> No, March. March is long. March is 31 days >> and it's like it's like winter's almost over, you know? >> Everyone's done with winter. It's cold. It's yucky. Yeah. >> So, anyways, I think I'm happy. Thank you for your support with the resources. >> Some of those are teacher
031and snow. We kind of we kind of touched on this a little bit, but this is about the culture and climate and >> I'm really in communication, but like I'm really proud of our staff here. We've got great families. Our staff works so well together. It's a real like you'll hear in all of our Instagram posts like >> I would say over 90% of the staff would always say like what's your favorite part of about the school? It's students and the staff. Every single one. And they all say it's a family which is really nice. So like it just shows like people feel included here. There's a sense of belongingness. We've done that with the Blue Jay shirts. We've done that with the handprint wall, the Instagram post so that everybody gets to learn who
032our staff are. Um I think parent square has been a great um communication um focus in our district and it's easily accessible. It's it's very userfriendly. It's instant um and parents are getting notified of whether it's a newsletter or an emergency alert, what have you. That's working really well. And also our classroom newsletters. staff do great weekly newsletters. So, I feel like communication is getting tighter and our PTO does a great job as well. And I forgot to mention, thank you PTO for sponsoring all of our activities throughout the year, too. And here's our Instagram and our just some images of our communication. So, we did a little bit more than that now. Like, we're probably right around 70 posts now and 302 followers >> As of that date. And then um yeah, so that's
033and then these are our RMS weekly newsletter blurbs and it's been enhanced throughout the year. We've had um a curriculum corner that we've added. We always have our health corner. We have our Golden Globe or our Golden Spoon winners for behavior in the classroom or outside of it. So I think our newsletter has been um you know a good avenue for communication. >> Can I ask a parent square question? Sure. Is there a way to add like links to parent square for like my school bucks and you know the um where you can get like your report card you know like the I know I know you post them. >> Yeah, >> but like is there a way to like have like common just I'm I don't know. >> I wonder if we can just
034add it to the bottom like near where we have the click here for the >> It might not be possible but >> we can put links in. Yeah, >> we can definitely put links in the newsletter. I thought you were >> not in the newsletter but in the app itself. No. >> Oh, in the app. No, >> just thinking. Yeah. Okay. I was just wondering if it was possible to like have a central >> there is um so if you go on the website um there is like four parents. All of those are linked right now. >> Okay. Okay. That sounds great. >> Trying to find that. >> Yeah, I get it. That makes sense. >> I want to say that I appreciate the fact that you guys have highlighted staff not like you've highlighted
035all of the staff across the school. Um I do think that that's important. So like >> almost all of them. Well, almost but I'm saying but you've touched from all these different areas of like the things that are needed to operate the school and I think that that's >> I appreciate that personally just because I think there's so much like >> I know a lot of us just think like oh it's the teachers but there's so much that goes into it. >> I loved that you did food service like that was like my favorite one because it was like yeah that's such an important part of their day but they often probably don't get recognized. So I definitely would love to see this continue and like continue to like touch again on kind of all
036of those different areas. Yeah. And that kind So the new I like to get new staff. There's a few staff a lot of staff I'm still missing because we just don't have enough weeks. Um but whenever we have a new staff member, they're kind of like first thing that I do here will be putting their hand on the wall just so they know like they're part of the building. So all right, moving on to CSA. >> Okay. So I'm playing the role of Chaz today and I'm not nearly as energetic or um >> fun to listen to. >> He likes to dance. >> He does. I that is not my skill set by any stretch of the imagination. Um so our the major highlights of CSDA this year the big one was I mean just
037the overarching kind of vibe of the school is very different. Um so that's been kind of the ongoing work all year long. So part of it is the Wolfpack council that we have. So the student council that goes and meets with Chaz on a regular basis and kind of looks to ways to improve the school and to kind of create that culture and community. Um the student mural. So, if you haven't been up to CSDA and you happen to go take a tour there, the classrooms themselves have been coming together and creating their own classroom mural and Chaz has been going out with them to paint it outside the classroom itself. Um, so those will stay for three, four, five years and then we'll rotate them through for our next kind of crop of students.
038So, those have been going along in the hallways kind of all year. Sometimes when you have to find Mr. Miller, he's down with a bucket of paint down the fourth grade wing. Um and then Wolfpack leaders, those you know those students who um apply to be a Wolfpack leader and get privileges because of that. So they have to kind of prove that they're being responsible and respectful and can follow the directions on a regular basis even when people aren't looking necessarily. And then they earn their Wolfpack badge and they've been they're really excited about like getting to see what sit where they want at lunch and be able to walk to special by themselves which is great to kind of teach them fourth, fifth, sixth graders how to be more independent. So that's been a
039huge um piece. Another part is kind of working on the foundation in foundational instructional work. So we've been doing a lot of work during PD PD time at CSDA this year about how the brain learns, how the brain learns best and how we deploy that kind of teaching in our classroom. So this year has really been turnin talks, learning objectives, revisiting it every nine 10 minutes because the students lose um focus after that amount of time by the brain. So, we've been working a lot on that. Um, so that students understand why they're learning what they're learning and anchoring their learning in that way. And then, if you've been to CSTA during recess, you will have noticed there's been a huge recess revitalization there. We have the Gaga pit. Chaz is out there with his
040I I I feel old saying boom box, but like the boom box. Um, I mean, we have football areas. We have designated soccer areas. He's out with the snowplow, the snowblower in in the winter to make sure we have all of this space available. So, um, whereas in years past maybe they were kind of wandering the playground, finding maybe things to do or maybe not nice things to do, now they actually like there's always a football game, always soccer game, gaga pits out there. So, it's been recess has been a real social piece and the kids are getting their energy out and it's been a real positive um, addition. So, our curriculum assessment and instruction, we again are doing some stuff with the MTSS academics, right? Right. So we have I run the data meetings
041up there, MTSS meetings throughout the year. Um we've been doing the ongoing professional development and we're also fifth grade kind of did their own um learning impetus and learning on um building thinking classrooms themselves. So they've been doing a kind of a cohesive group of their own learning about that and kind of revitalizing how they're doing math instruction in the fifth grade level. again our AS web data for reading and our AS web data for math. Um it's looking pretty good. Looking pretty good. >> Very good. Yeah. >> Um so student well-being. So a lot of the push that Mr. Miller did this year as his first year here um was looking at that MTSSB for behavior, right? So we created as a whole staff kind of a wolfpack systems of beliefs and expectations. We
042worked on that in the fall throughout different staff meetings and whatnot. Um, and once we refined that, like what does it mean to be a CSDA wolf? We shared that with all of the students, all of the students families, we sent it home. So, everyone had that common language, common expectation of when you walk into the building, this is how we act. This is how we our day-to-day kind of piece and kind of building that school culture blueprint and then revisiting it as we go throughout the year. So, we listen to what people need, make the plan happen, see how the plan's going, and revise and continue that as as we move. So, um, if you ask the students now, they'll be able because they can really articulate what we do at CSDA, which is
043great. Um, again, we had, um, Instagram, I think maybe CSDA has a few more followers than RMS, but that's not competitive at all. Um, Parent Square, same thing. Um, the wall murals, we did Unity Day in October, so we'll be doing that again in the fall. Wolfpack leaders. Um, positive puff. So, similar to the Blue Jay tickets at RMS. CSDA has the positive puff tickets they earn for being respectful, responsible, a leader or male learner or being kind. Um, and we started that mid year like February, March. Did some assemblies to launch it so the kids could earn a sticker and then they could earn a weekly prize and if they got drawn in the monthly prize, they got to do extra research with Mr. Miller. So, we kind of did an infancy roll out
044with that this year and we'll continue to build it next year. Again, there's a there's a thing, good little Instagram. So, do you want to talk to this or you want me to? This is more global. >> Sure. So, um at the beginning of the year, we kind of talked about what we wanted to do this year on accomplish. So, these are all the things that we've done. Actually, just not an all-encompassing list, but what could fit on one slide. Um so, we continued to implement responsive classroom kind of K through six as part of our tier one, you know, social uh SEAL and behavior. We rolled out the role of the MTSS interventionist at between both buildings and um a school psychologist at both buildings this year which has been phenomenal. Implementation of amplify
045K to3 year two of Eureka math squared K to3 and then year two of CKLA and Amplify ELA up at CSDA looking at envisions for math at CSDA. Um had a ton of PD for tier one classroom management between UNH and um our wonderful behavior specialists here for MTSSB. and then um the tier one and tier two instructional supports for MPSSB here with Mrs. H and then creating regulation stations in both buildings. So next steps for RMS to talk going I'll just keep going. I'll just keep going. All right. Um so for we're going to continue the MTSSB tier one instruction and support. So like I said we did the kindergarten boot camp this year. We're going to do kindergarten boot camp again next year but we're going to move it to the fall because
046that makes sense. Um, and then we're going to grow it up to first grade next year. So, they're going to kind of review the skills they were taught whole group this year in first grade next year and then add on a few new skills. And we're going to revisit probably around Thanksgiving Christmas holiday time when things get a little dicey and go, okay, what what skills are the kids needing now and doing that as a whole group and having it be in that tier one piece. Um, our goal at RMS next year is going to be looking really looking at our win time and targeting what that looks like and how we best meet all the students needs and all the with all the resources that we do have. And then real quick, what does
047wind stand for again? >> Uh, what I need? >> Oh, okay. >> Yeah, it's like Yep. Um, and then doing more work on the CKLA culminating crosscurricular activities. So, kind of delving more into that now that we've had a year of CKLA under our belt. Looking at what are those next steps there. And then at CSDA, now that we've had the foundations of learning and how the brain works, we're going to be kind of laying that next layer of connecting our initiatives to the instructional routine. So it's not two separate things, but this is how we learn. This is how we act, this is how we teach, and how it all melts together um to that increase the student engagement. And then um making sure we have that strong. We don't have PLC's currently at
048CSDA this year. So, we're going to be putting that back into place where we can have classroom teachers, interventionists, specialists, the whole nine get together and be able to talk about what our students are showing us that they need and then what our plan is moving forward to address those needs. >> Very reason that you weren't doing them this year. >> I the schedule got funky and coverage is um a nightmare. >> Was funky. >> Yeah. So, it was one of those we Okay. >> It's on the list, but it's important. It's a um priority for next year. >> Okay. Thank you for your support. >> It's a great report. >> Yeah. Awesome. >> That's wonderful. >> So, I do have some questions. Um, so I just didn't want to interrupt the flow, but when
049we go back to curriculum and assessment, I know that not every parent is opting their children into assessments. So, how are you incorporating >> this one? >> Well, just all any of them like when we see the those scores, right, of like >> I know that that's not necess like that data might not necessarily be like the whole school, right? So how are we assessing and kind of incorporating that holistic piece of like maybe parents who aren't like how are we still assessing them to make sure that they're getting what they need? >> So they wouldn't get necessarily as web or the generalized district assessments right they would be getting classroom assessments building assessments things of that nature. So the Ames web is more generally speaking this kind of graph right is more tells me
050and Dan and Chaz how are we doing as a building and what are those trends that we're seeing globally right um it does give the teachers a snapshot of where the kids are in relation to other students their age and grade um but really in the day-to-day trenches as a teacher I'm looking at how are they performing in front of me when I'm teaching a lesson how are they performing when I'm giving them an assessment that's at my classroom level so that's the day-to-day those are the pieces is that classroom teachers will be looking at to move forward. >> I think it's not just classroom teachers. I'm curious about I mean there's we know that like throughout the towns there's a big drive on data and like scores and all of that. And so if
051we're looking at these scores there the argument can be made that yes it's a snapshot but it's not a complete snapshot because there are plenty of students who for whatever reason cannot take the Ames web. So how are they being included in the school snapshot? Not even just the data data but how are they being included in like the overall school community when you're looking at their data? I'm not sure what you're asking. >> I would say I would first say that our games web I don't think we have any opts who opt not to take it. >> Right. Yeah, >> I would say 98% of our students >> I can tell you share because I opted I opted >> I would say 98% of our students are taking the web >> and if they
052if they're not taking it maybe they might have a 504 or they might have an IP and then we're de we're looking at like how they're growing that way or we're looking at report cards we're looking at like N said we're looking at local assessments like in the classroom like >> their uricum scores or their skill scores so >> so but how are you including those >> show that slide >> well how is that being included in what's being presented to the public right because talking about building this data. >> It's not >> it would we >> I'm not saying it needs to be specific scores, but I I'm wondering why we're not trying to include a holistic picture of how every like not every student like >> we can't I mean so this is
053reporting out something very specific. We lack the data and that's okay. We are still working as a school to meet the needs of all those students. Um and and we're going to still move the needle. Um but we can't report out apples for one That doesn't mean a whole lot. But what it means to us is that we're looking at every single student, what we're seeing on a day-to-day basis, what they're doing in the classroom, the interactions they're having with the teachers, and we are adjusting our instruction based on the needs that we are presented with. But but we can't we we can't put in a fluff number into something like this because it is a norm assessment. >> I think I was asking for a fluff number. >> No, I'm not. No, I'm But
054but >> okay, >> I can't include them here. I I can make general statements about overall performance but that's why there was the request to put a data dashboard right so so the community in in in Hollis and Brookline for the co-op and then in Hollis per Hollis asked for a data dashboard and so we're going to put data out there but the question is what what sort of data we're going to put more than just your standardized SAS assessment or um as web plus data um that tell more of the picture. But but if it's we can't tell um we we can't tell individual student information. >> No, I'm not asking you to put out individual student information. What I'm saying is that you also have members of the community whose children though are
055not opting in and they want to know how their children are being assessed and that's not clear. It's not clear because all we see is Ames Webb. And if you've got parents who aren't choosing to have their parents take or have their children take this test for one reason or another, how are you reassuring them what their child's data is? I'm I'm not saying share everybody's individual data with the public. Like I would never ask that. >> I thought you meant to the community. So individuals report cards. >> Yeah. Yes, I understand. Okay. But to some degree, I do think it needs to I think I think that that still needs to be represented somehow in the public data. Not individual students, but I think there has to be a way or maybe we need
056to find out is there a way where we're looking at more holistic. I just I I see the as I see this and it it's like these are great. These are wonderful scores and I think they're going to go a long way towards like I'm really impressed with how much progress >> but is it capturing everybody? I got you. Yeah. >> Yeah. But it's but is it is it actually capturing the hard work that I mean because our teachers come under fire for this, right? And our teachers come is it actually capturing all the work that everyone's doing if we're not if we're only looking at like this one specific thing that's that not everybody is doing. >> Yeah. So we're not looking right. And so and that's what we try to argue. We've been
057arguing I've been in this community for 22 years and I've been having that same argument for 22 years. That's that's not how I judge success. That's one piece of data. It's one piece of the puzzle. SAS is another small piece of the puzzle. But some of those and I just completed my work on the accountability task force for the state. Some of those are required for federal government. Some of those are required for state government. Um the community demands some of it. Some of it's reported out whether we want to or not. And so we have to speak to that. There's so much more though. And that's why we want our parents to come in for parent teacher conferences. That's why we welcome parents to come in whenever there's additional questions beyond that window. That's
058why we send home trimester report cards. That's why we're piloting a new program with the report cards where we're going to start with our older elementary students conferencing every trimester with the students so that the students are talking about their growth so that those conversations can then take place at home with with their caregivers like wow I'm proud of the work that I've done. this is what I can show for it and this is how I can speak to it rather than it just being something in a portal that nobody really looks at. So that is really important but speaking um broadly showcasing it here that >> I think it's hard because there's no alternative is creating a standardized test to the standardized test right like to create data there's not it's not like >>
059I think the report cards >> if if any parents wondering how their students doing is reading the narrative part of the of the report card >> so that doesn't always provide information though because teachers don't always provide a narrative. Well, I read every single report card and every single one of our teachers writes a narrative. >> Okay. >> And every single trimester and they all complete their their me reads report cards through every single one today. >> And then >> there's also progress report. >> The only time that potentially there wouldn't be a narrative is um tell me if kindergarten doesn't have one of the specials. They don't they don't get reported for their specialists aren't reporting the report card but the teachers the classroom teachers writes a narrative and theirs are very lengthy but
060um and then there's also progress reports that are done um I think those are >> those are telling >> those are those are going to tell you the most information >> and then if parents opt out then we can't show the scores I guess that's the other thing too like we can't show all the students if we have people opting out too for whatever reason and fair because like I fully understand that when I sign that paper that that's going to be what happens. What I think I'm concerned about is what I'm hearing from other community members is that for whatever reason they feel like their kids are not being discussed like that's that is what's happening. So so whether it's they're not coming in to talk some teachers don't write a lengthy narrative like
061I will say and maybe that's because like I know like in some situations maybe there's one person who's writing one but parents want to hear from the class like they want to hear from both parties. So maybe if like special ed is sending a progress report, the classroom teacher is not writing a full narrative, but but their child is still in the general education classroom too and they're not getting information sometimes on how they're lining up with peers because a special education reporter is only going to talk about >> their specific, right? But if they're trying to figure out, well, where does my kid fall on the spectrum of like peer like is this typical or normal for this age? I don't think they're getting that information. And I think the community that there are
062some community members who who need that information also. That's what I'm concerned. And I would also say too um I can speak for RMS and Me can add to this is every every eight weeks or so we do data days and we talk about every single student in every single grade and then I would say when st after report cards go home if if families are wondering really how their kids are doing and they haven't heard from the teacher they they're welcome to reach out to and our teachers will provide that information. I think every single kid gets >> does does something like in the report cards where they have the one two three I'm I'm just asking if like is that kind of like what you're asking because that that to me is like
063meets exceeds or is not >> you know >> if we do that it would be like so we could we could we could say like >> 90 you know 97% of our kids got threes right for math >> I just don't think that's going to tell us >> no no I'm not saying that I'm saying to cover her like that's not what I'm asking about that cover where they fall >> I think what I'm asking about is that there's disconnect between how the community perceives the data of like they see this and they go okay these are the scores and yes a lot of people will focus on these scores but there are other members in the community who are aware that not every and they're going well how is that and they're they're not
064getting that data that's what I'm hearing so that's what I'm trying to figure out I understand like if it might be a prog or process like I get it but I just I'm just trying to see if there's a way that community members can get the data that they're requesting without us obviously violating any laws or like anything And I'm not doubting the work that the schools do. I'm fully aware that the schools do amazing work. Like I'm not doubting that, right? I've seen it myself day in day out. That somehow is not translating into the community. And so, how are we how are we helping? I mean, and it is to a lot of people, but it's not to everybody. So, that's what I'm concerned about. >> No, that's really good feedback for us
065to discuss. Um, and you know, if you have spec if anyone has specific questions or concerns or um, one-on-one can provide like a specific so that we can maybe better wrap our head around what it is that um, we could do to better answer the questions that are out there. >> I'm happy to I mean, I'm happy to talk. I won't like I'm not going to tell you who said what because they didn't give the original. >> I'm just saying that like let's bring that conversation if you guys want to talk later out of this meeting so that we can have a work session because we are still developing our data dashboard and if there's something that we have that we didn't consider >> then let's do it. Absolutely. We don't have anything to hide
066and I think that's um a common thought that we're trying to hide something and we're not. Um, but if I don't know what it is that we're looking to see, then I I I can't share it. Um, >> I think you made a good point, uh, Dan, that if if there is missing information, if they have concerns, they should be going to the teacher or you directly with those questions because then >> you can even customize it specifically for them, right? Because what we're talking about are individual students that need that customization, right? >> Not necessarily, though. Okay. Any other questions? >> Thank you guys for your support. >> All right. Great report. >> Thank you. >> Yeah. All right. I don't know which I guess now we can move on to the public hearing.
067>> Y >> um can I have a motion to um motion by a member to re for the board to recess until conclusion of the public hearing on the special education trust fund. Um, so >> Johanna and um second and all in favor. >> Okay. The board's recessing at 6:45 p.m. >> Okay. So, this public hearing is in accordance with RSA 19820C to present and obtain public input on the request to expend funds from the special education trust fund. As noted in the most recent revenue and expense report, which is actually coming up later in the agenda, the general fund is currently projected to end its fiscal year with an expense deficit of 32,614. The primary factor contributing to this projected deficit is overspending within the special education budget, which currently has a negative balance
068of $420,771. These projections remain subject to change as the fiscal year concludes and final incumbrances and expenditures are reconciled. So to address any year-end deficit attributed to special education expenditures, it is recommended that the board authorize the use of the special education expendable trust. Given the uncertainty that remains in final year-end balances, the administration respectfully requests the board to spend up to 75,000 if necessary from the special education expendable trust to balance year-end expenses. So right now our balance is $292,297. We're looking um for authorization to spend no more than 75,000 bringing the remaining balance to 20 $217,297. So I'll open the floor for public comment. Any testimony in favor? Okay. Thank you. Uh Brendan Deni, 31 Mason Road. Um and I'm here as a member of the Brooklyn Finance Committee. And so, um I'm
069in support of this. This makes sense. And um I guess it would be helpful if I could understand why we the special education fund is has such a large deficit. >> Um yes. So we had some um pro programming changes based on individual student need and contracted power educators and other contracted staff that brought us into the deficit. >> Okay. Um and I guess the second question is you know looking forward to next fiscal year. Was this seen as you were planning the budget for the coming year and are we hopefully adjusted? >> Yeah. So, we planned the budget 18 months in advance. And so, um, we now have planned for those changes. Um, but we're facing other possible changes that haven't been budgeted for in FY27, but we're now going to plan to budget
070for in FY28, but 27. >> We're starting, we haven't even hit the fiscal year start. And, um, it's already looking extremely tight. Uh so there's there's not, as you know, especially with a default budget, there's not a lot of wiggle room. >> Um and so every year, as much proactive planning as we can do, someone moves in, >> some needs change, we need to hire a contracted staff rather than our own employee, and then then we fall in the negative. >> Great. Thank you on that. Um I I really appreciate the work that you're doing and as you say the for planning coming from town government where we get to do our budget a quarter of the way through and kind of tweak >> that' be nice. >> LET'S DO I'M ALL FOR THAT. >>
071The fact that you are sort of having to plan so far out beyond your headlights >> um is is understandable and I do support this. I just was helpful to get some better understanding on the what caused it. >> Sure. >> Thank you. And can I make a point too that we're so grateful for the town actually you pointing out that um the contracted pair educators, you know, were something that contributed to this and we're extremely thankful to the town to help uh approve the VESSA contract which helped raise salaries and benefits and things for our PAR educators which hopefully will help us >> for higher hire >> in town. hire in within the school versus contracting out which should save >> money >> assuming we hire. >> That's our plan. That's what we're hoping.
072But but that you know that does help and we're grateful for the towns to approve that. So >> yeah. >> Okay. And um okay and I do need to step up because I got to go to another meeting but I am the Brooklyn finance committee member for the schools this year and so I'm hoping I've been watching the meetings. I'm hoping to be in person more, especially as we go through the budget. >> That'd be great. >> That's wonderful. Thank you. That's great. >> Any testimony in opposition? >> Once again, testimony in favor. Testimony and opposition. And I will declare the public hearing closed at 6:50 p.m. All right. And Now we have to come back in, right? >> You could just start. You just recess. Yeah. >> Okay. >> All right. So, we go
073back past public input. And now we go on to discussion. >> So, you have to open the floor for the regular public input. >> Oh. Oh, okay. Sorry. >> No, it's okay. >> We're doing great. >> Ah, yeah. >> We're doing great. >> Um, all right. The intent of the public comment period is for the board to receive input from the public. Um the period for uh we'd like to open for public input at 6:51 p.m. All right. Now we can move on to discussion uh capital improvement plan. So that I'm going to have to um I'm going to have to say that I didn't notice that when we did a adjustments I didn't um acknowledge that that is not part of this packet. We're going to have to delay that conversation as our facilities
074director is not here to present it. He has been ill. >> So okay, we're going to skip over that. So then let's >> we'll jump right into the revenue and expense. >> So will that just show up in August then? >> Yeah. Yeah. >> Okay. >> So moving on to revenue and expense. Um not much has changed since last month. Um we are still looking at a negative balance in the expenses of 32,614. We're looking at um additional revenue which is great of 10391. That puts us after food service transfers uh to 34,783 for an unreserved fund balance. Nothing was authorized in terms of maintenance trust or um and we're not allowed to retain anything. So at this point it looks like 34,783 is available. last month you authorized the expenditure of um those dollars
075to potentially address the RMS roof and a number of other items. So I will give you an update well certainly in August when the books closed and we know where we landed on all that but not a lot has changed. >> So just a quick question about that because I think I remember you had said that if we voted on that that would give you the opportunity or like the option. So were you able to like talk to anyone or like get like firm? >> We're moving forward with the roof. >> Okay. Because in addition to the 34,783, we also have the retained fund balance of 185,000. >> Okay, that's what I thought. So, the roof is happening and then we're just going to wait and kind of see >> the rest we have to
076kind of >> balance it and kind of see where it's done. Okay, thank you. >> Great. >> Okay, so the data governance plan is required to um be reviewed by the board every two years. And so here it is. And what was great is that Emmy made an update sheet so you don't have to go through the full document of just the small edits. And so really a lot of the uh edits were around um correcting names of the members of the team and correcting titles um mainstreaming the the formatting across the file so that it was u more readable. Um updating and correcting hyperlinks. Some of those were links to policies and so policy links were outdated. And then um relative to the content, some of the language referring to policies was either rephrased
077or removed when they were not adopted by or applicable to uh our specific school district. So some of the policies are no longer in existence and so we moved away from those. And then we updated practices regarding Google Suite and account disposal and maintenance and some of that has to do with our retention policy. So that's it. So you don't have to vote on it. It's it's really just we have to present it to you every two years. >> Okay. Thank you. >> And do we have any committee updates? So we other than policy which we will get to. >> The facilities committee had to move it. We're looking for a better date. >> Yeah, we moved it. We did pick >> is it July 10th? Did I make that up? >> I think that's
078correct. >> If it's in my calendar, I know where to go. But off the top of my head, >> I'm pretty sure it's July 10th. >> Okay. >> Now that you're saying it, >> uh, no. Hold on. Maybe it is. And I didn't put on my calendar. We were having some uh difficulties with coordinating schedules. >> Yep. >> July 15th. >> Yeah. And it will be here. >> I think this is like meeting central for a while, isn't it? Everyone's meeting. >> Yep. Yes. Okay. Any other committee updates? >> I don't Oh, well I mean the SAU committee met um government the SAU policy committee met prior to the SAU government board meeting and we are planning to meet again in July just to work continue work on that if anyone wanted to know about
079that. So that's our all right we can move on to deliberations um see what action we can discuss now right if there's any there's no more Or can I make a motion >> or does it need to >> It should be um a non non-chair. >> Can we get a motion to authorize the superintendent to hire, accept resignations, and terminate staff until the sup uh September board meeting and require notification to the board of such actions? Johanna second. All right. All in favor >> or do you have questions first? >> Oh, any questions >> or discussion? >> So, September. So, you're going to hire through August and then in September you would authorizing for you to hire through the start of the year is basically what we're trying to do. >> Yes. So, um that's
080so that we're not held up. >> If we have an opening, then we can move forward with that. Yeah. And then I would just notify you, you know, filled the second grade position. >> Yeah. Okay. >> Okay. Um, so now we can vote. Correct. >> Yes. >> Okay. Motion to accept. >> Just wasn't sure if there would be a question on it. It seems like a strange motion. So, >> yeah. All right. Next is to see what action the board will take regarding special education trust. Can I have a motion to authorize the expenditure of an amount not to exceed $75,000 from the special education trust fund to balance year-end expenses? >> Make a motion. >> Heather this time and second. All right, any discussion? >> I think this is a really good use of
081this money. I think it's appropriate, especially given that most of our a lot of our overages. I know it's not all special education, but quite a few of it or quite a bit of it is. So, I I think that this is a good fiscally responsible move that hopefully will reassure the community that we are not operating the slush fund because we're not like we are trying to pay our costs and costs are high right now. And um yeah, so I I thank you for bringing this up and kind of going through all of that, Lauren and Junior, because I do think it's very um important and appropriate. So >> all right, any other discussion? All right, motion to or um all in favor? >> Motion carried. Perfect. >> All right, the next is to
082see what action board will take regarding the Oh, so we should actually discuss because we always do this first, right? So we can make a motion to accept the policy memo and then not vote on it and then discuss each individual policy. >> Okay. All right. I have a motion by member to approve the recommendations of the Brookline policy committee as per the memorandum provided as part of the agenda packet. >> Second. All right. So then we will move on to the policies. >> Johanna, would you like me to discuss them or do you want to discuss? I can go through. That's fine. E Lynn can jump in if she feels >> okay. >> So moved. Um okay. So for the first um the people safety and violence prevention, I believe that this one we
083are bringing for a read and adopt. Correct. >> Third and third. >> Third and yeah. So we've this one's pretty lengthy, but we feel like we've been through this. We've gone through it kind of with like we've had the lawyers go over it, Lauren's been over it. They've presented it. So, um, not hearing any feedback from the board or the community, we feel that this is appropriate at this time to pass. So, nothing really changed between this read and the last one. We just really wanted to make sure that we give everybody enough time to read it because it is pretty pretty lengthy. Um, and then we have crisis prevention and emergency response plans. So, this I believe we made minimal changes um in terms of just adding a little bit of language uh to
084specify that members of the public are not permitted to view the EOP. And like we put in I think a couple of dates um like the October 15th and October 1st um to for like when Gina Superintendent B would report them which I think we're already in there, right? Or did we add? >> We typically >> Yeah, >> it's due by October 15th to Homeland Security, but we're usually well beyond that. Usually before that date. >> Yeah, well before that. So basically just you know reiterating that like there is an emergency response plan. The superintendent is in coordination with like local emergency authorities. Lauren, is that your where you're raising your hand? >> Oh no. I'm sorry. >> I JUST SAW IT ON THE COURT. I was like she's she's ready. Um but yeah, so
085so hopefully you know I know given we we chose to bring this back to policy committee due to the incident at CSDA. So we took a look at it. Everything looked pretty sound. We changed a few dates. We added a few things. Um I believe this is also is this a read and adopt or just a second? >> Second read and adopt. Yes. So I mean certainly this is a policy that we can bring back to the policy committee at any time. Um >> but as the policy committee and Lyn you can speak to this as well. I think we felt that this was sound and and good standing um based on everything and all the information that we had. So that's >> Can you just repeat what what was what was the item that
086you wanted us to check again? >> So we are asking we had asked um Lyn and I had brought up a concern about if there was a district plan. So like not an SAU plan, but like a Brooklyn district plan in case like there was a reason that like people couldn't get from CSDA to RMMS or like if parents couldn't get is that right? >> I think that was a different policy. >> That was a different policy that we had covered. >> Well, we had also talked about like tornadoes. >> Yeah, it was just like a more like coordinated district plan versus you know like between the two schools. >> Just so you know, I brought that up yesterday and we are going to be meeting this summer with all the safety officials to discuss
087that. >> Cool. Thank you, Dan. I just want to make sure that's what we wanted. >> I believe that's what Yeah. >> If there was an event >> Yeah. >> and it happened later in the day and parents didn't get there. It was going into the evening. What would >> And it was like or if it involved full school, you know, if there was something much like a flood that blocked all, you know, blocked the roads and couldn't we get like >> So, we're having like emergency management as well be there so we can really tie in everybody. >> Cool. >> Lauren has given us another one. The road caved in. No, when the road came that was >> Oh, did it actually have to go? >> Oh, that's right. That's right. Yeah. So, >>
088last year before. >> That's right. I forgot about fires. >> So, I think at present we have an SAU plan, but yes, we did ask for just kind of like within the Brooklyn district. >> Um, okay. And then animals in the classroom. So, this is we added a few things um mostly around animals in not in the building but in the school grounds during school hours. Um so if you look and this is coming for a second read I believe in adopt. Um it is so we just added the very first sentence there. Um the animals shall not be permitted on school grounds during school hours or during school sanctioned events unless permission has been granted by the building principal. So we're just trying to like you know keep it like dogs can be in
089here like after hours. They can come in the pickup line. They just need to stay in their cars but like they can't be kind of loose on the grounds. Um and they cannot come into the school building. So again, pretty straightforward. We didn't really hear any feedback. So um certainly any feedback you're more than welcome to reach out to us, but that was that one. Um and then the agenda preparation and we so we are going to bring this just for a second read because Lyn and I really felt strongly that we wanted the whole board to be present to vote on this. >> Um just because it's it seems like it's an important one and so we we wanted to give it that time. So I'm just we we changed a lot I believe.
090Um, I want to thank Dot in particular and Emmy, but they really did a good job of trying to like streamline it prior to the policy meeting and poor Dot's just like here. So, she just completely So, they really did a good job and we had a really, I think, productive conversation around it. Um, and you know, we're really trying to work with like Superintendent Berg and everyone to make sure that everyone is kind of really good with this policy. So, I'm just going to ask the board to read it. um we added basically how so it's basically this is about how the um agenda is prepared prior to a meeting and then there's definitely I believe we took out a big change that we did take out was if you look all the way
091down in like paragraph it's the one that has all of the strikethroughs in it but any board member staff student or citizen of the district may suggest items of business we we kind of struck that because we were just like we're trying to figure out the right way I think to kind of like do that without vi like violating legal issues or like so we're just we're gonna kind of tweak that one I think a little bit but we definitely didn't want what was in there. Am I missing anything? >> No. Okay. >> I think it's important from my perspective. So the language that I see now and maybe I'll look at it again when it's cleaned up, but I like the fact that you know um because what I've seen in years past is
092there have been requests for something on the agenda that I legally cannot put on there. And so if let's say there's a new chair or if there's someone from the public and they demand something then I'm putting the district in jeopardy if there's not something some way out that says something about the legality of it or whatever. >> So that was a concern question. What would be something um or just maybe an example of something that someone might want to put on that wouldn't be appropriate? >> Yeah. So if you recall we had a discussion a debrief of what occurred at CSDA. Um there have been um demands to list very specifically names um >> you know locations like things just we that we legally cannot do um >> but but a demand to do
093that. Okay. >> And so I wouldn't want a policy that said it had to go on there. >> Sure. >> Because that wouldn't be appropriate. >> Thank you. I think that was actually the biggest part of our discussion was we really tried to be mindful of the fact that like we wanted to set very clear boundaries so that everybody kind of understood and that it wasn't subjective like it's it's a very objective boundary. If there's a legal reason that you can't say it then you can't say it and that just we felt that that was like a safe way to go and I think we did a good job of kind of trying to get that pinned down. So I'm definitely going to encourage everyone to read this and please reach out. We're going to
094put it up for a vote in August hopefully when we have um the full board here. And then I just want to let everyone know that we did end up tableabling um just because we're still waiting for feedback from legal on the weapons policy. So we are going to bring that up again in August. Um there were some things kind of coming down the pipeline from the state level and things. So we just we're going to let them review it and when they get back to us we will let you know. So that's where we're at. >> Good stuff. >> All right. Shall we vote on approving the policy memo as written? All in favor? >> Great. All right, we're carried. >> I think that's it. >> All right. Do we have We don't have
095any. >> No non-public tonight. Correct. >> Correct. >> All right. So, >> do you want board member interest? >> Was it Did anyone here have an item to bring up that you were particularly interested in for board member interest? >> Okay. >> All right. Then the the good one. Do we do we have to close? >> Oh, yes. >> Well, we'll it'll be closed when we close the meeting. Do I have to stay open? >> Not if the meeting ends. >> Okay. All right. Um, I have a motion to adjurnn. >> Second. >> All in favor? >> All right. Have a great summer, everybody. >> You