SAU#68/School Board Meeting/7-23-2025

Speakers are labeled SPEAKER_N. This transcript is machine-generated.

Recording

call to order the regularly schedule of
the school board meeting. First item on
the agenda is approval of the minutes
from June 11th.
>> I'll make a motion to approve
[clears throat] the June 11th meeting
minutes as presented.
Any further discussion on that or there
second? Second, John. Thank you. Any
further discussion on that?
Um hearing none. All those in favor
signify by saying I. I
>> I oppose extensions and that carries.
Next up is correspondence. It looks like
we did receive a thank you letter from
um Park just thanking us for
acknowledging her time that's being
passed around. We also got the NCS
newsletter.
>> Um other than that, I didn't.
Um,
next up is business administrator's
report, but
>> Deb's not here, but I can go over the
report that you're both out today.
So, um, she just wanted to let you know
that there's some new financial laws and
that she learned about at her summer
retreat. Um, one of the things is on
warrant articles, you have to include
the cost per pupil and test scores.
um any multi-year articles need to have
lease bonds and um other agreements.
She'll bring some of this stuff uh
forward at a later date and talk more
specifically about it and um that the
upcoming school meeting cycles report of
cost per pupil, salaries for teachers,
salaries for admin. They all have to be
on a specific
chart and has to be a specific size
paper. The New Hampshire business assoc
um administrators association
have been working on a template for
about a year now. So it's all uniform
across all of the district about that.
It's interesting why they did it.
>> I think just so people don't have to
wear their eyeglasses maybe. [laughter]
>> Um but they're very and font size and
>> it's for uniform state recordkeeping.
It's kind of cool that every, you know,
reporting district will be exactly the
same now.
>> Exactly.
>> Yeah.
>> So, um,
>> kind of a neat idea.
>> Summer projects are moving along. Um,
they're working on the budget items such
as cleaning the classroom, the trees,
the gym floors, refinishing and
painting, landscaping. Uh there was an
issue with the walk-in freezer a couple
weeks ago and um that we had called uh
the Wicked Cool Mechanical and they came
in, they uh gave us a quote to fix it.
It's going to be about $13,892.
It includes the installation of a new
evaporator and condenser
um with the new refrigerator lines, and
there'll be a one-year warranty, and the
compressor has a four-year warranty on
it. Um Debbie feels because it's
immediate issue that we should um charge
it to budget as regular maintenance, but
considering using the trust fund and
holding a a hearing later. Um if the
current system's about 10 years old with
a life expectancy of 15, we were to buy
a whole new unit, which we looked into,
it' be about 40,000. We did check with
the department of ed to see um if there
were any grants out there and at this
point there's no grants but they usually
release them in the spring so we'll look
into that.
>> Um so how is the the box itself? I mean
the unit itself
sometimes and I only know this because
recently we went through it over at the
restaurant but replace the parts and
everything if the shell is good. You're
not going to put a new engine in a
rusted car. So, I wonder how
>> pretty much new.
>> Okay, good.
>> Yeah,
>> it's only 10 years old, so it should be
all set.
>> Isn't that exterior?
>> It is, but I mean I
>> I was going to bring it up with
facilities, but
>> yeah,
>> we have contracts to have these
condensers and everything cleaned every
year and inspected. So, I don't know how
it got filled up with
>> dirt to begin with, but anyways, it's a
relatively new unit, so the actual box
should be just fine.
>> Gotcha. So, putting 13,000 into
something that may only Yeah. Okay.
>> That that could perfect. Thank you.
>> Um the flooring project should be done
this evening. I just got an update. Um I
don't know if you've seen any of it. It
looks really great. The um the math wing
um has all the new floors, the new
carpets in the library and in the band
room.
There were two leaves this year and um
one in the high school science room and
one in the sped classroom office. Um
that was due to the heavy rains. Mark
talked to Meansen um over the winter and
they're repairing it and this should all
fall under Warren's fees.
>> Was there anything damaged with the
>> No, nothing was damaged because where
where it was there was a few things in
like B's classroom paperwork and stuff
like that, but nothing of significant
damage. um and that there were no leaks
uh last weekend with the heavy rain.
>> Right.
>> There are two things that Debbie feels
probably should go to a trust fund
hearing is that um our key card system
is no longer um
up to a car a par with security. It
could be a security breach. So this
current system is about seven years old
and has a life expectancy of 15. the
upgrade of the card reader program is
just under 10. So, uh, Trey did get a
recent quote of, um, 8,500.
He's working on some more quotes, but if
we were to replace the whole system,
it's about 30,000. Um, so she recommends
doing the upgrade and use the facility
trust fund. and weekend. There's about
$154,000
in that bond. We can schedule that for
August would be her recommendation. And
then the walk-in freezer that could fall
under either the facilities or the
equipment. She's thinking, well, you
guys could make the decision, but to me,
she spoke about the equipment because it
was one of those things that's in that
CIP plan
>> and then to hold both of those in
August.
She's working on all of her year-end
reports.
>> Are they refinishing the gym pour this
year? Like a pole refinishing?
>> Uh yeah, it looks really good. It's
already done. They uh whatever they
>> recoil,
it looks sanded and recode it.
>> Yeah, they just do a screen once a time.
They'll rescreen it.
>> And Cliff Putin did an awesome job with
these cleaning the trees up.
>> Yes, trees look great. I know they could
finish it, but they what he did looks
fantastic.
>> And we had a couple of um staff members,
our parent educators who wanted to
continue to work all summer, so they've
been helping with the grounds and it
looks really good. Yeah,
>> I think that extra help has been
>> um a wonderful addition.
>> Fantastic.
question on the door access card readers
is
>> are the cards that everyone carries like
they're just for door access, right?
That's not there's no other an
implication.
>> N so we'll still have cards but it'll go
to a fob system.
>> There's no more safer
grant money out there from the safer.
The only grant money that we could see
required that was like with the federal
government and it required all these
things about um immigrants and DEI and
um given access to if we're going to do
some sort of security. We had to give
all kinds of probably for her protected
information. Um so that was the only one
we could see but she didn't see any
other grants. Gotcha.
>> Great. Thank you. Um you're up next
then.
>> Yeah. So we have a couple of um a lot
going on right now in the legislature
and I'll be heading to a two-day with a
two-day conference um September I mean
sorry August 7th and 8th with Peter and
Ashley and um Nancy to really dive a
little bit um more deeply into it. But
things that you should know is the cell
phone policy that there's a a
district-wide ban. Um it's a state law
now. Belltobell. Um there are exceptions
if they're written into a student's plan
um for an IEP or student who has ESOL or
504 and that can be for like medical
things or learning, but there has to be
a documented need. But it's bellto bell
um around that. We have that policy
needs to go to you tonight for immediate
approval because it has to go in the
handbook. So you'll see that. Um but uh
so that one will be interesting. But we
have all kinds of messaging and
messaging plan already to go out to
families. That will go out this week if
it's approved. Um
>> as a parent thrilled.
>> I know. [laughter]
>> But it includes smartwatches, right?
>> Everything. It's not just cell phones.
Smart smart watches
>> arguably includes laptops,
>> anything
provided by the district,
>> right?
>> It's not schoolish. So the kid has their
personal laptop. It includes anything
that can be connected to Wi-Fi to
exchange data. So earbuds because
they're connected to an iPod or
something that exchange. So all of those
things are banned for bell state law.
>> I am so glad I am not a teacher or
administrator with this. It's gonna be a
nightmare for those especially at the
middle high school
and there's nothing we can do whether we
want to or not. It's state law now.
>> Adapt.
>> If we do need kids to be able to have
access to any of those things, the
district has to provide it. So say we
needed a kid to we're out and we had
taking pictures of something and it was
some connected to the internet, we would
have to provide that and then it would
have all the district limitations on it.
I lost some of comments on that and
>> I know I said these that's what I was
saying policy
>> I have read it and I I think that um
I think that there's there's loopholes
the size of the galaxy and the and the
law so broad and non-specific specific
that it's almost I understand the intent
but it's there's not a lot of like
there's no requirement that we enforce
it
there isn't and it just it says they're
banned but it doesn't say we have to do
anything about it
>> well in our policy it does
>> I know I I see what we've what we've
done and I have concerns about that but
we'll discuss that during the course of
the the thing it's just such a
>> the handbook has to be printed so
>> yeah patch,
>> but we should discuss it because that's
what I was saying in policy today that
there's a lot of policies coming
through. State laws kind of rush through
saying that you have to have it all done
by the start of the school year doesn't
give the school board opportunity to
really work through their process. I
don't I don't personally feel and even
though there's a lot a lot of them are
emotionally charged, I think with people
having really strong opinions over them.
So, it's a lot to go through these
policies right now.
>> Yeah. And one of the other issues that I
that I think may be a problem for us is
this the state law specifically says
that we are supposed to be developing
this in conjunction with parents and
families. And I mean, we've effectively
not done
>> so it says that we have to review it
every year with the families. I believe
I mean I'm I don't have great service
right now so I'm trying to pull it out
but that's part of the concern but again
that's something we can we
>> yeah I think it says at the very end
like to be reviewed with families I did
>> that is part of it but
>> provide you a copy of allies
>> did you actually I'm looking for the
statute though but not the
>> um
>> I don't think that's in there
>> the
but not the statute when
>> we can pull it up on the internet I'll
pull it up while we're doing other
things. Okay. Yeah,
>> I have my laptop. So, and then the EFAS.
So, education freedom or council though
it doesn't seem like it should impact a
public school because it is for
homeschool students, kids going to
private schools of any sort. There is a
piece in there that
students who have EFAs can access public
schools if the public school system
deems themsself as an educational
service provider and then you can charge
tuition.
I think at this time where it's all
brand new. I think that we should just
not do that at this time. See how it
shakes out. There are a lot of schools
in the north country who have been
contacted
um regarding this and they're checking
to see what other school districts and I
think everyone's just kind of putting it
on hold for right now to see how it
shakes out maybe with the bigger school
systems. But that will be up to you. If
you want to become an educational
service provider, then we can put that
on the August meeting.
>> And and that allows us to if if uh an
EFA student wants to like say take a
class here or participate in sports or
[clears throat]
>> not participate in sports, it's to take
classes here or anything within our
education system. um not sports, but if
we wanted to offer a math class and a
kid who is not in our jurisdiction, so
not in our residence, because if they're
homeschooled, they automatically have
access here. But if they go to a private
school and they want to come take a
class, you could charge them for the
class. Um it's not a bad idea, but I'm
not sure
how that all will play out. And I just
wonder if we should let a few schools
see how this immediately shapes out.
>> It seems Is it worth being the
>> getting No, I don't think I don't think
it's worth us and our size to
>> and what's the
>> what do we anticipate the demand is
going to Thank you. What do we
anticipate the demand for that is going
to be anyway?
>> For us, I haven't got any calls, but the
other schools in the north country have
way up north
>> for homeschoolers.
because homeschoolers can come take a
class. It's kids who might live in a
different town wanting to take it at a
different school system and there
winter um kids that that come up for the
winter to their winter home to ski all
year. Could they tuition in for the
winter?
>> Well, if they're New Hampshire students,
I'm sure
have them tition in. I mean, you can
always accept a tuition, but these are
for kids who are either homeschooled or
in private schools. you'd have to deem
yourself as that. So, I'm not so
defined. That's part of the problem.
It's not defined in the law. They just
kind of threw that in there. And so, I
think the New Hampshire School Board
Association right now is trying to work
through like what does this mean? Got
there's a bunch of groups getting
together.
>> Um, [clears throat] it may come down
that you have no choice. If universal
vouchers come along, they're going to
use the same type language.
>> Great.
>> Yeah. And it's not like districts you
going to other districts for classes.
No, that would be universal voucher.
Okay. So, just um that's
>> the parental rights law. There's a new
policy on that. Um you'll see that and
that they've added constitution day
also. Um that we have to recognize that.
And just for those who don't know, it's
September 17th.
Does that have to go in the handbook?
>> Yeah. Um, no.
>> It's not a payoff, right? It's just
we're gonna have to celebrate.
>> You have to explain the
>> pledge of allegiance and the stars
>> and other things. We can explain
>> unfunded mandates from the other local
school districts.
>> We could actually do.
>> Yes.
>> But yes. So, um, so let's move away from
that. There's more to come.
I'll have more after August 8th for you.
Uh so advanced placement, uh this is
really exciting. Our social studies
students did exceptionally well on
advanced placement scoring either a
three, four, five every single one of
them. So that means they are getting the
college. There was some um push back a
little bit about letting our freshman
and sophomores take those courses. Um,
but I want you to know they're the
highest scores on the AP.
>> Yes. So, we'll continue to allow that.
our um biology, we're still trying to
work through that piece of it and I
haven't gotten the English ones yet.
>> we have love the new website.
>> Oh, great.
>> It is so phone friendly, which the other
one was, last one was not. Yes,
>> that's a
>> I know
>> there's a lot of things that say under
development still and so as the school
year progress we'll just keep adding. I
just didn't want to put all kinds of
things and muddy the waters and make it
seem
>> Sharon [laughter]
so much easier to use
>> has really spearheaded that. So, can't
thank her enough, but we've been talking
about it on a regular basis and going
through and making sure that um it it's
clean and people can find what they need
to find. So,
>> congratulations.
>> I know that was a big thing. I'm like,
>> it's not yours.
>> Not easy to do those things and it it's
never done. So,
>> well, we just kind of said we'll do it.
Thank you. Taking it on and we got it
done.
>> So, it's it's up. Yes, [laughter] it
will ask it will never be done.
>> It's never done, but you
>> It's never done, but yes, that's what we
did.
>> Um, we will have a monthly district
newsletter that comes out starting in
August. It'll talk about our summer
happenings and then what to look forward
to. So, every month that'll go out to
community and family and parents so they
are aware they it's reflective of the
previous um month and then what's coming
up. So if there's increased
communication around that,
>> that's good.
>> Yeah, people love that when we've had it
in the past.
>> Um STEM programming. Um as promised, we
will be uh reintroducing the welding and
the small engines and all of that stuff
back to the middle and high school this
year. um and with the hopes that kids um
really learn how to use those tools so
when they get into high school we can
really do some big um project based
learning around that.
>> Who's teaching that?
>> Uh so there's two teachers for it. Um
Sean Woods will be the main person but
where Megan P is the teacher they'll be
lesson planning together. So but make
sure we're developing a curriculum which
we didn't have before. Sure. So it will
all documented. So the two of them
>> Oh, nice.
>> Um and our draft strategic plan um will
be available and presented by Trev for
you on August 20th. We'll have to look
to see if that should be a work session
for part of it so you guys can hear it.
But um they're hoping to be able to
gather the information from you all. And
then we'll have two community sessions
on that day. the teacher staff
administration sessions. That's one of
our opening days. And so the strategic
plan for you all is still on track um to
be approved for October. Great.
Let's see. I think that's
it for those things and then we'll get
to some of this other things. Um
we'll need to it's been there already.
So policies approve
Yeah, the rest is on the
>> the rest is on the meeting. But then so
you know what's um one thing that I I do
want to point out and it says upcoming
dates, we're doing a lot of work on
literacy in the elementary school. So,
one of the things that we will be
offering is um kind of the why we're
doing this and there's a movie called
Hopeville. And so, we're going to have a
screening for all of our teachers on
that um on the 21st. And then we will be
having a family and community event in
the evening on the 21st where we'll have
some popcorn and candy and just like a
movie theater around that so parents can
understand the why behind the push on
all the literacy at elementary school
>> and we're back in a few weeks.
How is that even possible?
>> I know. It goes too fast.
>> It does.
>> I hate it when I go back to school.
Yeah.
>> On the uh education service provider.
>> We have to vote if we want it. We have
to vote if we don't want it.
>> No, we have to vote if you want. And I
think once I think just letting it kind
of settle in and let the lawyers do
their
>> Oh, I'm good with that.
>> That really looks to say as a board, but
we do not want it.
the city of D. Yeah,
>> we'd have to develop some policies
around that.
>> We'd have to do all kinds of stuff
>> which I'm sure the school association is
working on.
>> Yep.
>> I'm sure that's a rep.
>> Uh yeah, once a year except last year it
was J. Are they working on it?
[laughter]
>> Good to hear.
>> Absolutely.
So I think Peter's report
um our high school math position we've
advertised it and not to say that there
we have interviewed but from the end of
the school year till July 15th we
haven't had any applicants. Um
we did go and look to see how many
openings there are and there yes yes
there's quite a few math positions
opening. So, our plan A is to continue
to advertise. Um, plan B is to execute
our with the North Country and do remote
AP calculus. And we can um we'll have
all the technology set up. We've met
with Trey to make sure that we can do
that. And the kids, there's three kids
who will be taking AP Cal. They will do
it in a room most likely off the library
and that will be their class. And um the
school is um
uh the one next to
>> Burl
Gorm. I know it started with a G. Um
close
>> and uh they their bell schedule is exact
same as ours. Fantastic. So it aligns
perfectly. That's great.
>> Um Peter did meet with just Tom and
Sarah Krauss and they're both certified
to teach the whole the rest of the
complement of classes. So they'll just
divide them up. So that's all set if we
don't get a teacher. So we can absorb it
into our current stat right now.
You already heard about the flooring.
Um, and then
there are some, um, Peter and Ashley
attended a training over the summer and
he's continuing to work on, uh, making
some minor adjustments to our schedule
and that our high school summer session
was successful. All students who
attended completed all their
requirements.
>> Yep. ESY ends tomorrow. One of the
things that's not on here, but you'll
read about it in our first newsletter is
the new impact program had where we had
four students um come and join that.
They learned how to write resumeumés.
They went and had ELO experiences. They
also got paid during that time. So, they
showed up, they got $75 at the end of
the week. Um so, they were able to do
some credit recovery and um learn some
job skills. So,
>> um and then our STEM camp will be in
to the dates. Great.
So, no, we weren't closed this summer.
>> All right. So
um next up is committee reports.
>> Will you was the facilities committee
officially meeting or was that just like
>> we
said
policy is part of work in here and we
have a million everywhere. Um
so is there any anything we need to
cover before we start policies? No.
>> Okay. All right. Take it away, Tam.
>> Well, the um policies for review,
do they have all those in front of them?
>> They they do not. They
were given there's one there are two
sets of copies. That's right. And I get
one.
>> I know those I just looked at on my
phone. I think I don't
I mean none of them had major changes
anyway.
>> Well, yeah, the ones for for review had
no changes. They were just for
>> ones that we have to review every time.
>> They they were recommended that we
review all the financial policies by the
auditors. When we brought these to the
policy committee, this this section,
they you decided that no changes were
needed and that we would just bring them
forward to the board for review so we
could note that they had been reviewed
by the board.
>> Okay. So that so there was a couple
different chunks of policies. Yes.
>> Yeah. That was my sort of assumption as
to what was going on. I I didn't know if
it was that or if if the auditors were
suggesting that we needed to make any
changes, but that you're just basically
saying that we should be
>> we should be looking at these. We should
be just making sure that we're
comfortable with them, but they didn't
make any particular issue with any of
them.
>> Yeah. The committee had no changes. I
didn't see anything.
>> Yeah. Nothing jumped out.
>> No, we don't need to take any action on
that, right? We we can just add that.
No, it just it's just they reviewed
them. We'll just we'll just change the
date on the bottom that they were
reviewed.
>> Okay.
>> Did anyone have any issues with those
that particular chunk of policy?
>> And then it's policies for first reading
and I went back through these
and I think I have two
the one DB with the annual budget.
Um, reading through this again, we're
taking out the word consideration and
adoption. It It's presented to the board
for adoption.
Should we not keep the word
consideration in there instead of just
to the board for adoption, but to the
board for consideration and adoption?
Because we are going to consider it and
then adopt it.
>> Well, are because we are the ones that
>> the superintendent will be responsible
for preparing and presenting.
>> Okay. to the board for consideration and
adopt. We should leave the word
consideration in there.
>> Anyone else?
>> That makes sense to me.
>> Yeah, we don't blindly adopt it, right?
No, we do consider it. I would hope they
were ours days. Yes. And then there was
one other one that I saw. I think it was
just a typo. Yes. on DKA, the payroll
procedures. We need the word to all
salaries and supplements paid to regular
staff members.
>> Where are you looking?
>> Eka payroll procedures
all sellers is
all salaries and supplements paid to
regular staff members.
That's all. Just a missing word
and I didn't I didn't see anything else
when I went through them again.
>> Probably been missing since at least
2018.
>> I say that's not
>> 2000.
>> Not part of the
>> 2002.
>> See, if you look at it enough, you find
it.
No, I figured I didn't have enough
policies to read through. I might as
well go back through the first reading
ones.
>> But did anyone else have anything else
on any of the first reading policies?
>> Um,
do you want a motion to move those a
>> Yeah, why don't we do that?
>> I'll make a motion to read I don't have
to go through them all, do I?
>> Just all those first reading policies.
Let's move to second reading.
>> Second. Thank you.
>> Thank you, Tammy. Thank you, Jasine. Um
any further discussion on moving all the
policies that were presented for first
reading to second reading? Signify by
saying I
>> I posted extensions and a motion fits.
Then we have
>> handbook policies.
>> Handbook policies. Those are these are
new.
>> new law.
>> I you know whatever we don't we get a
fold to do. So
>> all the have to go in the handbook. So
we have to send these on to the handbook
and then they will come back to us for
first and second reading
>> right and then we can just print out
>> if they change from the handbook we can
get something out parents so make them
aware
>> but it says that we have to have them in
the handbook at the beginning of the
school year.
>> Um wait
again. So we have to approve what's
there now. So whatever's
documented right now goes into the
handbook and then we can review and then
make changes.
>> Well, the law requires us to have things
and when they approve these and it says
and it must be in the handbook at the
beginning of the school year quite a few
of them. So that exact language.
So we'll just do what we did with the
title N stuff where we approved it right
now then we sent them back through.
Unless you guys want me to put the old
policies in and you want me to go
through
It's not what's recommended.
>> No, I understand the reason for how
you're doing that.
>> And I did read through them. The only
thing I on the first one AB um it should
say all parental rights are reserved to
the parents or guardian and or guardian
of the my child. So I just wanted to add
the word guardian but
you say that already.
Huh?
>> I wouldn't even know why I haven't seen
that already.
>> I know, right? It doesn't make any
sense, right?
I thought
>> Yeah, I didn't have anything.
>> Oh, yeah.
>> The um this is the only the only change
on this one is that policies should be
readily available.
We have them all on our website.
Um, as well as copies of former versions
of revised policies retained as private
records, but we do that anyway. So,
>> yes.
>> So, these are that's statuto changes.
This is So, we don't actually have this
in our
>> Which one do you want?
>> The parents bill, right? That's never
been part of our
>> brand new, right?
>> It's brand new that they that
There's a parents bill of rights. All
this stuff is probably and I think that
was the argument that the stuff already
exists out there. Parents already have
the right, but now there's a bill of
rights
>> and that the code of ethics for all
teachers that they're changing that so
you adhere to the bill of rights. So
this is the bill of rights.
>> This needs to be like in our posted
everywhere. Yeah. And it even has to be
like in our year end
report.
>> I mean a lot of this stuff is like stuff
that we already know.
>> Right. Right. Right.
>> But I wonder if like some of these
things can be interpreted to require us
to provide additional things. like for
example to enroll his or her minor child
in the gifted special education program.
>> And I'm like well
>> to the extent that we have one we're
obviously offering it to any qualified
student but does that mean that we have
to develop now a gifted program?
>> There's nothing in the state statutes
that require you to have it. If you have
it then
enrolling is my understanding of the
interpretation but there's nothing. Do I
think that'll come? I think that's
eventually going to come and that's
going to be all argued out and then
schools now that there'll be another
mandate.
>> I think that this will set the
precedence for that.
But right now there's nothing in our
state laws that require us to have a
gifted and talented program.
Well, it says gifted or special ed.
>> But we have to have special.
>> Yeah. But
>> that's our idea.
>> Yeah. the special ed one has, you know,
has a law attached to it, but there's
nothing that says we have
>> I think a lot of it's just going to be
interpret as we go.
>> I
>> that's all you can do.
>> Like I said, there's a lot of changes
associated with these and they're not
clean like you would like the laws to be
>> and there it's going to be a lot of
>> legal battles with people to get them
fully interpreted. the
>> but most of these things we already have
and I think that was the argument why do
you need this when it's already sits in
this law that law that law
>> right so
>> right
>> um the ELO stuff seems like changing a
lot of the how we're
>> the wording yeah
>> yeah but it's sort of changing it from a
to sort of a proficiency
competenc
states that we have to have a competency
based education.
>> So
they moved they just aligned that with
competency based education.
>> I was wondering and we we're not
specifically changing the way that we
are evaluating students performance in
those programs or the value of those
programs.
>> We're already doing it. Yeah. And we're
and we we've actually increased them
last year and we'll continue to increase
the yellows.
Um
>> this is just ADA cathode
conduct.
>> Yeah. this with with regards to the the
posting of the right policy
>> and to have an elementary
>> version
>> version. Yeah.
>> Let's go with the wellness policy first.
>> Come on. [laughter]
I marked this like I had something but
then I didn't. You did have one.
>> I know, but then I didn't write anything
on there.
>> What's just
we we have adding that reference that
>> I didn't print it and
>> rockes
making sure there's like PE they're
exercises.
>> Their policy is daily physical activity.
Yeah, it'll come.
I think I might have that actually.
>> We have at least 30 minutes of exercise,
right, at elementary for kids that which
we did.
>> One of the things, one of the recent
policy changes that I had noticed that
we made was that we are no longer
permitting um loss of recess as a as a
disciplinary.
>> We never did. Well, that was a change
that was that was a a actual change that
was in the policy and I know factually
that that happened that when students
were getting in trouble that they were
not being
>> I don't think recess is fully taken
away. They may not be able to go out and
play with their
>> it's only unsafe if it's an unsafe if
they can't safely play with their peers.
recently well he's going into third
grade but last few years I've had that
argument several times and uh if the
student is not safe can't safely go out
safely interact and play with their
peers at the playground then they don't
go out but if they can safely go out you
know if they're pitching a fit and
throwing things we're not sending them
off they got to pitch fit and throw
things with other kids but if they can
safely go out there because they
>> did something stupid but they're not
pitching a fit then they go to recess
and the punishment is otherwise
>> which makes sense.
>> I sorry I just had a comment on this.
The statement of all food and beverages
available on school campus contribute to
our ego patterns dietary.
I feel like that should be tweaked to
say like, you know, food served by the
school and I'll just what immediately
came to my mind is homecoming weekend
and it's on school campus and there's
it's not dietary dietary restrictions
kind of like French fries and that stuff
>> but like I don't know if it's served by
food. I mean obviously we're going to be
allow
>> food and beverage served by the school
or provided by the school.
>> I think there are other
requirements in the law
based that state like the time.
>> Oh like during school hours.
>> Yes. that it's like
>> like during the school day and then
there's a certain period before and
after school where that's
they do this because of vending machines
and stuff. That's what it's really is
impacting. They don't want soda
machines, chip machines in school.
>> So, do we put an exception on there for
>> fundraisers?
>> Fundraisers. That's a good idea
>> because like basketball circumstances
where we're where food's being served
and with school.
>> Well, I mean like selling candy at the
table or whatever.
>> Yeah. Or graduation. Those are all
generally
>> you want handcuff rice.
>> Yeah. Maybe
special events and fundraisers and
things like that.
>> Yeah. Maybe it's just outside of school
operating hours or
>> or maybe like special events. Is it 7
a.m. to 3 p.m.?
>> I believe it's 7 a.m. to 3 p.m.
>> I have to look at what the other
>> Here's the thing that this is also super
non-specific, right? It just says
contribute towards eating patterns that
are consistent with dietary guidelines
for Americans, which just says eat
unhealthy foods in moderation.
>> As long as we're not selling it every
day, that we're doing it on, you know,
>> on a
>> sporadic basis. And I don't think that
we're in
>> I don't think the booth police or
something
>> I got to say who enforces it
>> whenever I see all
>> you
committ
how about we just take out all so it's
available not all
>> so we'll have those things available
like the other
>> I love it take out the word all that's
fantastic
>> right in cheat days And again, you know,
we're not offering hand cut French fries
every day to students at lunch.
>> And they're more specific than JS CF-
>> is more specific.
>> That's the one that says you need to
police it.
>> Right. Right.
>> Jasmine will be here daily.
>> Jasmine will keep an eye on
the GLCF needs to be in
>> Gotcha.
>> in the handbook. So, but JLCFR will be
coming to the policy committee in
>> All right, Jay. So, stay tuned.
>> J I CJ
>> J I CJ J I CJ. So, here's my here's a
couple of issues. Number one, um the the
actual bill text says such policy shall
be developed in collaboration with any
applicable educator associations and
school district parents and shall be
reviewed and updated annually.
>> Okay, so there's several amendments to
that one.
>> All right, this is the HB 206.
>> Okay, but there's several amendments to
HB 206. Can you find the actual final
language because that's not as easy as
>> should sound and it's not uploaded on
the state's statute.
>> Yeah, it's not there yet, but in um if
you go to general court um they date all
the amendments.
So the last one is June 3rd
and it says
says all that stuff. School boards and a
board of trustees of charter public
schools shall develop and adopt a policy
governing the use of cell phones and
other personal electronic communications
or gaming devices in school. Such
policies shall prohibit all personal
electronic communication or gaming
device used by students from when the
first bell rings the start of
instructional time until the dismissal
bells to the end of academic school day
with approved exceptions determined by
the superintender they're designated
with respect to students medical
disability or language proficiency need.
Such policy shall be developed in
collaboration with school parents and
teachers and shall be reviewed annually.
The school district and chartered public
schools shall not prohibit students with
medical needs such as insulin pumps,
glucose sensors, or disabilities from
using a device to support their learning
as identified by the individualized
education.
Um, the IEP plan developed under section
504
or when required support emergent
multilingual students with appropriate
language access programs and services
pursuant to title six blah blah blah.
Can you give me the um the what the bill
number is?
>> Yep. It's SB 206 and the last amendment
is June 3rd.
There are one, two, three, four, five
amendments to it.
Such policy shall not be construed to
prohibit use of such devices for
emergency communication or deter acts of
physical violence or bullying. No such
policy shall be construed when and to
the extent that the school requires the
use of laptops or tablets for
educational purposes to prohibit the use
of other privately owned laptops or
tablets as alternative to schoolisssued
managed laptops and tables. Tablets I
mean
>> so
June 3rd is the
>> that's the last one I see on there. Is
that the one that has been signed
though?
>> This is usually the updated with all the
last one being the signs in. Hold on.
Let's see when this is.
>> So that's it. The house the they did a
roll call vote on 65. So that's the one
that would have gone forward.
>> Are they allowed to bring them to
school? just not in the classroom.
>> Yeah. But the So that's the House passed
bill.
>> It says,
>> but there was a committee of conference
between the House and the Senate because
the Senate passed bill was very much
different
>> and put in a side block or backpack or
handbag.
>> There was a there was a a pretty
significant difference between the
Senate pass bill and the House pass
bill. There was a committee of
conference where where modifications
were made to sort of reconcile those as
part of the budget
process and the budget writer bill. And
so I just like I don't know it I think
it's part of uh HB2
but it's like almost it's like
impossible to find.
>> So I think that is the act the amendment
on June 3rd. It was the floor amendment
to SB 206 with the fiscal note.
Uh Jupiter.
>> It's not in the RSAs yet,
>> right? Which is obnoxious because it
would be nice for them to like actually
make it clear exactly what we're dealing
with. But I think even this even this
version of it requires
um
>> let me let me just type in here see if I
can do RSA
>> it was 189
>> 189 what is it
>> 1891A
but it and it's paragraph 5 but it's not
in there
not at least not on the
um oh you know
They just haven't updated the the states
website yet.
My you know the concern here is um
such policy shall be developed in
collaboration with school parents,
>> Developed in collaboration I write that
down.
>> Right. So so to the extent that we're
developing a policy
you know there's number one I don't
think that this sets a timeline for when
we need to develop that policy. Number
two, it mandates that we engage with the
parents of the district
um in order to develop the policy. And I
don't know if in I would be concerned
that with such a sort of charged issue,
no pun intended, uh that if like putting
putting whatever it was that was on the,
you know,
putting this on the on the agenda
is is sufficient to like have been
have done what we needed to do to
coordinate with, you know, you know,
>> and I guess I understood it and I see
where you're saying that, but when I
went into the policy, I understood that
we have to have this in the handbook at
the start of the school year and that we
would review it.
This is what we have and then we would
review and engage with parents. I guess
that's how I interpreted that part. But
it doesn't say when we have to.
>> Yeah, it definitely doesn't say that has
to be before we put it in the handbook.
It just says we have to do it every
year. So we could in
>> but it doesn't say when we have it says
we shall do it but it doesn't say when
we have to do it we we could do it next
year we could do it this summer we could
do it you know it doesn't it doesn't put
any timeline on when that has to happen
right and if it takes us a year to
develop a policy with this with the
parents input uh you know then so be it
but I don't think that it will you know
frankly
I expect that we'll get roughly the same
amount of community participation as we
normally get in you
with regards to
>> this is a charged issue for a lot of
people. So it's
>> absolutely
>> so it says we have to have a policy but
the law is clear that it's bell so that
I think that's where the rub is going to
be like we can have which we should have
family input and maybe we can that can
be around the consequences and things
like that but it it's the state law now
that there's no cell phones in schools.
Sure.
>> We just can't there and say,
>> "Yeah, we're not, you know, we're gonna
wait until we get your feedback."
>> No, but but I will say that there's
significant
in us because there's no definition.
>> There's no definition of what personal
electronication devices. There's no
definition of that that tells us the the
breadth of what we have to ban other
than cell phones and
>> gaming devices. Um but
>> I I think they
>> our policy that we're proposing to
adopts a pretty broad net and says that
essentially anything capable of
electronic communications is going to be
classified as a personal electronic
communication device which I don't know
that the community is going to support.
Right? If I have a if we have students
who maybe because they you know because
they want to use a a MacBook because of
its you know graphics capacity is better
than a Windows we're not buying those
for our students but they want to use it
for art projects or some of their STEM
projects or maybe their even their
project based learning stuff. We are
saying that they cannot do that and I
don't think that the statute says that
we have to say that. I also think that
um while there is no question about the
fact that the the legislature wants us
to
enact a ban, there is no provision here
for what that what the consequence
should be for that. Who's on the hook
for enforcing it? what we're supposed to
do when if we if a student violates that
policy in terms of I think our policy
says confiscate their phone and I have
serious concerns about the school
district coming into possession on
potentially daily basis with tens of
thousands of dollars worth of other
people's personal electronic devices.
This is a thousand cell phone.
>> If that gets broken when it's in the
custody of our front office staff for
whatever reason, who knows why, right?
Maybe some angry student comes in and
throws their phone in their hands and it
gets broken. Who's on the hook? Because
we took possession of somebody else's
property and now we're and now we're on
the hook for damage to that, you know,
>> that's already broken.
>> I didn't write the story,
>> right? How are we going to know? How are
we going to monitor that a cell phone
that we took from some kid wasn't
already damaged?
there's just a lot to work out
>> and and I don't it's not something that
I feel comfortable rushing into at least
without hearing from the community on on
and maybe maybe the maybe the answer is
you know we don't really we're not
really interested maybe the answer is
people are very interested I just think
that what we've done in terms of
noticing of this policy on for tonight
given that is kind of a it is you know
it's it's just on here as responsible
use of electron devices, which is what
we had before, which, you know, doesn't
necessarily put people on notice of what
we're talking about. And given the fact
that we're explicitly being told that we
have to engage with this with the
community and the parents and [snorts]
teachers about it, I think it makes
sense to more specifically say that we
are blocking off a segment of maybe our
next meeting in order to facilitate a
conversation about how our district
wants to deal with it. because we had
this this we had this essentially
similar conversation a couple years ago
when we enacted our middle school cell
phone ban, right? And we did have a fair
amount of community engagement with
regards to that on both sides. Um, and I
think that that has generally worked out
to be a benefit to our students and and
the the school. Um, but I also think
that there's there continues to be
problems in the enforcement and how
[clears throat] that occurs and you know
whose responsibility it is and you know
just makes sense for us to be thoughtful
about it.
>> I think you're right.
>> I understand the need of like the the
need for clarity, right?
>> And
the need for it to be printed in the
handbook too though, correct? Well, I
don't think it needs to be printed in
the handbook, right? I mean, ideally,
yeah,
>> I thought that would
>> if it does, but there's nothing
required.
>> We could we could put our current policy
in there.
>> Oh, I thought,
>> but that allows usage during the day.
So, we could say we could just put
something will be released, change the
handbook at a policy will develop and
approved by such and such date.
>> And then we can get that out to parents
and we can do the messaging. The thing
that we were hoping is that we could do
some messaging so people understood it
before.
>> Well, the messaging should be cell
phones are not allowed in in school from
belt to belt period. And then, you know,
while you know, please bear with us.
>> We originally had in there.
>> Just put that and see policy blah blah
for further clarification and we could
>> leave that in there and I think that
would meet the mandate because I think
that's what we originally wrote in there
and then this came in like on the 11th
>> the policy will be is being developed.
>> So are we to say city policy we can just
put a number and that we can um once
that policy is done and approved we can
get it out.
>> So you said this policy came in
>> it came in like last week right the date
this
>> is this recommend this is a recommended
>> this is recommended policy from the
natural school. This is we didn't write
this. I didn't.
>> Oh, you know.
>> No, I mean we did because we did have
similar, right? Like
>> we did have we have a cell phone policy.
>> Yeah, we have a So,
>> this is what came out.
>> Yeah, this isn't um us. This is what the
New Hampshire School Board Association
gave us and it came in right about the
time when we were ready to send
everything to you. It was like, wait, we
got to change this now.
>> See, it's not supposed to be delivered
to us later April 1st.
>> So, so and this is part of what like
what I'm referring to here though is
this definition, this policy definition
paragraph 2 under purpose is very broad
and it's far broader than I think it
needs to be in light of what the statute
says. I think what the reason they did
that is
students so some schools tried to ban
cell phones and kids brought
smartwatches and were texting each other
so they're still communicating with each
other. So they tried to say all things
associated that would disrupt a learning
environment.
>> Sure. I think though that in light of
there there's a difference between
something that's required by statute and
something that's discretionary.
>> Oh yeah. When it comes to stuff that's
required by statute, we have no choice.
We can we're we're going to enact a a
bell to bell ban on cell phones, other
personal communication, electronic
communication, or gaming devices.
>> Why don't
>> Now, what that means,
>> what does the bill say specifically?
>> Say from the New Hampshire School Board
Association, the exact law that was
signed, when it was signed, and we'll
get that to you.
>> Yeah, that would be fantastic. And then
we can decide if all these things are
extra, but we can hold them.
>> I I think we're probably going to need
to hold a special meeting just for this
just because we at our next meeting we
do have two rev talking about our
strategic plan.
>> And we probably want to do that next
meeting a little bit sooner so that way
we approve something. We have time to
communicate with families what it is
because
families are going to say, well, what is
a cell phone? Like we created all these
FAQs thinking, okay, what are the
families going to ask us? So, we have
some of that those documents. When can
they use what is bell to bell mean? Does
it means when they get on the bus? Like,
>> yeah, understandable. Everyone, you
know, it's a new policy. It's it's a a
broad pulse in uh
but the I think at this point we can
we're printing something in that we're
bringing something for approval in the
handbook. I think it's as simple as
saying um you know pursuant to to state
law there would be a bell to bell ban on
>> that's what we were
>> what we can just [laughter]
>> our exact words originally before this
policy came into
>> cell phone electronic communication and
gaming access
>> that's all it was in 206
>> but it may not they may have changed
>> it's just a description to wait
>> so 206
>> it's saying gaming but it
Let's just get the exact statute so we
know what it says,
>> And not just gaming use because watchers
are gaming use device like they're
>> well it I mean it says student cell
phones and other personal electronic
communications or gaming device. So it's
not just a cell phone, it's personal
communication,
>> right? with no definition of what either
of those things mean. I think generally
gaming devices, you know, you can't
bring your Game Boy
>> or your uh
>> I don't know what the new ones are, but
>> I don't know what they are.
>> Definitely not a game device.
>> There you go. [laughter]
>> Um
you know that that seems fairly
>> not
or gaming devices. So,
we have to define what all of those are.
And the school board kind of I felt
like,
>> well, I just I don't know that there's I
I don't know that maybe the maybe we're
regardless of what the community
supports, we have to enact the ban on
cell phones and you know,
>> well, if it's this, it's other
communication, personal electronic
communication, too,
>> right? If it's this particular one on
June 3rd,
it says students cell phones and other
personal electronic communication and
gaming devices in school.
>> Sure.
>> So those all have to be banned bell to
bell,
>> right? But the idea though is we have a
list here um and a definition that any
device that is capable of personal
communication, electronic communication
is banned. And I just don't think that
that's that's that broad a definition is
mandated by the statute. Maybe that's
what the community wants, but I don't
see that it is mandate where it says
anything capable. I mean, there's
certainly things that have uh a the
possibility of being used as to
communicate, right? You can use a
flashlight to communicate Morse code.
>> Personal electronic. I went I guess a
>> sure. I mean, I can use an LED
flashlight to communicate in Morse code,
>> but that is not a personal electronic
communication device. I mean, that's
that's the point. It's obviously an
extreme example, but yes, the idea is,
you know, a smartwatch does a million
different things.
>> Wait,
including tracking your your health, you
know, health things, indicators, um,
providing you feedback on whether or not
you're going into into atrial
fibrillation. One of the things that it
does is allows you to send text
messages, but that doesn't necessarily
mean that that this is in and of itself
a personal communication device by any
definition that we that has been
mandated. So, I just don't know that. I
think that we need
>> community feedback as themselves types
of things outside of what is clearly
mandated that we want to include.
>> Okay. So, we can do that, but I don't
think we can wait till August 23rd to do
next week.
>> And everything you said comes down to
enforcement anyway. So,
>> right. And that's the other part of it,
right? This has like
>> Well, that's why I think if we have
these lists, it'll be easier for admin.
>> Sure. But but also we we um
>> and there is an etc in there for
description.
>> So, do you Is that what you want though?
>> I I I think that
>> I think we need some very clear things.
I felt like these kind of got at those
initial things and then as we move
forward and we implement it, we could
have a review and say these things have
come up. But if we want to do the
initial engaging the parents,
absolutely. But we should do that next
Wednesday.
>> So that way we can post that and we can
discuss the consequences. We can have
our FAQs and we can do that all next
Wednesday. And then um I don't know if
you guys it would be a board meeting so
you guys could approve whatever we come
we could take a few minutes draft it.
>> I have a training at town hall Wednesday
planning a training.
>> I'm not available.
>> Well Jay and I are we
do it.
>> We'll develop it.
>> I mean does it what do I have to do on a
Wednesday?
>> Well I was just I'm gonna be off on
Thursday and Friday. So I was hoping to
have it done before.
>> Um what about Tuesday? I mean, is
Tuesday night work for anybody? I mean,
because then we don't have to have it on
Wednesday and we just need 24 hours to
notice it. Tuesday the 29th.
>> Yeah, I would say I would like I mean, I
think it makes sense to give people
ample time to to be notified. And you
know,
>> what about the sets?
>> Well, what what are we notifying them
of?
>> That we're having a meeting that they
can come and discuss with us. I I but if
you go out and say, "Hey, we're going to
we're having a meeting on the cell phone
ban opposed to there is a state law
going into effect that is this and this
is like we need to present them with the
information instead of just like waving
the flag of like
>> and the recommended policy."
>> No, no. I I think that we can we can
certainly provide information as to why
what the purpose of the meeting is.
purpose of the meeting is to en engage
with the community as as we're required
to do but also because there is there
does appear at least you know from the
statute to be a fair amount of
discretion on a number of issues that
may be important to include what types
of things that we are banning that are
outside of the three things that like or
the two things that are specifically
banned but what what are we going to
classify as a personal electronic
communication device and then and then
on top what are we going to do when a
student violates it? And then who are we
going to hold accountable for enforcing
it? Because that's kind of the those are
the three sort of big things.
>> And so next week we are making a
decision on that or next week we are we
are collecting the information.
>> But
>> I think that we we are collecting the
information and potentially having a
meeting afterwards to to further discuss
it. I mean,
>> I really think that's what we does. It
does define it also like nonp provided
internet cellularly capable voice or
video calls, text, emails, instant
messaging. I do I do agree that
when you're reading just the statute the
way it is, it does say to engage family
and the way this is written, it says
review it
>> after. But I do I agree we should do
that. Absolutely.
>> I'm just saying that.
>> So, do we want can we do it on the 6th?
>> August 6th. Uhuh.
>> Wednesday works for me.
>> Without my refrigerator, I have no idea.
>> Works for Joe.
>> I have everything written on my
refrigerator. So,
>> Joe said, "Yes, I'm I'm out of a state."
>> I am that
>> sixth, seventh, and eth. Well, that week
is not anymore,
but
we've done a jury trial. You
>> That's not possible. [laughter]
question about so this doesn't address
faculty.
>> No
13th.
>> That's true. This is because the law is
for students not for faculty,
>> I mean you can have a policy if you're
not for staff. The law this is based on
the law that
>> that would require that would require
>> negotiation probably
>> July one. Yeah. Would Wednesday the 13th
give you enough time to put it in the
handbook? Well, no, we we have to have
the handbook in like
>> that's tonight.
>> Put it in like pursuant bell to bell
>> um for further clarification see policy
under development ji.
>> So does the 13th work for anybody?
>> 13th.
>> Yeah, it works for me.
>> Joe said yes.
So,
>> so we'll hold that meeting. That'll give
us
>> enough time. The teachers will be in the
following week and we'll be able to give
them something.
And
>> yeah, and um you know, if we can send
out something, as Kevin suggested, more
specific than we're just having this
meeting on this policy, you know, um
that
we are we would like to hear from folks
and then also send it to the the
teachers because, you know, they're part
of it. They're ground zero for
enforcement,
>> I guess. Should we unless we go a sample
policy to them?
>> What what's happening right now?
>> I just feel like just jumping like for a
jumping I think if you just say that
people are going to come but if we have
something for them to kind of respond to
>> well I would I would um reference the
bill so they can look up the law. I
know, but I would reference it any
we got to show that it's not just this,
>> we're not just doing this because we
feel like it. There's a law that says we
have to do this. So, I would reference
that and I would um include in that the
sample policy that's recommended by the
>> so we'll do the I'll get the RSA from
>> Is that the DO? It's not a DOE. It's
Thank you. SBA.
>> I just want to make sure. Yeah. No,
you're right. Yeah.
>> I mean DOE interpretation of the statute
may carry more away than the school
board association
interpretation statute.
>> They're not going to get anything there
involved in that.
>> Of course not.
>> Right now
classrooms there's what like shoe
organizers or something.
>> We do have some if you want to do that.
It just says it has to be off. So the
fact that you'd be putting it in and out
the kids are I think that's way more
tempting.
>> It said it has to be in there. this
policy.
>> No, but I'm saying right now, right now
devices go what? On the back of the
door.
>> If the kids want to or they're put away,
but we do have those. But I think just
having a carry around a cell phone
doesn't make
>> sense.
There's no need to sit walk into any
classroom in the middle of high school
during the day, they've got their cell
phone on their knee just like that.
>> Oh, they they have it all different
places.
>> Yeah. No, it's forever. Where you guys
from,
>> Forever. My kids are going to be
psyched.
>> That's why you we kind of had that
gradual release like not at all in
elementary, middle school, no high
school during certain periods of day,
but now it's
>> Okay. This is the
>> If it's off, they look at their
location. Yeah.
>> I don't know. I guess find out. We'll do
some testing.
that's why Charlie may have them so
where they are.
>> But there's a gap.
>> we'll get I'll we'll email Barrett
tomorrow and ask him for the exact RSA
saying we can't find it. We see there's
several amendments. Can you give us the
>> Well, we have So, it's in SB it's in
HB2. It's
>> It is there. I think it's the June 3rd
one just for confirmation.
>> That's that's different. So you're
looking at SB 206, which is this which I
think was like the Senate's version of
it. But then there's I think HB2, which
is the budget writer, which is what it
eventually ended up being a part of,
>> which is what was signed by the
governor, which I
>> I thought he pulled it out of HB2 and it
went through as 206.
>> Okay. Well, that
>> I feel like it came out of there.
>> All right. Hopefully, we can narrow.
>> Let's get that clarified.
>> Yeah. Yeah.
We're banning smartwatches and
teachers, faculty, whoever are walking
around with smartwatches on and
checking text messages. It's going to be
well, why can you have it?
That is
>> I do think that that is would require
negotiations.
>> Yeah. Oh, and yeah,
>> that and don't they have
>> Well, that's Can I interrupt for a
second? Because one thing we're going to
do is have two factor um authorization
in a lot of our apps which the teachers
will be required to sometimes use their
phone to
um authorize that.
>> What happens when when we have two
factor authentication for student? We
don't.
>> None.
>> No,
that's that's a closed um
>> they're all they're all Chromebooks and
they're all they can sign in with those
because it's locked down.
>> And we won't have the open guest network
either
>> because of this bill because then they
can just hop on to anything.
>> Yeah. Not the all password network.
>> So we'll get the exact RSA. We'll send
that out. The proposed
schoolboard association,
they come speak with us. The things that
we really want to talk about is what is
considered a personal communication
device and the consequences.
>> Does that make sense?
>> Yeah. And enforcement.
>> Yeah. Enforcement. Yeah.
>> Um in terms of like who's responsible
force.
>> Yeah. Because I think we
we need to I think it for the teachers
and administration's sake it needs to be
clear who's on the hook be keeping an
eye out for it.
>> Moving on.
>> To withdraw.
>> Do we don't want to withdraw these
tonight, do we? Because they we have to
approve other ones first. Wait, before
we do that, can't we need to move
>> these the other ones?
>> Or we need to approve the other ones,
right? We're not
>> We're not We're kind of not doing the
>> We're going to the truncated.
>> So, I will make a motion to approve all
but the JICJ in the handbook policy uh
policies for readings.
>> A second.
>> Are you up yet?
>> I wasn't able to find it, but I
appreciate that. It it is it is buried.
>> Uh okay. So we have a motion and a
second. Uh all those in favor signify by
saying I.
>> I.
>> Uh opposed extensions and that motion.
Thank you.
>> Catch.
>> So the ones to withdraw, we're not going
to do that. We're just going to push
them to second reading because we have
to approve those first to withdraw
those. Correct.
>> Yeah. So we just hold off on that.
>> Perfect.
>> So just to be clear, on August 13th,
we'll have the public hearing on it and
then we'll drop the language.
>> Yes. and then approve it.
>> Is that also 6:30? Yeah.
>> Drop the language August 13th.
>> Yeah. After we get
>> input,
>> right? And we can
>> but it's still going in the handbook as
is right now.
>> No, we're putting it as
>> a general.
>> Yeah. General notice with no real
description for accordance with state
law. Cell phones are banned. Blah blah
blah.
>> Yeah, that's what I Yeah, that general
piece. Yeah. So that way they know
they're banned. That's
>> you know
>> back to our original
>> and then policy being developed
>> and they did further further policy
>> that was a big old empirical
>> further policies under right
>> yes you know
>> y didn't really give us a whole lot of
time to
>> no they didn't
>> address this
>> he wrote that and then all of a sudden
these things came in and said you have
to have them in your handbook like okay
>> it's it's it's unfair and there needs to
be some sort of conversation It says,
>> but all of these policy today, approve
it tomorrow.
>> Exactly. In the state law and you've got
free, but it doesn't work that way.
>> All right. So, do we have any
nominations, recommendations,
resignations?
>> Yes. Okay. Let me just get my notes
here.
So, um for recommendations, uh SER is
now going to be able to come back.
>> Yay.
>> Yes. um as a PAR educator. You approved
his resignation last time. Savannah Rich
as a PAR educator.
>> Um so I don't know. I'll make a motion
to approve the recommendation.
>> The recommendation is Sarah Cronin and
Savannah Rich as PAR educators. So
>> thank you and Joe. All in favor signify
by saying I
>> oppose extensions. The motion carries.
And then the other one is um a two-part
position. Um Sean Woods will come in and
work two periods a day with Megan Fool,
the last two periods of the day. So
middle school students and high school
students can access uh the shop and
he'll have structured classes with Megan
around that. And then his remaining
part, he will work as a nighttime
supervisor of the custodians. So
>> So that's a full-time position. So,
it'll be a full-time position and he'll
come to us during vacation time. So,
he'll work with regular custodianships
on school vacations. School vacations.
>> I'll make a motion to approve the
recommendation of Sean Woods.
>> Second.
>> Thank you, Joe. Um, any further
discussion? All those in favor signify
>> I opposed abstensions. And that motion
carries.
>> Is that a working custom revision? Yes.
Okay. Yeah. Yeah. Just working and
supervising at the Yeah, it is.
>> Ask that before.
>> Yeah. No kidding. Huh?
>> Oh, no. No. Strictly sits [laughter]
>> armchair custodial.
>> That's right.
>> Uh, is that it for the
>> for those? Yep. So, now we are full
staffed other than a high school band
teacher. Correct.
>> Yeah. And we also um didn't post for the
library assistant.
>> So how are you doing that?
>> Um we we had really reduced some of
Christy's responsibilities. So she
wasn't um teaching health and all the
because she really had a combined job.
So now she's doing the ELOs's and um
>> the media. Um I'm meeting with Christie
tomorrow. We had some initial
conversations about that. But I spoke to
Trey about some selfch checkout that if
they needed to use the library up there
and she was down there. We talked we're
going to talk about whether she wants to
start teaching some of the kids down in
the bigger library space. Uh but we'll
work that out. Um, and part of the
reason is that we we in in talking with
Debbie around um where we are with
finances and um where the federal
government has denied loans to not loans
grants to us. It's about 30,000. It'll
still allow us to move forward if we
don't fill that with all of that PD that
was planned for teachers.
gonna see how that goes and really get a
better handle on the library usage.
>> Uh, next up is the handbook and so we're
just voting to approve it
>> given the language you said
>> with the Yeah.
>> Does anyone have any
particular
commentary on this?
>> I ran through what I could on my phone.
put me to sleep.
>> I put the bigger things in there. What
where the changes were.
>> Great sleeping, I tell you.
>> I agree.
>> 191.
>> Uh
then I'll accept a motion to approve the
handbook that was presented with the
adjustment to the uh to reflect that we
are developing the policy regarding the
subs.
>> So moved.
>> Thank you, Jasmine.
Um any further discussion on that? All
those in favor signify by saying I. I
>> opposed extension. Say
>> and uh that motion. Yes.
>> Is there a time when we can consider
moving to an electronic format for this
entire room?
>> I think it has to be printed, doesn't
it? does not
>> it does not
>> doesn't it have the parents have to sign
a thing and send it in. Um
>> yeah we're we're going to look at this.
We we did interview the students around
it um to say do you want it part of your
agenda? Do you want they liked having it
I don't know if they even [laughter] but
they wanted it part of their agenda book
and printed. So if you when we were
thinking about changing it,
>> uh we
middle high school students wanting the
agenda book.
>> I I think it might be a waste for a lot
of the younger kids. And is there a
significant cost in that? Would it be a
lot cheaper to print it like this
>> versus a huge cost? Wasn't a huge
difference.
>> Go back and look.
>> No. If there's not a huge difference,
then it doesn't matter. No, never mind.
But I think we do want to have the
conversation again probably with
students about separating it so that we
can print it ourselves and we can make
the changes when we need to make them
>> or not print it. I mean I I don't know
that I I guess I would like to know what
you know are people actually like doing
this or are they just going on the
website and getting our policy? students
say they like especially around dress
code thing they can look it up then once
the teacher says something to them or
yeah
>> we did ask but
>> I mean if there's utility in having it
printed
>> but I think I think it's worth asking
again
>> I used the printed copy when I had the
kids that year I used one of the ones
that well one of the kids brought home
and for reference
>> the printed is
>> old and it's easy to paper when it is
>> we don't 300 of them. We do. We need
>> I don't need a 300.
>> Do we have a What is our cost of
>> I don't remember what it is.
>> How many students do we have?
>> Right. 40 something like 40.
>> So we could print 250 and
>> Well, printed for our staff as well.
>> Oh, staff be 300.
>> Okay, that makes sense. I mean, could we
do electronic for the elementary school
or for the staff and just print some for
middle high school students with the
agenda?
>> I mean, we can do that.
>> I mean, obviously this year
>> on our website, right?
Now that it's
>> on the website,
>> you're printing these like not printing
20. That is going to save you. Maybe
because students are not gonna have
access.
>> There we go. That was a good one. That
was a very good one.
>> What was that?
>> Maybe they're not they're not going to
have access to electronic devices in
school, so they may want a printed copy.
Keep it locked.
>> That's right. So, I was just going to
say that because with students, if they
want to site it, they they can't use
their phone. They're going to have to
use
>> I mean, having each having one in each
classroom is
>> 100%. There you go.
>> Yeah. Office
>> and just do copies of
>> just I don't know. I mean we I I don't
even know like what sort of money we're
talking about in terms of like the cost
of that. I don't really
>> right if it's short money all that trees
as well though like resources.
>> Well every time the trees
>> that's what I'm saying forest
>> the forest. All right. Uh, board member
questionnaire on the audit.
>> Yes, I have them for you.
>> I got copies.
>> I have a year ago.
>> I got you. Maybe this was in my dream.
You dream.
>> God, I hope you're not dream. [laughter]
Um, I think it's pretty it's pretty
short and pretty uh um straightforward.
If we want to do it now, I think maybe
it's you might as well.
>> Okay. So, um,
it's the the purpose of the
questionnaire is to try to uncover any,
uh, knowledge that anybody has of
potential fraud or suspicious activity
with regards to the finances, it's part
of their normal accounting process. Um,
and the board answers the series of
questions. Um, and basically if anyone
answers differently than, you know, say
everyone says no, I don't know anything
about fraud, you have you have the
answer is yes. you don't feel
comfortable saying that in public like
this and we can have a discussion
afterwards. But you know, you know,
generally it's the answers have been no
in the past, but that doesn't always
mean that they will be. Um, do you have
any knowledge of fraud or suspected
fraud affecting your entity?
>> No.
Okay.
>> Is that a no for everybody? No. Yeah.
Okay. Have you received any
communications from employees, former
employees, regulators, or others
alleging fraud?
>> Have there been any recent or unusual
circumstances that might increase the
risk of fraud?
Have you or any related parties or your
have you or any related party of yours
had any interest direct or indirect in
any of the following transactions or
pending or incomplete transactions since
July 1st 2024 to which the school
district or SAU or any retirement
savings pension or other similar plan
was or is to be a party. So that would
be sale purchase exchange or leasing of
property. I don't think so. Buy
anything. Okay, good.
>> Receiving or furnishing of goods,
services or facilities?
>> No work on this one.
>> Transfer or receipt of income or assets?
>> Other transactions?
>> Uh, how does the school district SAU
monitor for or and respond to cyber
security incidents? And are there uh
incident response plans in place? If
yes, please describe. So I think last
time
>> we just attached the policy.
>> Yeah. Did we? Let's see.
>> A different set of questions.
>> Oh, it is a different set of questions.
I mean so the answer to that is
we can attach the policy for our cyber
security policy I think and then um
>> that was on there last time you guys
>> where is it
>> we spoke about the cyber policy
>> the disaster recovery policy plan uh
that's
I don't think it's on there. I don't
think so.
>> Maybe it was a number thing you guys.
>> Did you just number?
>> Yes, number 10.
>> Yeah, but there was no
>> that says disaster recovery plan in the
event of a loss or interruption of IT
function. I think is a bit different.
>> Cyber security response and our Yeah,
that's our response plan. Same thing.
Yeah, there's our disaster recovery plan
is now the cyber security plan.
>> Okay. So, we can um just write yes see
if that's see that's
Next up is
are there any documented disaster
recovery and business continuity plans
in place to address potential cyber
security incidences? That's the disaster
recovery
piece. Um and again I'll put yes and see
Does the board have any concerns about
the integrity of the financial reporting
process?
>> Does the board review comparative
reports of estimated and actual revenues
and appropriations and expenditures?
>> If so, how often are the reports
reviewed?
usually a couple times a year, isn't it?
we get those like
uh the ex actually expended or or
allocated versus you know what's in the
general fund.
>> So two to three times per year.
>> Does that sound about right?
>> But you're viewing that
>> the children.
>> Oh yeah.
>> Yeah. That's happening on a regular
basis. So they actually report and all.
>> Okay. So what we So this is review of
comparative reports. comparative
reports. We do get those.
>> Yeah, we do get those sort of um you
know, she'll say you'll see where she
says like this is what we've allocated
for this budget item or you know, a
budget category and then this is how
much we've spent on that so far. And we
do get those reports. Um last year the
answer to that question was weekly manif
Yes, weekly manifests and quarterly
reports. I think that's probably a fair
Are we altering this in
sign?
>> Okay, that's
>> Yeah, I just type it up and Jake doesn't
sign.
>> Yeah, sorry.
>> Oh, yeah. You see like I'm uh my
handwriting. It's
entertaining for
um how is the tone at the top
communicated to employees?
That is uh not one
>> I'm not sure how to answer that. What do
we mean by the tone at the top? Is that
like your administrative role
communicated to
>> expectation, ethics, values, and
behavior? We have a employee hands.
think about
>> I'm not entirely sure what they mean by
the top, but I think if we're talking
about board policies, that's through,
you know, through
>> we have board policies posted on the
website and we have a
>> I would put employee handbook employee
handbook and board policy. Yeah.
And I do anytime you update policies, I
send them to all the employees. Okay. So
we can we can put that to policies are
sent out
immediately after adopted
or revised.
And then I think we should include that
there is periodic ethics and and ethics
periodic ethics trainings at the board
level and at the staff level.
>> Um have any fraud risk assessments been
completed?
kind of yearly audit to go through,
>> Uh if yes, please provide a copy and
explain the results. I mean, these folks
did the audit.
>> Yearly audit. Yeah,
>> you should. You should have it up.
>> You got that. [laughter]
>> Um, how are fraud risks communicated to
employees?
>> We're boarding reviewer policies. Yeah,
I think I think probably what they're
talking about like
you know is it would be more like is our
employee handbook
>> that and also there's a um
what do we call it when they request
budget request procedure
and sign offs by administrators on all
purchases.
Um, and then I think also we could
include
I mean I guess if this if this is sort
of accurate is that if there's any sort
of cyber security type right that that's
communicated through the IT department.
um says for each board member please
provide the years of service and a brief
description of their background. So
>> I can just copy and increase it by a
year.
>> Y if you see anything that you want
changed just let me know. But other than
that, I'll just
>> Excuse me.
Right.
>> Did you write that down? You call this
so I didn't mean to.
>> I got that.
>> I should have known. I don't know why I
thought of it otherwise. Um
>> I wrote it down, too. I don't feel bad.
>> Yeah, that's that one's for you.
>> so I'll let you know when that's ready
for you.
>> Okay. Nothing. Yeah. Do we have is there
like a time limit on that or is that
>> No, they're not coming until October.
>> okay.
>> At least so at the 13th if if not before
if I'm in town.
Um we have the last thing is the um
foreign exchange student. So, a couple
weeks ago, Mary reached out to me. There
had been an application for a foreign
exchange student from Korea through the
Rotary, I believe.
>> Um Tammy is hosting.
>> Yes. said exchange student um that our
policy requires formal board approval.
Um you know based on my review of the
stuff that I got sent um I told Mary
that she can start the process of of
that um approving the application and
we'll we'll bring it to the board for
formal approval because it was kind of a
timesensitive issue. Um but there wasn't
anything that jumped out at me in
reviewing the application. Um
>> is it F1 or J1?
>> J1. J1.
Um, but that is up for that needs action
for approval tonight.
>> I'm going to abstain from this vote
because I'm posting. So,
>> fair enough.
>> Anyone want to make that uh make a
motion to approve? I'll make a motion to
approve
>> to approve the application of Jong Yun
Jong Hun Yun uh as an exchange student
for the 2025 2026 school year
>> as presented. Can I say that?
>> Yeah. Um Jasmine, is there a second?
>> I I'll second.
>> Thank you, Joe. Any further discussion
on that?
>> The the tuition is that
>> Rotary covers that.
>> That's what I thought. Yeah.
>> Yeah. But that was the only question I
had.
>> adorable.
>> There's no further discussion. All those
in favor signify by saying I
>> opposed.
And passes with
>> I think we need to bring this policy
back through because at some point it
says nay and sometimes it says shall. So
it's kind of contradictory. So I'll
bring it back.
>> Okay. Yeah,
>> that's the one on FL St.
>> Yeah, it says board shall then it said
the board name
is um in the
here's
got that was in the
>> so there's I think that there's
>> topline.
>> Yeah, but there's they're talking about
like different stuff that
>> I love.
I think
>> I'm excited. Yeah, it's such a great
opportunity
in the house
location
backwards.
>> Okay, we can
>> see that up for
>> Yeah, the policy committee.
>> I just think we have a backwards switch.
>> Um then uh we don't have anything under
new or continuing business.
Um, we do not have any students, staff
or community. Excuse me.
>> Do we have any reason to go into
nonpublic?
>> Can I see something on the community
front? You may.
>> Um, last week I was uh I was invited to
speak down at uh St. Paul was down in
Card at the advanced studies program and
three Lynwood students out of 177
New Hampshire students were there
represented by 60 I think 60 schools.
>> It was great to see three Limit students
there. uh two of them sit in the front
row listening to me talk for a half
hour.
But it was it was just great to really
like ambitious group of kids and it was
great to see some familiar faces there
and kudos to those three who are
representable with them.
>> Very cool.
>> Yeah, that's great. Motion to adjurnn.
>> Second
all those in favor.
>> None is unanimous.
Thank you not mix of a