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Epping School Board Meeting 08/27/2026

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And she got text you on so we're good.
We're good, okay.
All right.
Good evening, everyone.
Welcome to the August 27th meeting of the Effing School Board.
If you please, Ryan's drumming for a pledge to the planning.
I pledge allegiance to the flag of the United States of America.
And two republic for which it stands, one nation, under God, individual, with liberty, and justice for all.
Thank you.
Be seated.
My apologies for those who are joined us tonight for us being late.
We're just wrapping up with the walkthrough of the facility.
So thank you very much for your patience.
Should anybody here like to make any public comments to start the evening?
No, okay.
Then we will go right into our first scheduled topic, the co-curricular handbook approval
with our athletic director, Chris Goldsett.
Even, Chris.
So I got suggestions.
I added those to it.
Other than that, did anybody have any questions?
to start on.
I have, was there, was there a place that I was supposed to make comments?
Did I miss that?
No, just, I know Ben sent Chris some, some comments after you read through it.
Okay.
I have some comments, but we can go through it.
You can do whatever you want.
I just, I did read it and just made a few, I have a few thoughts, but I didn't,
one of the thoughts I had was, um, moving forward from year to year, like changes, either like
in yellow. So just so we can see that like this part is the same, but I, we added this because
obviously we don't know it by heart. So I can see there's new things in it, but I kind of have
to guess. So just for reference, it would, it's helpful with the other ones too to just get a like
like we do with policy. It's just highlighted in yellow. So. Yeah, I think the biggest reason why I
didn't do that with this one is because so much of it was going to be just changed.
Yeah, pretty much pretty done completely. Yeah, but I could certainly see like moving forward.
Because I think we have to approve it every year.
So next year, that would be helpful for us.
No problem. Yeah, absolutely. Because I think you did that the year before it was great.
So, yeah, the year before we did with that same model. Yeah. It was so easy to follow.
That thing, that, that last iteration needed a makeover. So.
But basically, yeah, my goal with it was to shrink it down and make it more user-friendly.
The last, again, the last version of it was very convoluting.
sort of all over the place. Wanted to fix the formatting of it, sort of matched what the regular
student handbook kind of look like. But a lot of it is a lot of the same information just truncated
down and made easier to understand, at least to me. So, you know, I think the biggest areas of change
you probably noticed were the student conduct section. There was that huge chart and it was hard
to follow. So I just kind of broke it down, low level, middle, mid-level, high-level
misconducts, and how does that apply to athletics? And Chris, that's where some comments I had,
and I apologize, I didn't get to read it until the end. Yeah, you're good. But on day today, but on page
seven, it contradicts policy JICDA a little bit when it goes into, especially the severe level
misconduct. And what the consequences are, the policy states something differently. Okay. So I just
want to make sure those two align or reference that policy. So we don't have a policy
written in two different spots. I'd rather see it referenced. I know we're trying to put everything in one
document, but then we have to remember to update it all the time in that document as well.
Okay. Yep, that makes sense. Are we still working on that window policy?
We are. Yeah, we still working on it. Yeah. It's in the queue. And we, in September. Yeah.
We'll have the first draft of the JICBA. Right. So one common I had, and it's just
I'm just putting out there, you were talking referencing high level misconduct and first offense,
out of school, suspension, in season, two games in in ineligibility, which I'm not disagreeing with that.
However, it's not uncommon for kids to get a five day. That's a whole season. So, I mean, that's, that's,
so sure, if you get suspended for one day, you're out two games. You're out, you get suspended for five days, which again, am I
right? That's not, it's not uncommon. It's, it's a possibility. It's a very, it's a very possible thing. That's 10 days. That's basically the, almost the whole season for an athlete. So I'm just pointing that out that. I don't, I don't know how to, and I'm not even asking really for it to be changed, but I just think it's, if it's a one-day suspension and you lose two games, I get that. That makes sense. If you, even two days, you get four games.
But then you get three days, four days, five days, because some have automatic consequences.
Like, if you get, if you're caught, vaping, five-day suspension, or something close to that,
this is a whole season. And we've talked about restorative justice and other, so sometimes schools do buybacks.
So I just, I'm putting that out there as a thought that we also don't want to ruin a kid's whole season because they made a mistake.
And it's a big one, don't vape in the bathroom, but you got caught.
you got a five-day, because it's an automatic five-day, your whole football season is done.
Or your whole basketball season.
So, yeah, I would ask you to really think that through, and maybe not for this year, but, like, is that in the best interest of kids in sort of moving forward to that?
A two-day game suspension, or is there an opportunity for a buy-back?
Like, they get an automatic four-game suspension, you know, five days, four, whatever.
But is there a way to buy back that with some sort of restorative practice?
We do a readmission for substance right after 60 days of a call.
Maybe something comes out of fetch that will allow them to come back into it.
Although we don't want to make sports more important than behavior.
No, but I also don't want to, we don't want to, you know what they're doing.
They know what they're doing.
I can take this, I'll take this back to the admin team and try to see what their thoughts are on it.
I get, I absolutely understand, but, but when you put it in practice.
For a kid, it could be, and for a kid who lives in Breeze for a football program or a basketball program, and they make, yes, they know, but they're also 16 or 17, and they make a mistake, they've killed their whole junior, senior, sophomore, whatever season, and we don't want to, we don't want to, I don't know if we want to do that for kids.
It's just, so I just, I would caution that, though, because this is what started lowering the grades all the time for athletes, so they could not get punished as much as they should be.
So let's let's let's let them have that.
And then that turned into more and more and more.
And it became a ball, like there was no, your sports became more important than your behavior.
Yeah.
And we don't want to do that.
Just, I'm just bringing it up as a, as a 16 years old, you know what you're doing.
In real, in real practice for our, for our kids to make mistakes.
I think it's a good point.
Like I said, I'll certainly bring it back to the admin team and see what their thoughts are on it.
Again, this is, I didn't invent this.
This came with the last one.
Nobody's ever really brought it up as a point of contention before, but I think you bring up some good points.
So, the part that contradicts is the policy JICDA says 177 school days from date of incident,
whereas this policy says to the end of the school year.
Those two are completely different.
So if something happens in June, it can impact the other school.
It could be the next year that it would do based on our policy, but this document says the opposite.
It's just to the end of that year.
I think to that point, I would sort of be more on Julie's side with that, where if you do screw up as a sophomore,
you know, you have a summer, yeah, you have a full summer to re-evaluate your life choices.
Completely agree.
It's about learning and then coming back.
So we'll just have to really pay attention to that particular section when we're looking at.
When that comes up.
Can I make it just a couple of calls? Is that okay if I go through?
couple things, unless you want to, like, highlight stuff or whatever.
No, no, there wasn't really much.
I was just kind of kind of share one piece with Ben at the end.
Go ahead. Go ahead. Go forth.
So Ben, you had asked about the piece on page 11.
Yes.
That JLC, J3 took me forever to find out what that was.
Okay.
But apparently when I talked to Brittany Ramsey about it, that's the state policy.
And that essentially is that form that's at the very end for concussion and head injuries.
it's required that anything that suffers one has to have this form filled out.
So I did indicate after fixing it that that's what that is.
So the student athlete shall also present a written permission and authorization form
according to JLCJ3, state policy, to return to play from a parent and or guardian.
Okay.
And you have to return that to the state too?
Do you have to send a copy to the state?
No, that's a great question.
I'll have to check with Brady on that.
She pretty handles those, you know, commission.
Usually when it's a state thing, they want to know you get it, too.
So the copy I've got some update it, so I'm assuming that's a fresh copy that you made.
I did this today right after I emailed you back and I made those changes.
The other thing in here, too, when I went back through, our concussion test, baseline testing isn't impact anymore.
So I switched anywhere where you saw it impact, it's sway.
So just so you guys know, those are the only real changes from the version that you have.
And can you explain impact and sway a little bit so people understand the difference?
So there are concussion baseline testing.
So it's done on an app.
So the sway one is done on an app.
I'll just speak to the one that we use.
And basically it just gets where the kids are at before they've done anything.
And then anytime they sustain a suspected hand injury, they have to get back to baseline prior to return to the flight.
It measures reaction time and different things like.
Right.
It measures.
Your brain length.
Not really trivial comment.
I know I've said it.
I don't know if you've texted it yet, but the table of content drives me insane.
I didn't notice it.
I wasn't visually looking at it.
I was so sorry.
I said it in the advisory committee meeting.
I just, I should.
Yes.
It drives me insane, too.
Imagine me trying to line up all the things with the night there.
Tap.
Tab it out all the way.
Perfect.
Make the dots go away and stop.
I can rip the dots out.
The dots, no problem with me.
Sorry, I know that's trivial, but.
So just a couple of things.
It's not overwhelming.
On page four, page four, there you are missing the word athletic director.
It says, yeah, I said that correct.
You got that.
Okay.
Page six.
Okay.
Oh, okay.
So, okay.
There was, there's like an empty bullet.
Oh, I see that now.
Okay, so it says if a student is found not to be passing at least five classes,
it looks like maybe something was removed.
However, I think that thing, whatever was there, aligned with,
because it says you can see that, you can see the missing link.
If a student is not found not to be passing at least five classes blank,
and then it says once this two-week period has expired,
if the student is still not pleased.
So what happens before that?
There was definitely something.
Okay.
I don't know what happens to it.
Okay, so anyway, I just, I couldn't quite get what you were saying.
Basically, you know, I get, I do those grade checks every two weeks.
Yeah.
We really don't start until about middle, towards the end of September, once the rates really get in there.
If the kid dips below, so they're already eligible by state standards, so they can continue to play.
But by our standards, we want to make sure they're eligible all season.
So if they dip below passing five classes or our IWS, WS, I will send an email to the kid, the family, and the teachers for which he's, you know, not passing your sheet.
and then they'll have a two-week window to sort of remediate that thing.
So we're not taking them out right away.
Right.
I guess this is part of that restored piece, but yeah, giving them a two-week window to figure it out with the teacher,
figure out what's missing.
Sometimes teachers just made a mistake or whatever.
It just happens.
After that two-week period, if they show up on it again, it's really up to the teacher to tell me, like,
hey, this kid has been doing everything I've asked them to do.
They're good to go.
They're right on track, or no, this kid has done nothing.
Sure.
shut them down at that point.
So I think the missing piece is like what happens in that two week.
In that two week, whatever.
So that makes sense.
Should they still do progress reports?
No, no.
Because that's what it was two weeks.
They had two weeks to get your grades up.
And if you didn't do it, then you was not playing until you do.
Sorry, I missed that of people.
Shocked.
I didn't see that.
It didn't exist.
I don't know what happened.
But that certainly fixed that.
So page eight.
Okay.
So I'm guessing this is like a little bit of pasted from other handbooks, possibly,
some of this attendance and extracurricular activities.
So the first part of it all comes down, like A, B, C, D, E.
Then when it starts on one as a parent, it seems confusing because the number one says,
so we're talking about attendance, right?
And you're talking about excused absences, educational activities, vacations.
You're highlighting attendance.
And then number of.
one says, students are responsible for making up missed work.
So I feel like that's, that's more aligning with, like, an academic absence.
So I think, and I don't, we should be, like, there should be overlap in the handbooks.
Like, they should, whatever, if it applies in one, it can be in the other.
But I don't think that makes sense to be there.
Number one, students are responsible for making up miswork.
You're talking about how excuse absences or family vacations impact sports.
Do you see where, do you think?
So I just felt like that one didn't really make sense.
The rest of them seem to make sense.
So it was just sort of number one, I don't feel like, belongs there.
Okay.
I don't, are other people?
So I agree.
It's fine to me.
I'm all copying based.
Yeah.
We don't want it to look like.
Like, yeah.
So that one, I would just maybe take that part out.
And that page 10.
You start referencing the, again, I'm sort of reading this as also the parent, but you'd say,
middle of page 10 are sort of closer to the bottom.
It says, athletic director, administrator, in charge of athletic duties, updating.
I was like, updating.
I was like, is Chris still updating this?
Is he does he need to update this?
But I get where you're going.
It says each spring you will review any changes that have been made.
I don't know if there's a better way to define that.
I looked at that as like, updating.
I don't, I don't, I don't, I'm not quite sure what you've been.
Yes.
Yes.
So you could maybe just think about a different way to sort of highlight that because you're talking
about updating, you're talking about coach training, you talk about a parent information
sheet, and there was also athletic training was not, oh, there was another part that I think
it needed to come out, coach training.
Oh, okay, see where it says coach training.
All coaches, blah, blah, blah, blah, blah.
And then it says athletic trainer, and I don't want to, like, grammar this or anything,
but I feel like you meant to hit the space bar to bring that down.
Okay.
Do you see where I'm talking?
Because you're talking, updating or whatever you want to call it, coach training, athletic training,
parent, it's a subset.
Okay, I agree with you.
I need a nod that, or like, am I making sense or am I just talking out of?
Oh, hi, I got you.
Okay.
I wanted to.
I'll ask you about the parent information sheet.
Yes.
Can you define that?
Because I've never seen one.
Yes.
And I don't know where it, what it is.
I think it's probably in final forms or something.
It is.
And what I did today is I took it a step further.
Because when I was going back through all this, I'm like, information sheet, that is interesting.
And then I actually found the information sheet.
So on Sport You today, I actually shared out the parent information sheet for what to look
for with concussion.
Okay.
I have this never been shared out.
Yes.
So I was.
I was reading that and I was like, I don't know if we still do this anymore.
So now we do.
It's something that comes up.
Okay.
Yep.
Oh, well, can we tab over the word progressive under number three?
I'm so sorry.
So, number three.
Oh, my God.
The word progressive just takes to speak tag.
Yeah, yeah.
That's all.
It will be fixed.
I'm very sorry.
No, you're.
That looks like Microsoft Word.
Yeah, it does.
And I certainly can appreciate.
This is like, that's a lot to, like, stare at for hours.
So, but that's why you have another pair of five eyes or more.
Page 13, number two, smoking or using tobacco of any form under the age of 21.
Yeah, 21.
It's reference.
So that needs to be changed.
And also where it says tobacco products and devices, it also says athletes under the age of 18.
That could really get us jammed up.
Yeah.
Yeah.
21 is a legal age.
21 is the legal age.
Oh.
Mm-hmm.
That'd be 21 to buy them.
Oh, okay.
Sorry, this one's another little slightly confusing.
It is on page 14.
I found this to be confusing, and I'll tell you why.
So under student obligations, you have a paragraph, and I understand where you're going with this.
But you're talking about that they're responsible for their
equipment, that's talking about, athletes must return uniforms and equipment no later
than the board's banquet, because that makes sense, of the season that they participate in.
Failure to do so will result in the athlete being ineligible to play or attend their next season.
Then your next couple of lines indicate that, however, but there's not a however, if the,
so you're saying in that sentence, you're saying, they can't play.
They don't return their uniform.
They can't play whatever their basketball season.
Then you say, if the athlete fails to return equipment, he or she is responsible for the replacement cost, failure to do so will result in the athlete being ineligible for another sport until the equipment is returned and replaced.
So on one hand, you're saying they don't return it, they can't play.
But then you're saying, but if they do return it or they pay for it, they can play.
So where do we live on that?
In my mind, if they return it or pay for it, they're eligible.
That's the spirit of what I'm trying to say here.
So it's your first part where it says failure to do so will result in the athlete being ineligible in play.
And maybe they could say failure to, failure to return the uniform or pay for the replacement costs.
So you, because I know that's what you're saying.
Yeah.
You either return it or you pay for it or you don't play.
Or reimbursement to the district.
Yeah, yeah, you pay for it.
You return it.
But where I got kind of hung up on this was like, well, if I didn't return it, but if I didn't return it, but I paid for it, am I still an
now is, am I still ineligible?
It's junky.
It's a little wordy.
Yeah, I can have that for, yeah.
Chat GPT it, and you get to go.
And that, so that was, that was the other, and the other, and the other, and the only other thing,
which is tedious, but it would probably be helpful, also GPT.
I think there's different fonts, there's different sizes, there's different, there's different, there's
different, some things are all capital, like, like some of your headings are all capitalized,
if we're going to do it and you kind of revamped it, like, and maybe have somebody else
take a look at it for you, but, and I'm not going to go through all that.
But, like, I think we want to present ourselves where an educational institution is as much
consistency, especially font size, which font we're using, and then, like, if you're heading they're
capitalized, they should all be capitalized, if not.
I know it's super tedious, so, but I'm just pointing that out.
I think we want to represent, like, the best.
And you put the work in this year, then you won't have to do it.
it for future.
You're bold and you're bold.
Yeah, exactly.
It's just like just the consistency.
Some people don't care, but I think they don't.
Certainly, you can, you can, like, bribe, you know, like your wife or some of those.
Like, just, come on, let's take this and look at it over.
I'm on his advisory committee.
I'm more than happy to clean it up for it.
Yeah, yeah, whoever, I don't think.
That's it.
But that's it.
But otherwise, I thought it was, it was pretty concise.
It was, it was well done.
How many pages do you end up cutting out with 10 or so?
There was 29 in the last generation.
It's a significant amount.
13 pages to cut out.
It's much much.
Yeah, you don't want to read in journal.
No.
That was the goal was to make it more suitable and easier to understand.
Right.
Well, the significant changes, nice job.
Yeah.
What I would propose at this point is, so we have something in place
is that the board tentatively approve it as is
with the understanding that the final copy will
come two weeks from now.
I thought we didn't improve the
We have to improve all of them.
You typically
I thought we didn't.
No, not this one.
Not the athletic care.
We would not be an approval status.
It's more of a
Yeah.
I will tell you what we're going to do though.
We're still going to make the changes
and we'll still present.
It would be great to see the final copy.
They're like,
they'll be in changes and stuff next year,
but let's, yeah, let's get them done.
And I agree you had mentioned too about
when we talked about at the retreat, you know, having them, having this handbook done before the start of the school year, because the athletes have already been playing for a month.
So if we, you know, if, if we could get it in July, then you could link it to your
export to you or final forms. I know that's a complicated thing because we're all doing different things, timing, timing.
Once this is finalized, I will put it on.
support you.
Yeah.
Hey, here's the newest model.
Take a look at it.
But when you sign your kids up for final forms, you're supposed to check the box that you read the handbooks.
And it's the last year's handbook, which I get it.
I'm not judging.
I'm just saying that it would be ideal.
Ideally, it would be early summer.
Yeah, this would be done.
I mean, this isn't going to change a lot unless state law changes or something changes or you
find something that isn't working right and you're going to tweak it.
Because this should just be your simple add-in after you get this.
after you get this good one in there.
After knocking all those papers off.
Absolutely.
After her content, I want to send it to my school.
I'm sorry, Courtney, would you say?
What?
What you said?
I couldn't hear it.
It would just be like that.
Once he fixes his content,
the things that are my way to my table.
Table of contents.
I'll fix that one.
It is horrendous to look at it.
Trust me, I don't like it.
Yeah.
So I will, I just had him send it to my school email so I can edit it.
can edit it when he's done adding the content stuff.
Perfect.
I appreciate that.
Thank you.
I have a curiosity question.
Will we look at changing something like this where it says Epping Middle High School
to Epping Middle High School in Fremont?
Yeah.
Down the road, like as they get acclimated into our world.
So our school name is still Epping Middle School.
Understood.
Yeah.
Okay.
But as a courtesy, you could say we could add something in there like we saw earlier on
some of the signs and stuff. The name of the school obviously won't change, but
the students that were serving could.
Yeah.
Yeah.
I just would want to be careful for people to not, that we are not in a co-op.
We are not.
I think that's why it's not changed.
When you start adding another school's name to everything you're having,
you're giving people the impression that we're in a co-op.
We have an area agreement, a tuition agreement.
So we just have to be careful that we don't want to send that message out there
because then you're going to be in saying,
we never approved being a co-op.
Why didn't that go to Warren article?
Blah, blah, blah, blah, blah.
You know?
do, we just have to be careful with that.
Why, like the banners, like serving.
No, I mean, like that's perfect, you know.
But even it's something simple in the first page, which I like the,
like, objective, program objectives, but like Epping's athletic program,
comma, which serves Epping and Fremont students,
that just acknowledges that we do serve.
Something simple like that.
And you can include grades of that.
It's like grades one through, whatever.
Right.
Yes.
We don't really have any type of the middle school agreement.
Right.
And we have a high school agreement for them.
All right.
Can anybody else have anything else for Chris?
Can we set him free?
Thank you so much.
Thank you.
Thank you all.
Thank you.
It's not bad at all.
Have a great night.
We're going to get a lot of worse.
Yes.
Yeah.
All right.
Thank you very much.
Stay bright home.
Yes.
Okay.
Moving on.
Committee reports.
Does anybody have any reports for tonight?
tonight.
We met for SST.
We met for SST.
We had our first meeting.
On August 17.
And no major updates.
They gave us enrollment numbers and who came from, who was, who was, how many were coming from
each town?
The only note is there was a struggling computer science program.
And that is we'll be up for discussion this year monitoring that.
the enrollment is way down and has been way down for several years now.
There's some concern, was it the outgoing teacher and popularity of the program, or is it actually the force material itself?
So that is the one topic that generated some conversation that we will be observing and looking into.
You think maybe kids have already they know what they're doing before they come into the program?
I think it's evolving. They talked about cybersecurity and a couple other things.
It's a very well-versed in technology.
They know how to do.
do stuff.
Yeah.
Well, what people are looking for in the marketplace has changed to?
Like if their computer science program is based around like C++ or something like that, that's not,
those aren't the technologies that people who aren't looking to hire for now.
Right.
They're looking for Ajax and Note.
and stuff like that.
So we've got to be a lot more agile.
Other than that, the enrollment's about 50 students up from last year.
So they're very positive about that.
I think we have.
Overall, it was a very good meeting.
We have.
I don't exactly remember, but we have quite a few, like 60 or 65.
We always are typically the highest percentage of our students versus our population.
We're always well represented.
What about the new program?
What's a new program?
What about the new program?
The new program is completely booked.
Electrical, good.
And they're actually running two, a couple of sessions of first year,
because there's no second year of that program yet.
Right, awesome.
Right now we have 50.
Now we have 54 Epping students enrolled at SST.
Which is about 50.
55 and 60 is about what we run every year.
And any of those labor programs that they can add like that with electrical and plumbing,
and that's where they're going to get the kids.
Well, I'm sure that's where the conversation will go.
Not just about eliminating a program, but evolution into something else,
just like the electrical program was very well received.
Kids that don't want to go to college and I understand that and they want to,
but they want to learn a trade and they want to go through there and they can come out getting a practice.
and come out getting an apprenticeship and stuff.
I'm all for it.
I think it's fantastic.
And I think they're already talking about the calendar
because SST is what basically drives our calendar.
Correct.
So, and then I would imagine that they're going to have to make a decision sooner rather than later
on programs running next year because it's tied right to the budget.
How's that calendar with everybody has to be within 10 days?
That's what, what Julie.
I was alluding to, and then there is still, the state is still attempting to the start after Labor Day conversation would also impact any school calendar.
I don't want to panic anymore, but there is definitely some, some curiosity around that with our state legislator.
Is that coming from the HIP lightly, I guess?
Is that coming from the teachers union?
It is not coming from the teachers union.
In fact, I don't think, I think the teachers unions will probably come out very publicly and say local control is where they're going to support would be my guess.
that I had to guess.
But as you know, I try to stay out of the politics and just do what we need to do.
Sounds fun.
Anybody else have any other committees that have met?
I'll think budget.
We haven't met over the summer, but our first meeting is September 9th.
So we get full-fledged budget season coming up, which is a pretty packed schedule.
And I know Sam put on our calendar of the four meetings for the year for the emergency management.
True.
So.
Yeah, we're trying, as you know, we're trying to.
but all our stuff front-load it so everyone can be prepared for those meetings.
Yep.
I'm sure I'll have lots of budget updates as we go through.
I have no doubt.
Okay.
Nobody has anything else.
I know wellness hasn't started.
I think a few of them aren't going to start yet until we're back in the full 20 things.
Yeah.
So we'll move from committee reports.
We'll move to your report, Bill.
So the first thing is I just want to say welcome back.
Obviously, we're very excited, and I know we did the walk-through this evening, and I know you'll have the opportunity to have your comments,
but I'm very proud of our facilities, our facilities crew and working as hard as they have this summer.
As always, we have some major projects going on with seal coating and painting and other very, a lot of different projects that just go unnoticed.
Like we had ventilation units being replaced on roofs and different things, and those things you don't really notice.
But for the first,
functioning of our buildings, it does an excellent job.
Our floor in the cafeteria cafeteria, cafeteria, professionally known here at EES, is getting done as we speak.
We did run into some challenges, but we think we're overcoming those challenges and that should be ready to go.
But I do want to just say that we're prepared, if that is not the case for opening days.
But at this moment, the company has promised us to be working over the weekend, and both on Saturday and Sunday.
So we plan to have a complete opening on, on first day, September 1st, on Tuesday, September 1st.
So I just want to say thank you to the facilities crew, Josh Martin and his team, Lynn Champney, as you know, and so many others work so hard during the summer.
In fact, that that's their busy season.
And so we're very proud of that work.
Other people, the principals, and I and our curriculum coordinators and student coordinators and student services director,
the last two days, we've been doing a lot of professional development. We've had our
welcome back yesterday and today, and so our teachers have been in, and we kept them very busy
with our paraprofessionals, mandatory training, safety training, and all those things. And the next
couple of days they will have in their classrooms. Tomorrow, everyone's off. It's not part of
their scheduled days, but Monday will be teachers will have the opportunity to make sure that
their classrooms are all ready to go on Tuesday. Bus routes have gone out. You should have
those. There's a new thing this year, and we'll send it out one more time before the opening
of school, but the bus company is offering a bus tracker app. So when you're outside waiting
for your bus, you'll have an opportunity to know whether it's 10 minutes late or five minutes early,
wherever it is. So please take a look for that. Christine sent out a parent's where I think
last week around that, but we'll send that out again because there's a code you do need to know
to put in. So you're not tracking some other district buses. You're tracking your
your buses. So we're excited about offering that this year as well.
Question. So question. I haven't had a chance to download yet. I'm excited for it. I really am.
If there's an issue with the bus, will it notify everybody on that route automatically? Like,
they call back to the base, say, hey, the battery died, the bus won't start, whatever.
So with this app, that's all real time, is that it's real time and that the bus company now
sends out those notifications. So if you have the app, you're going to get those notifications
for the bus. Or if you don't have the app, then we will still send up communication because you're
not going to get it if you don't have the app. But I would encourage you all to get the app because
it is a great call with communications. It's a safety issue. I mean, it can be a great safety too, too.
We get those calls a lot, right? Like bus six is running late. And so we have staff out there on bus
duty and they're running into the office and they're saying, hey, can you send out a quick message?
They're calling me. We're sending out. Bill and I are sending out their parents where there's
different levels that are those through before it actually becomes public
village, probably 10, 15 minutes is passed.
Right.
So, probably the bus already arrived by then.
So through the app, it's real time, real live data coming from the bus company in the moment it's
happening.
Not that we've had the issues, but there are issues where kids fall asleep on the bus and the bus
will report it's done, and but my kids are not home.
But we've had since we've been like a bus won't start in the moment.
It's a really cold morning.
a bus six-one star or tree branch through a bus window.
We have things that happen and they happen at 6 o'clock in the morning.
Not everyone is up and ready and acting in their day so there could be a gap in the communication
from one person to the next person coming through.
So get the app.
It's real live data.
It's coming from the bus company.
They know before us.
They're telling us and we're telling you.
So take out the middleman, get the app.
It'll be one.
And just so everyone understands, it doesn't replace the Cubs Patrol.
It doesn't call as I call it, but just so people know they need both.
It is just the bus tracking.
It is a GPS tracking.
Dismissal is still.
So I want to make sure everyone understands that.
And it does not collect your students.
So, like, you do not have to name on the app that this is Jake Smith from the elementary school.
You can say this is Mickey Mouse, if that's what you.
want to call your student or your child.
You don't have to give up private information.
You feed it what you want it to know.
And you were the ones seeing the data.
There was a lot of questions when it first came out.
Could people, if I don't have a kid in the school, could I download it?
And if I bought the code, could I see where buses are?
The answer is yes.
You could.
If you have the code and you no longer had a student or you didn't even have one to begin with
the district. Yes, you put see where that bus is. But I could also be behind the bus,
following your bus, and see where drop box up. I can, I can, I can, there's so many ways
out there to track it. So do I think it's a privacy concern? No. Do I think that your child is
protected? Yes. Other districts that use this for a couple of years soon. So I would say,
don't be scared of it. Try it. Great visibility.
I think so.
I think we can track everything out.
If there's no other questions on that, the other piece of information is we will have our first joint meeting as part of our agreement that, Robin just mentioned with Fremont on September 17th.
So the Fremont Board will be joining us here.
Oh.
So we'll have a brief.
The whole board?
The whole board.
Oh, great.
It's in our contract agreement with them that we have two joint board meetings a year.
Okay.
Okay. And the two chairs and the superintendents will help set an agenda for that.
May not be a lot on it, but we do agree that we will have a joint board.
So on September 17th, we'll start with our joint board meeting, and then we will continue
into our regular board meeting.
As they're going to continue into their regular board meeting, they just ask for a space,
and they're going to continue their board meeting to get their board meeting done as well.
All right.
The other one, if you want to write it down, is April 1st, is the other job.
joint board meeting date that we will have with them.
And then lastly, this is something that you've been asking for a little while.
It was in the drive as early as June, and I know we never talked about it.
I was talking to Sam today, and she's like, oh, no, that's been in the drive, but we made sure
it's in there. But the organizational chart that we've been talking about and kind of got
convoluted with job descriptions and roles and responsibilities and so forth.
is just the simplistic first stab at the organizational chart.
So if you have any comments, thoughts, feedback, by all means, this is, send it my way.
If you have it tonight, I'll listen.
But if you have any other comments after you've had a chance to look at it, please,
please send it along.
Then after we do that, then we're going to start having some meetings about it.
So we have the bigger plans, which kind of got in the way of the simplistic steps first, is that
These will become live links where they'll be connected to the job descriptions
and other things as well that are updated.
So it becomes more useful in other ways as well.
So I only comment I had was, and it took me a minute to figure it out, and it makes sense.
But I just wanted to, so where it says Sarah Sossi, you're director of student services.
And then it says SAU Student Services assistant.
I'm like, do you have an assistant?
That's Christine Kier.
It's admin assistance. It is admin assistant. So I will, it appears that we have Sarah has, there's Sarah and the assistants.
It is an admin. It took me. Yeah. So I think that would be helpful to get that. Thank you.
Thank you. And then the only other comment I had would be just, excuse me, a little bit more detail, just down below one step of team or department ed, or team leader,
farm and then the staff below them. Okay.
But I think that that would certainly, I think, give enough detail.
Okay.
Anybody else have any other feedback for Bill on the orchart that I want to share tonight?
If you don't, if you think of anything, over the next 12 days,
I'll remain in your bill and email. And you can have a discussion on it, if it makes sense or not.
And it will be a work in progress. As we talked about, we will have our other committee that we talked about.
continuing the work we've been doing.
Yeah.
Yeah.
But we haven't scheduled any of that stuff.
We haven't.
But just like it came out, we'll come out in the next couple of days.
But this feedback has to come back first too now.
All right.
Anything else, Bill?
That's it for my report.
All right.
In that case, let's move on to policy.
We've got a lot of them.
Yes, we have a lot of them, but a little to note feedback on all the, all the second
reads. So, I'm just opening up my policy now, sorry.
So IK, earning a high school credit, that's our second read.
There was no additional changes to that since the first read.
Does anybody have any comments on that tonight?
No.
I'll make a motion to accept IK.
earning of high school credits.
So, I mean, second.
Second.
Right.
I'm running a good.
I'm moved by Robin, seconded by Matt.
Yes, yes, no, Matt.
So all those in favor of IK.
Say aye.
Aye.
Any opposed?
All right, that passes five zero.
And you're going to notice a trend here.
The same thing with ICF, high school graduation policy.
Again, there was very, it was only the addition of the paragraph there that's highlighted, but there was no additional
changes after that that were suggested.
So I do not love this addition to this policy, and I mentioned it last time, and I don't
believe it changed.
I did not.
Eligibility to participate in graduation and graduation events may be rescinded at any time
by school administration.
That.
If the student experience is academic.
Correct.
Correct.
I think that leaves it wide open.
and I am not comfortable with putting that in a policy that lives and breathes because that
means any of our 50 graduating students are at, I obviously want to give everybody the benefit
of the doubt.
We have great people in place.
However, we people change and things happen.
And I think this leaves it wide open for anyone, for our kids graduating.
It's so vague.
I agree with the premise that there is, that graduation is, participating in graduation
is, in a way, it's a right of passage, it's a privilege, and it can be revoked.
So I absolutely support the intent, but it's not clear enough on who is making the decision.
So what does the student experiencing academic difficulties look like?
Would it make it better if it said instead of school administration, it said superintendence?
superintendent?
We talked about that last time, and I do agree with that.
I still think it leaves.
It's wide open for interpretation that a student experiences, one, we should probably add a word
something like significant or ongoing or some word, but even then, even with that word.
So they experience.
Where's the line?
Yeah, like they experienced significant attendance issues.
issues. All right, well, what if they pass, what if they have attendance issues and they pass
all their classes and you get to say, you don't get to walk, you don't get to cross the stage.
So you get to make that decision, but we haven't defined it. What does that look like
for attendance? Well, they have to be in classes, a certain amount of time during the year,
according to the state. So then attendance shouldn't even be an issue. You're graduating.
If you pass your classes, you get to graduate. Attendance is not an issue. If you, if you don't
attend and you don't pass, you don't graduate. So. I have no objection. I have. I have no objection.
It's out, by the way. I think that is a decent, absolutely. I understand what you're saying about that.
Clearly, we understand that we wanted to tighten it up a little bit around behavioral difficulties
and where that line is.
It also, it's very significant. Yeah. And in clarification, like, you know, something like, you know, the school has worked to resolve, you know, to work with a fit, like, like, like, there's been
work done to support the restorative justice piece. You know, I'm going to bring it up for the next
year. Because it's important. We say we're doing it. We say we're doing it. We should be doing it. And so
it also, where I'm also uncomfortable is that it says maybe rescind it at any time. So it kids screws up in
October and gets caught vaping three times. And we say, sorry, we don't get to cross the state.
I don't think. The very last sentence, it is sandwiched between.
it, it can be reinstated by demonstrating improvement as well. So it does give them an opportunity
to say, if maybe, using your example, yeah, I got caught vaping three times at the first three months
of school, and then the last six months of school, I haven't. They can be reinstated. But we shouldn't be,
in October, we shouldn't be saying, sorry, you're not graduating. We shouldn't be saying that. And then we come
back and we say, you know what, Bill, good job. You did a really good job. We're saying this now. We
said no, but we're saying this. I just don't think this is, I just, it has to be tightened up. I
support the fact that we want to acknowledge that you don't just get to cross the stage, but
it just, it means, I personally feel. Let me, our policy committee, the principals have been,
have been joining us. Sure. Yeah. And especially Chris Mazzoni is. So let's do this. I will take
that one paragraph back. And thankfully, we're several months away from graduation. So it's not time
sensitive today to do that, but let me give it a second stab with adjusting that.
I would hope there wouldn't be any administrator in our building ever that in October would tell
somebody they can't graduate in June for something they're doing. There has to be so much
documentation going on within a district through the administrator, assistant principal, that this
conclusion is going to happen. But it has to be documentation that's been going on in school year,
not just in top of October. We can't make assumptions by like the people that are in charge now.
Things could change in a year or two years or three years or whatever.
And we have a school board policy that specifically says that they actually can do that.
They actually are allowed.
I'm not talking about specific people.
I'm talking about leaders of our district.
They have the ability based on the policy we approve to take that away at any time.
There needs to be continuity.
And then also you need to be a superintendent has to be involved.
Well, so that's where I think that language would be updated.
And we've done this before with different things, recommendation by principal, with approval by
or tenant, whatever that language is.
I just want to make sure that...
Did the issue continue and problem going on with a certain student?
I would hope at some point in time you're going to be brought into the situation.
The principal...
But I agree from Julie's point, we're not...
Right.
I don't believe this would ever be used that way with the current administration, but you don't know
who the rules are being set for.
And we don't right, we don't approve policy based on the current people.
We approve the policy based on what is, what makes sense.
sense.
I just want to make sure that it's still protecting us for, like, extreme circumstances.
Exactly.
That we can pull graduation right day up, like, depending on how extreme that behavior is.
And we, so I like the point of where we're going with this, but I agree with, like, it's too vague.
But it needs, we need something.
We need something in there.
I get the why.
I'm here for the why.
We need to make sure we preserve the why.
Yeah.
Yes.
But also fixing.
It has to be strong, but it has to make sense.
Right.
Right.
So I think Bill understands what he's charged with.
We'll move this one to a third read, and we'll take a look at it at the next meeting.
Perfect.
IPL, academic honesty and integrity.
The whole AI section was added in there.
I think it was well received by this group last time when you had a first opportunity to read it
and why we had to put an AI in there and outlining when it's permitted, because it is a tool.
We want to use appropriately as a tool, but also how it can be abused as a tool as a tool as a tool as well,
where it's doing the work for us.
So there was no additional changes to this ICAF.
Hey, other feedback on ICL tonight?
All right.
Hearing none, can I get any motion to accept?
Yes, a motion to accept ICL, academic honesty, and integrity second.
Right?
Moved by Robin.
Second.
Second by Courtney.
All those of favor say aye.
Aye.
Any opposed?
Right, that one passes five zero.
And I do think, and I do think, and I,
I don't know if we did the homework on this one, and I do apologize.
We wanted to make sure KEC was a reconsideration of instructional materials,
and we wanted to make sure that the policies are very separated between instructional materials and library materials.
And I just want to make sure that that was done because they are two completely different processes
approaching the teacher for the instructional materials in a classroom.
Every parent has the right to do so, and that walks through the ability to make sure that instructional material.
And I do think that this is outlined.
appropriately for this one, for instructional materials, not to be confused with the process
of library materials, which then goes through a different process, which we can talk about.
Yeah. Yeah. So just because you've mentioned that, I'm cross-referencing it with what's updated
in IJ on. I see that we pulled the references to KEC.
I did. Yeah, we made sure it was very much separated. I didn't see. Yeah.
Yeah. It does look like that has been.
accomplished at this point. The KECR form in KEC. And then there is a new title.
So I will say that the title and the drive still says library materials, even though when you click on the actual policy, the change has been made.
Okay. Well, let's deal with the, we'll deal with the policy first. So does anybody have any other suggestions or changes to KEC this evening?
No. All right. Hearing none.
Well, will someone be willing to make a motion to accept KEC?
Good morning.
I make a motion to prove KEC.
All right, move by Matt.
Second.
Oh, second by Julie. All those in favor of KEC.
Say aye.
Aye.
A opposed? That fast is five zero.
All right. So now let's take a look at the form, but it sounds like maybe there's just one minor adjustment to the form.
Now, KECR, I see it says reconsideration of instructional materials.
Up here.
Yeah, that title doesn't match.
Yeah, the title on the actual form.
Yeah, just the form is right.
Right, the form is right.
All right.
Does anybody have any other feedback or anything for KECR, re-excerated form?
Hearing none, would anybody like to make a motion for KECR?
Make a motion to approve KECR.
And move by minute.
Second.
Seconded by Courtney.
All those fair say aye.
Hi.
All those opposed?
You guys do.
That one also passes five zero.
Perfect.
And then the next one is IJL, which is the library media selection and adoption.
And we wanted to make sure that this was very separate from ours were combined.
You can even see the title used to be classroom and school libraries and that was because there are two very different things.
All right. Any new feedback on I.JL?
All right. Carry none. Can I get a motion?
Make a motion to approve IJL?
Moved by Matt. Second. Second by coordinating. All those in favor say aye.
Aye. Aye. Aye. A opposed.
Carrying none, that passes five zero.
And obviously, the accompanying form is how we do make that request for a reconsideration.
Just a different title. Same form.
We moved a couple of things.
things like who could request it and stuff like that.
So, hey, any further feedback for IJLR?
Hearing none.
Someone had to make a motion for IJLR.
We'll make a motion to approve IJLR.
Moved by Matt.
Second.
Second.
Take it by Courtney. All those in favor say aye.
Aye.
All those opposed.
Passes five zero.
The last policy is the first reason.
It does require just some explanation in this.
This is JJJ. Access to public school course and activities by non-public charter schools and home-educated pupils.
This also takes into account EFA students now.
So if you remember last year, as we followed this, there was a concern around EFA students
and us and school districts having the right to charge tuition to EFA students because
state funding has been going to these families.
And then at the time, that was allowed.
And then I said, let's pause on creating the policy because they're still working on it and so forth.
And so now the easiest way to understand how EFA students are, can access is it's basically the exact same as homeschool students used to be.
So homeschool students have always had access to coming in for a Spanish course, coming in for soccer, coming in for these things.
And they've always had that ability.
And now EFA students also have that same ability by the law, by RSA.
This is not a decision that we get to make.
We have to have this policy updated to reflect that we will not charge tuition to EFA students and that they have access.
That line is 50%.
And so if they're taking more than 50% of force load with us, then we can say you're no longer eligible for EFA.
You are considered a full-time student within us.
And I have, it is not in the policy yet, because this will be in practice.
We're working with Tracy and Chris Mazzoni and so forth and understanding, like, how do we determine and come up with an easy way to identify when that 50% mark is reached.
And I don't have that for you this evening, but we did want to get the first read in for this.
Again, this has to do with an RSA change, and we do have to allow EFA students and we're not allowed to charge any tuition to that.
Right.
So I know this isn't directly tied to this policy, but I think it's at least worth being able to talk about a little bit at the next meeting of how many, how many potential EFA students do we think we might have taking advantage of this in the upcoming year and what kind of a budgetary?
I can answer that question right now.
The answer is none that I'm aware.
Okay.
But most of that data doesn't come out until October 1st when we do all the annual beginning of year state reporting.
and we cross-reference SACID numbers and different things like that.
Okay.
So we will be keeping an eye on it and we'll let me know.
Okay.
And not that we're experiencing it all here, but there has been some concern that there's double dipping going on.
Like they're having their child come to public school for four classes, but then they're collecting state money saying we're doing this EF, and we can't.
Well, Robin, I'm glad you brought that up, by the way.
If an EFA takes SST, we are responsible for paying for that SST.
tuition as well. So that's just another, it's part of the RSA. We do not have a choice.
How do we know which HEPA families are accessing their EF, accessing?
So we are not given a list by the state. What it is we have to, if the student takes a course with us,
and they have been a student before, anywhere, they're assigned a New Hampshire SACID number.
And we have to then cross-reference that SACID number to the EFA accounts. They don't make it easy for us,
by the way. And I'm not saying that that's intentional.
Oh, it's intentional. They do not make it easy for us, but we have to take multiple steps in order
to see, to identify which, which. So there is a way to see.
There is a way. Okay, through this asset number. Correct. All right. And again, just first
read this evening on that one. So we'll be sure to get any other thoughts that we've got about
this off to the policy committee in the interim, and we'll look forward to.
your second read next meeting. All right. That's it for policy. Doesn't look like we have
anything for personnel. We have no person at this. All right. Anything for financial business
and all, Christine, or no? No, other than I put in your drive, a lovely video of our turf tank. It's always
the connection here in our tables about the truck tank that we purchased. And if we look outside
at our elementary school parking mall, all those lovely lines you'll see out there, we're painted by our
our term tank. So again, it was a great purchase and we're happy we have it and it did a lot of
good. So I made you a nice little video with the music. Thank you.
And did you share the video as well of all the projects and stuff that you were working on?
I did not, but I think that would be a great one to share with them as well. We did the walker tonight.
But Lynn, as well met tonight, she did a lovely video of all the summer and how
busy summers are when everyone is like, oh, it's full vacation. What did you do all summer?
And you're like, yeah. You're like, I need a break. Summer's a very busy here if you work here.
So Linda did a great job of highlighting how dismantled our buildings become,
so how together they become in a quick turnaround due to the staff that we have working here and
the great work that we do. So I'll show that would be so. Great. Great.
All right, we'll move on to approval of minutes.
Excuse me, hopefully everybody had a chance to review these.
Did anybody have any issues with the August 6th minutes?
No. No, no. Okay. Right, can I get a motion to approve?
Salute. All right, move by Julie.
Second by Matt. All those are favors? Say aye. Aye. All those opposed? That passes 5-0.
And then we also have the meeting minutes, the public meeting minutes,
August 20th. Turn nice and short. That's what happens when I take the meeting.
I know. But the meeting itself was very short. Yeah, it was. Which is nothing wrong in the summertime.
Yeah. I didn't see anything there either. Anybody else?
No. No. Okay. All right. Now you got a motion to approve the August 20th minutes.
So moved by Courtney. Second. Second by Robin. All those in favor say aye.
Aye. Aye.
Any opposed? That passed.
is 5.0. All right. Manifest. Oh, boy. There's a big chunk you can do together.
That's always nice. Okay.
The environment to be here tonight for a badge. Yeah.
You can see a civic area. Nice to have you here. Yes. Let's do that. All right. Let's see here.
So let's see. All right. Payroll deposit on August 7th, 226 in the amount of $321,347 and 76 cents.
Motion to approve.
So moved. Move by Matt.
Second by Courtney. All those in favor say aye.
Aye.
Aye.
Any opposed? That passes five zero.
Let's see. Accounts payable deposited on August 7th, 2026 in the amount of $125,462 and 32 cents.
And I got a motion to approve. So moved.
Move by Matt. Second. Second by Courtney. All those in favor say aye.
Aye. Aye.
Any opposed? No. That passes five zero. All right. Now I can take the next five.
Yeah, next five in RR. All right. Pay roll deposit on August 14th, 20206, the amount of $101,217, and six cents. Payroll deposit on August 14th, 2026, the amount of $123,370.20. 20 cents. Payroll deposit on August 14th, 2026, the amount of $2,026 that somebody was trying on that one.
Payroll deposit on August 14th, 2026 in the amount of $201,604 in $83.
Can I get a motion to approve?
So moved.
Move by Matt.
Second.
Second by Courtney.
All those in favor say aye.
Aye.
Any opposed?
That passes five zero.
And last one, accounts payable deposited on August 21st, 201, 26th, and the amount of $304,142,183.
Can I get a motion to approve?
So moved.
Moved by Matt.
Second.
Seconded by Courtney.
All those favors say aye.
Aye.
Aye.
Any opposed?
That passes.
is 5.0. All right. Board comments. Let's see, Courtney. We'll start with you.
I don't have any. Just except for welcome back.
Robin, how about you? Well, first of all, I just want to know, do you want to have an agenda
signed by the superintendent for you to bring?
Oh, great.
And that'd be great. I just thought of that. Sign an agenda for him and bring us so he can, yeah.
Thank you.
You're welcome.
The only comment I want to say is that I'm going to be doing a webinar on September 2nd from 7 at night to 830.
It's the school district governance association.
They're going to be going over a lot of these bills that pass the SAU, all that, how to do things.
And the vetoes that haven't gone through the governor yet, but what impact it will have on us as a school district.
So those, I just, I want to say it's like a four or five meeting series.
This is the first one they're doing.
I've never attended anything.
thing for the School District Governance Association.
So I'm just going to see what they're all about.
It's held by some attorneys and stuff like that.
So we'll see.
I'm going to do it and see what happens and how I can take notes for what we need to do or not do.
I think that was it.
Other than hope everybody enjoys the last week, right, so that they are weekend or whatever
so that everybody can enjoy the last part of this summer.
I know I'm not closing my fault.
It's the very last minute, October 30th.
Thank you, Robert.
Yeah, how about you?
First, welcome back to the students starting next week.
I'm sure they're not happy to hear that, but I assure you, your parents are.
You know, and a huge shout out to facilities, the teaching staff.
And as we looked over the exterior of the campus and inside the buildings,
what an amazing job across the board.
I mean, it's spotless across then.
I know there's a lot of hard work that goes into that.
across the board. So appreciate all their hard work and due diligence. It'll look completely
different next week, I am sure.
Full of life. Yes. Yes, full of life. That's right.
Julie.
I really don't have any comments, but I'm going to echo exactly what Matt said and everybody else
looks amazing. So thank you. And thank you too, Lynn, for joining us tonight. That was nice.
I like to see. You get to hear about people, but then it's great.
Right. We have a lot of unsummed heroes.
and that helps support different areas.
She was ready. She was ready to present.
But since we do have a Boy Scout here, and I'm not going to put you on the spot, but we have
talked about the land and how that ties into the Boy Scouts. And so I didn't know if we had
a brief update. You could return to the, to your people.
I'll let Ben and Courtney speak to it, but we have no other update other than we've walked it.
And I think we probably should make it an agenda item.
at some point to talk publicly around what the board wishes to proceed with that land
and that project.
Yeah, to kind of piggyback on that.
I think the other part of it, when we have that discussion,
one of the next upcoming board meetings, I don't want to continue to drag it out.
We really need to have someone from leadership from the Boy Scouts come and join us,
because they are listed on the deed as part of the caretakers and custodians of it.
So it needs to be a group decision amongst,
us together for that. And I had mentioned that I was going to reach out to Officer McBride
about doing a drone flyby to get a little bit better look. And I'm waiting on that. And the only
reason for that right now is I can't wait for fall to pass and be able to get a much better look at the
whole landscape once the leaves come down. Because I thought, well, let's get a look at see what
things look like from the river bank up. And I don't think with all the foliage, it's going to actually
do it just on. No, there's a lot of land there that isn't.
necessarily accessible or usable, but there's still 12 acres of land there to look
at. So I think that would be helpful to make some decisions going forward.
And so just to clarify, too, that's the land behind the fire station. And it's deeded to the
school district with the, it's specified with the Boy Scouts that have access to it.
Right. Yeah. So yeah, so let, you know, whenever we have that,
But I just thought I'd ask again, also tie it in since we have a woes going to give you a task.
So that's it.
Good.
Didn't know we're going to give you a task.
That was your first homework in time, actually.
Welcome back to the builders.
You'll like coming back and see all your friends.
You're not out of one home around.
No, just welcome back and thank you again to technology and to facilities.
and technology has a great deal of projects they did this summer on the buildings.
So thank you to them.
Thank you the facility staff for always stepping up and getting us ready to start the school.
I know you're just trying to build, but any of the last comment is that we videotaped my opening remarks that I'd love to do every year to my staff.
And I'd like to share this year's message, so that will be put out of Parents Square.
So parents and everyone else can see my opening.
message to my staff this year.
I think the only comments I've got are again, welcome, welcome back, enjoy the last few days of summer.
And I feel bad saying the last few days of summer.
It seems like this summer is flown by for everybody, especially the students.
I think the teachers are really excited to have you guys come back in the classroom and
they've got some exciting stuff playing for you.
Also, as a couple of reminders, primary elections are coming up, and that's going to be September 8th.
That will be held in the gymnasium.
So please get yourselves informed on who's running so that you can be an informed voter on that day.
And then I can't speak much to high school going on, but I know a message went out from Ms. Moore to remind people about the Washington, D.C. trip.
So check parents where if you haven't logged back into that over the summer, there's some information about that as well.
So make sure you're up to speed on that.
And I think that's it.
So enjoy the last couple of days and keep my fingers.
cross for everybody. I thought the weather stays nice and go to the beach or get your last
adventures in. With that, our next meeting is going to be scheduled on September 3rd,
at 26 at 6 o'clock, here in the Epping Elementary Media Center. And with that, take a motion
to adjourn. So second. Second. Second. Good night. Good night. Thank you for
coming. You chose the right one. That was very fascinating.
Our short meeting like six months, yes.
We will call you for the next one in four hours.
Well, maybe in the future you'll be.