This government meeting is brought to you by Eastworks and our local cable subscribers. All right. Good evening everyone. Welcome to the regular session meeting on August 12th of the East Hampton School Committee. Uh we are going to roll call in. Linda will roll you first.
Linda Marquee >> present. >> Thank you. Linda Eric >> here. >> Megan >> here. >> Sam >> here. >> Mayor >> present. >> Laura Scott present. Uh we are going to move on to announcements. Um Megan, do
we have any correspondence to report? >> Uh I have no correspondence to report and no gifts that I'm aware of. >> Okay. And the student representative update, as we mention every meeting, is one of our favorite parts, but we do honor the students summer vacation. We
expect we will likely have the high school representative here in September and likely the Mountain View September uh the Mountain View representative rather, if not in September, then in October. And we are so excited to welcome them and hear their thoughts and hear how this school year is rolling
out. We are going to move on to public comment. Um, if you are in the room, you can please stand behind the podium. If you're joining us remotely and have thoughts to share, please raise your virtual hand and I will call on you in
the order that I see you. We'll give that just a minute for I don't know folks to steal themselves or whatever. two. We are early, so I'm going to give it just a minute. Okay, seeing no hands raised, we are
going to close public comment and we are going to move on to the um business update. slightly out of order, but out of respect for the precious time of our fantastic director of business services, Julia Sari Franks.
>> Good evening, everyone. Uh, I've submitted to you the, uh, monthly report for August. Um, so the end of year financial report. Desi is scheduled to release the files for the we'll say every business manager's
favorite task competing completing the end of year financial report. The files are scheduled to be released on August 15th. Once those files are available, my team and I will begin compiling all of the information and coordinating with um city staff to gather all the information to submit that report. That report is
submitted to has to be submitted to DESIE by September 30th. So once that report is submitted, we can say that we have officially closed the fiscal year. So um once that report is submitted then I will be providing detailed information to the committee at a later date um regarding the close of fiscal year of
FY25. The summer food program is still up and running. This week is the last week of that program. Meals are being offered through lunch on Friday. That program is running at NBS and at the high school during the month of July. 2,124
meals were served to um young folks in our community. We are coming up on doubling our numbers from last year. We're a heartbeat away. That's incredible. >> That's about 70 meals a day I did at home. >> That's why that's amazing. >> So, a summary of the program will be provided to the school committee at the
September meeting. So, there's some reporting that we have to do and I'll get together with Ken La Page to do that once the program closes out. Uh we do have two grant updates. Can I interject briefly about the summer food program? >> Absolutely. Is it possible? Well, do we have adequate time to generate a survey for the last few weeks just to question,
you know, and it can be very open-ended? What you liked, what you didn't, are there ways to improve? >> Uh, I can get in touch with Ken about that. >> If perfect, if we can do it, perfect. If not, I'll make a note for next year. I realize I'm kind of late on on thinking of that. So, thanks. >> All right. So, we have two grant
updates. Uh, one of the grants is uh called Teaching with Primary Sources. Um it is a grant through the Library of Congress in partnership with Wesburg University. So um Kelly Brown, one of our staff members, um has worked really hard on putting together that grant. And
so that grant covers a 2-day PD for K to2 educators. There are 25 educators participating from uh school districts around the Commonwealth. So, they'll be participating in that 2-day PD in August and then ongoing professional development around using primary sources
in their classrooms along with narrative to get kids to connect um events and history and storytelling and all those pieces together. So, they're very excited about that. Um I believe that two-day workshop is actually happening this week. Uh the second grant is the
Partnership for Reading Success Massachusetts, otherwise known as Prism 3. Uh East Hampton Public Schools was awarded $66,500 to support improvements in English language arts and literacy instructions in grades 4 through 12. Um East Hampton is going to use these funds to implement
a new grade four and five literacy curriculum uh core knowledge language arts uh which includes coaching plans, professional development and curricular resources for um grades four and five at MBS. So that literacy curriculum is
called core knowledge language. >> Yes. CLA. Okay, that's what it's called. >> That's what it's called. Okay. Yep. Uh in your pocket also is the personnel report for July. Um as I noted last month, right, I don't have vacancies listed because we're still in the process of onboarding and filling
positions for August. I um hopefully at our September meeting, we'll be able to give you a full update on any vacant positions that we have as we open the new school year. >> Great. Um does anyone have any questions? >> Can I make a comment? >> No. >> Go ahead. >> No. I uh I I spoke with a teacher that
went to the primary s teaching with primary sources um PD and it sounds incredible. I know um teachers are often tasked with bringing social studies into literacy and vice versa. And it's a great thought and process, but it's sometimes hard to juggle. And so it sounds like there's some authors there
with some great literacy text, non-fiction text, things that relate to the social studies curriculum and things like that that can just just double down on just sharing that story of the history in both places, which is really helpful for kids. >> Game changer for like grade three curriculum, grade five curriculum, grade
eight curriculum particularly. Yeah, for sure. >> Amazing. Anybody else have comments, questions? >> I just want to say um thanks to everybody who worked on those grants and that's like $91,000 that we don't have to pay for. And then also I wanted to mention that the summer food program
operates at at no cost as well. So, um sometimes it feels like, especially now with what's going on federally, it feels like all the doors are closing and it's nice to know that um there are still um opportunities for us to get the things that we need. So, thank you. I had a quick question. Do you want to
give us a tiny blurb on CKLA or would you rather do that under your updates? I'm just curious to hear how it's different than what we're using in the past. What made us choose it? Just any notes we had about CK. >> There was actually a really good pilot. It was, you know, we we had two options that we are piloting for um our early
grades. It's an evidence-based curriculum, so it's aligned to the science of reading and all of the best and most updated brainbased research on how kids learn to read. Um, and it also
it does it it's not more it's more than just books, right? It is teaching um content through literacy and that's really important. We found ourselves supplementing a lot of the material in our old curriculum. So, you know, teachers had to go out and find other
books and resources and this really is a curriculum that um encompasses all of that. So, it was identified by our uh curriculum director as well as educators. And what's really great is that, you know, we have people that are going to be able to use the curriculum,
coach around the curriculum, and get that hands-on support in our school. So it is I think it's going to be a a gamecher for us in early literacy instruction and it includes prek which is such a foundational year that we were
missing. So sure really excited about that >> and that grade four to five literacy was a particular pressure point that we identified in the past year or two right through our data >> in general right but particularly that so that and I was not an elementary teacher but from my understanding that's where you're going from just building
phonics and understanding things phonetically where you're really starting to have to right understand context and nuance and that's like that's a whole other hill to climb. Excellent. >> Very exciting. Thank you so much. Have a sparkling evening.
All right, we're going to close up the business update and move back up to superintendent update. The first item there, we want to move directly to the EHS handbook. >> Yes. Great. All right, I'm going to up Bill to walk us through some of the updates. >> Uh, good evening folks. Thanks for
having me. Um, so, uh, two documents I hope were included in your packets. Um, one of which is called summary of EHS handbook changes 25 2026. And that's the document that I'll be using to review the changes. Um, it has a cover page
which lists uh six. >> I'm going to pause. So, we don't have it. So, like like we're five. >> Yeah. >> If we could walk it through in that way. Apologies. That's not your issue. That's our issue. Just to be clear. >> Okay. Does anybody need to go potty
first? >> Sorry. >> That one only. Yes, I just seen um just Yeah, give me a signal. Um all right, so I listed six items that we are um changing in the handbook and um I'll go
through them one by one. Uh at some point I think you'll be able to review them in writing and always you can um forward any questions that you may have. The first one and they're going sort of um as they appear in the handbook. First one is appears on page six which is
adding language to our non-discrimination phrasing. Uh this came at the recommendation of the superintendent who got that recommendation from the Massachusetts Association of School Superintendent. It adds regulation 603 CMR 26.051
which I'm sure that you recognize right away. And it essentially just um provides additional clarity on our state our our policy around non-discrimination and also
uh lets people know that they can request accommodation information from the principal based on if they're part of a protected class. Superintendent Balch, is there anything you wanted to add in terms of that particular piece? Okay. Any questions?
Feel free to look at it when you get the document. It's um >> it's pretty self-explanatory. Uh the next item appears on page eight of the document and it is the addition of and slight change to our daily bell schedule. Um so
>> we are changing our daily bell schedule slightly and I'll explain that in a moment. Uh when we made the change um I went to go add it into the um handbook and I realized oh look the daily schedule is actually not there. So that seems like a good thing to add. And as
with everything, documents that exist for a long time, they get changed over time. They are living documents. So we added the daily bell schedule and incorporated the following change. Um we have typically started our day with a 10-minute advisory period which served
as our home room. We took daily attendance for desi purposes and played announcements and that kind of sort of business of the day. Uh what we found our data demonstrated that a lot of students were not attending that advisory. It's not a credited class and
so students were taking advantage to get an extra 10 minutes of sleep or not prioritizing even they come in the building they weren't always getting into advisory. So what we have done is take the home room activities and embedded them taken the time that we use
for advisory and embedded it into the first period class A block. So Ablock is now going to be 8 minutes longer and there will be a dedicated time by which the Ablock teacher will play announcements and do whatever homework business home room business needs to be
done. Uh they will also take attendance for their AB block class and then take a separate attendance for home room uh for reporting purposes. Um we feel like this will be um incentivize students to get to class because there's more at stake and clean it up a little bit. Uh the
nice byproduct of this is that we eliminate a three-minute passing period that what used to be between advisory and first period >> and we were able to slide that into the lunch period which >> excellent >> used to be only 20 minutes is now 23 minutes and uh appreciation to our
friends at Chartwells for uh being flexible to make that work. More of an imposition on them. >> Nice work. >> Thank you. A lot of people helped um and a lot of great ideas from a lot of different places. So that is a change number two and uh after tonight's
meeting I will um start sending that out to to the community so they're aware. >> Is it 7:35 we mean it? >> Yeah should be >> cool. >> Um today you mean? Oh no. >> Third change uh is is in respect to it's
on page 15 in respect to uh eligibility for um sports. So the change is that it specifies that credit recovery programs like summer school cannot be used to reinst reinstate eligibility for the upcoming
season. I'll explain in a moment. Uh the reason for this is to ensure equit equity el that our eligibility rules are equitable across all seasons. So >> in a second semester class, if I failed a class, our private our prior policy
was that you could go to summer school, make that uh class up, and then reinstate your eligibility for a fall sport, >> right? >> Problem with this is that you can't do that if you play a winter sport or a spring sport. >> If you fail a class in our fall
semester, we don't have a summer school equivalent for the first semester. So those students don't have the opportunity to recover those credits and become eligible. So in order to create equity, we felt like it was important. What we wanted to
do is to say that it's the same for everybody. I can see you. Look, Laura, >> I'm just thinking that's fine. >> I know. And your thinking is can we find a way to make it equitable in the other direction so that students who fail in the first semester have the opportunity to make themselves eligible for the
spring semester >> which is hard. >> Yeah, there's two actual answers to that and and I'd like to address them both if you don't mind. I ask >> we have a we have a deep connection that go Bill. Yes, >> the first one is we don't have the resources to provide the same level of
>> uh credit recovery during the school year that we do during summer school. it would not there's no way to do them both. The second is that we are actually I think philosophically moving away from accommodation and toward accountability. Mhm.
>> Um we have been very accommodating since the um pandemic and built in accommodations along the way in recognition of the student needs, mental health needs, academic needs, lots of things that we have done to recognize and acknowledge and support students
coming out of the pandemic. We have also seen that the need for those level of accommodations is reducing. And in fact, um, student our staff last year, um,
started a dialogue around how we can increase student accountability across the board. Um, and we really do feel, I think, as a staff that it is time to start moving the pendulum back in that direction. So this particular change is
kind of a nice microcosm of it because instead of saying, well, let's figure out a way to support and accommodate the students who failed in the first quarter or the first semester, what we're saying is no, the students in the second semester are just as accountable for their grades as the students in the
first semester. And if they fail, they are not eligible for fall sports. They cannot say, "Oh, well, I'll just go to summer school and therefore be able to play my fall sport." I think that's the direction that we'd like to start moving incrementally, step
by step, where we feel it's appropriate and that this is a an example of how we want to do that. >> Do you mind if we take questions on this point before? Anybody have questions or comments? >> I don't have I I appreciate that move. I think that as a teacher in middle
school, I see that sometimes we think we're helping them by giving them extra chances over and over when really it's that kind of moment where they realize, okay, I just lost something that usually allows them. I think if I was with with testing sometimes I don't have kids retake tests unless they ask me if they want to retake it. Cuz if I make you
retake it, it's not really worth the while. But if you have the really desire to do better, >> then you'll own that and you'll do better. So, it's it's I think it's a it's a great shift that will ultimately help them in the long run. >> Thank you. >> I I it sounds like it makes sense to me.
Thank you for thinking of the fairness of it. >> Yeah, it's nice, >> Sam. >> Um Yeah. No, I I agree. It sounds fair to me. I was just wondering. It sounded like there were some students involved in that change. I was just wondering if um >> um No, we did not consult with students
in this. Um I think um the the athletic director came to me actually last year and said we should make this change. >> Yeah. >> And then we did not. He came back to me this spring and said hey remember that change we forget. >> So um I wanted to ensure we did it this year. And I I I think the timing is
right. We are >> there are other things that we are doing. >> Yeah. >> To put students more accountability on students. >> Yeah. >> Including the show up on time. >> Yes. No, I think that's good. And I actually I really like that um with with that particular example too, just being
able to like move that passing period, give them more time at lunch. Like I think it's kind of listening to what what is actually really important to them as well, which is um more of that kind of meaningful break in the middle of the day. So >> it sounds 3 minutes does not sound like a lot >> when your lunch is only 20 minutes long.
It is. >> It is. So long. >> Yep. Exactly. So So yeah, I appreciate it. >> Mayor, if you have anything Yeah. Um I think accountability is is critically important. Um especially now I I would
say it's not all sunshines and unicorns though because I think there is potential uh flip side to this. You know there are a significant group of students whose like motivation for school is extracurriculars and sports in particular. Um, I think sports
encourages uh a lot of other behaviors that could be uh beneficial for the overall school experience. So, I think it's, you know, it's not an easy move because I think it does have there is a negative piece to it. So, I think I just want to acknowledge that.
>> Um, but I do think accountability is critically important and and so I I'm I think that that that's probably a smart move. >> Yeah. Thank you. I I agree. is nothing worse than being having to say to a kid, I'm sorry, but you can't play. >> Um, and here's why. You know, you got a 62 or, you know, 58 instead of a 60.
>> And, um, that's a hard lesson. Um, often it's the last time I have to have that conversation with that. >> I'm wondering if there's any safeguards we could put into place like such as, you know, frequent check-ins or checkins with Brian um, just to determine and coaches, right? um having those
meaningful connections with staff if there is a student that is um in danger of you know not being able to be eligible for a sport. >> I assure you they are there. >> Yeah. I was going to say if teachers are promoting cuz it's all the age-old um the kid that asks for extra credit at
the end of the you know it's like when you're struggling this teachers to promote to the students if you're struggling ask and we will provide you we know we provide extra help. We provide ability to correct things and things like that. So yeah, just having them instead of waiting till the end,
you know, teaching them that lesson of it's okay to struggle in your academics, but just when you do find yourself struggling, that's when you need to start figuring out how to get >> it. It is um it is a rare occurrence that we have students that that are not eligible to play. Um I think the culture
of the school is that >> you need to pass your classes and there is enough support um I think built in. Um it does happen occasionally. Um, but I think that's valuable in itself. >> Yeah. >> Um, Linda, did you have any comments or
questions? >> I did, but I can't find the raise hand button. >> You're That's okay. I was going to get to I was coming to you and then we're fine. So, go ahead, Linda. >> Okay. Um, first of all, I Yes, I believe accountability is important and I think
that that's uh probably moving in a right direction. I did have a question. Are there any eligibility requirements for participating in music programs or the theater arts or any of those programs? >> Same requirements. >> Yeah, we talk about it in terms of
athletics, but they really apply to um they apply to the play, the plays, the the performances. Um they don't apply to the band in the course because those are course requirements. Mhm. >> But >> but for
extracurricular performances, yes, those same rules apply. >> Okay. Okay. >> Any other groups, student council, etc. Any of those? >> Student council has their own bylaws um that are just as strict >> um actually stricter. Same thing, National Honor Society.
>> Um so they police themselves in that regard. Um >> but none of the other clubs really do, but the other clubs are have that same level of >> dedication and participation.
>> Sure. >> Yeah. >> Linda, did you have >> Let's go ahead. >> Yep. >> Yeah. My other point to that is kind of build on what Salem was saying was is there um and I know that we're moving towards what
>> accountability. Oh, she froze. >> Give that just we've been >> having this problem all day. There's a ghost that lives in her. Hey, Linda, you're frozen, so I'm going to ask a question to buy you some time and
come. Oh, you're back. You're back. I think you're back. Go ahead. Go ahead. Start your question over. >> Okay. So I was just saying that adding to what Salem has said a house sports and again theater acting you know any of
these things can be something that keeps the students motivated wanting to stay in school and to attend school. Do we I know that you know of course you reach out we have midterm reports all that type of thing but is there any way that
the counselors reach out a point say you know listen you're at risk at this point >> uh yes there is a a lot of safeguards built in place starts with the teacher when the teacher feels like their efforts are not um effective you know by
reaching out to the student reaching out to the parent they will often reach out to the school counselor school counselor will make efforts. If that doesn't work, they'll come to us. We do a lot of work to try and help students stay on point. Um, if the student is engaged in an
activity, it might we might then incorporate either the athletic director, the coach, or um the play director to help motivate the student to do what they need to do. Um usually by then um we have success but uh not all
students are motivated by adults so doesn't always work. >> Thank you. >> You're welcome. Um, just a one little note that I think about is and it would only apply to those fall semester sports participants would be or I'm sorry I
guess the spring um that I wonder how many of them if they were to fail a class in the spring and know that even if like you're saying they may not. So I would, this is a roundabout way of saying we trust your expertise and leadership. So I think this would pass, but I would love to
revisit this conversation a year from now with data from the past two years about how many kids retook courses, how many kids in this year fail and don't retake and how the failure rate just lines just to kind of watch and keep an eye. These programs kind of take time to
institute and grow. So just something I'd like to keep an eye on. I know it's a tough balance between like hitting everybody where they are, right? Supporting them in what their talents are, but clearly the point of school is the education first. So, >> all right, >> that's fair. >> Anybody else comments or questions?
>> Okay, we can move on. Thank you so much. >> Two more items. Yeah. >> Uh, and number four has several parts. So, in number four, uh, the area is in attendance. Um, >> and these are really like tweaks to what we've been doing to again move toward
greater accountability um, and clarity within the the handbook. Um, one of the issues that we have had to grapple with in the past is that the handbook was not specifically clear about what kinds of absences are considered excused versus
unexcused. So, what we've done is delineated all of the reasons that a student's absence may be considered excused and said if it's not on that list, it's unexcused, including parents if you just call in because that's not considered an excused absence. The
reason for that is that there are parents who will call their student in 45 times in a semester. >> Um, so that is just it's not a change in any policy. It's just adding clarity, but it's significant because we have to feel those questions a lot. Um, the
second thing is adding clarity about class cuts, which is when a student is out of class for more than 10 minutes without authorization from some adult, they're assigned a class cut and how that impacts their overall attendance. And so that's considered an unexcused
absence. And we don't allow them to make that up. like you can make up up to five absences, unexcused absences, but not specifically class cuts. If you're in the building, we're not saying yes, you can stay after and make up that time. You should be in class. Um, again,
that's more of a clarity thing. Uh, it also clarifies what the purpose of the phone call home is and why it's important for parents to call their students in. So, when you get all that information saying, "Well, if you call them in, thank you, but it's still an
unexcused absence. the natural question is why should I call them in? Uh and the answer is that way it doesn't trigger a phone call to you an automated phone call saying your student is not in school. The purpose of that phone call is to ensure that the parent is aware that their student if they've already
called in they don't get that phone call. So again clarity around an issue that people have asked the question. Um the next change uh provides the rationale for why we use
nine as the cutoff for losing nine unexcused absences for losing credit. That is based on Desi's definition of chronic absenteeism which is 10% of a school year 180 days that's 18 days over a full year that's 9 days per semester
class. So it just adds that language and clarifies again. So people ask me, you know, what nine seems like a random number. It's not random. It's based on that definition. Um clarify academic and uh discipline
consequences for being tardy and clarifies procedures for early dismissal. So um we are looking really targeting our tardy data this year. We feel like that was um something that was not where we wanted to be. So it's in our school improvement plan to improve
our attend overall attendance in in our ty um and I think the shift to in the morning will help that. Um but we're also looking to um create a system whereby we can track tardies more efficiently and therefore apply
consequences more consistently. That has been a problem based on um personnel and capacity. Um, so we're looking to add some systems in to try and make sure that we can do that consistently and students can know, okay, I've got this x
number of tardies. I'm going to be assigned at detention and I'm going to be held to that. >> Um, so comment about that. I'm just thinking it might think about the tardiness in particular if we could make it clearer to parents what time what time is the earliest time they
could drop kids off because that breakfast is provided right at that time. So, I think if we maybe hit that a couple of times via parent square in the first month, >> maybe people could adjust schedules. Like if there was something about one parent is dropping or whatever it is, maybe they could make like a 15 or 20
minute earlier >> Yeah. >> amendment to their schedule or something. >> Yeah. I mean, the typically 7:00, but really come earlier. >> Yeah. >> I'm there. >> So, if we just kind of hammer that because if somebody had asked me, you know, what how I wouldn't know exactly
how early. So maybe we can just >> sure >> advertise that a little more strenuously in the fall >> and then also just get them to eat that free breakfast >> which got better as the year went on I think. >> Nice. >> The breakfast did or the
>> Yeah. quality or attendance of the breakfast >> correlation or these 5-year-olds. >> Uh all right. So we're up to number five out of the list of six. Any other questions regarding any of that? Again, most of it is is clarity. There's no
real significant change. This is a small change, but I think a significant one. So, on page 20 in the student se schedules section, um we used to have a 5-day drop ad period at the beginning of the school year where students could um
request a change in their schedule, but we had only one drop ad period that counted for the whole year. So we're adding a second drop ad period at the beginning of the second semester. >> Makes sense. Um and the last one is the competency
deter competency determination language. So um when we prop proposed our CD uh last year I believe um we said 10th grade English algebra and geometry
biology or physics state came back and said two years of English algebra and geometry and biology physics or chemistry or engineering or the equivalent thereof. So essentially the same thing for all
intents and purposes of what we already had but I have added the language that Desi recommended or required. I used their language instead of the language we had. Um they integrate they included integrated math which is not a program that we use but I used equivalent
language >> um you know equivalent courses in case somebody came from another district we could say yes that's the same thing as ours. Um, so the CD is the language is updated but the mechanics of it or the the bones of it is not really changed >> except
>> the US history part. >> Yeah. >> Yes, we added that. >> So that's added in as well and that's for as of the class of 2027. >> Great. >> Good. Yeah. Thanks for pointing that out. >> Anybody have comments, questions? >> So just like a really quick rundown. The first is what DESIE came out with. It was a new guidance that they just
released. So that was that's at the top. Then we have what we currently have as approved by ACMP and then the bottom is where we are looking to get approval. >> If I were actually five, I just don't understand this. That was really well laid out. >> Yeah. >> Anybody have questions, comments?
>> And these documents will all be uh in the packet when are >> when the minutes get submitted. So people and they'll be in the handbook. We just folks want to look when they get posted. >> Yep. >> Okay. >> Um just to uh >> Sam had a question.
>> Shoot. Um I just want to like just for people who are watching just clarify the competency determination is to replace the MCCAST pass the passing score on the MCCAST. So that's different from graduation requirements. >> So you have to attain the competency
determination to then uh be eligible to receive a diploma once you complete the other requirements. Correct? It's very confusing but um but this is >> if you think about it in this way it would be nearly impossible for you to meet graduation requirements without
taking off the competency requirements. >> So um I just wanted to make sure that was clear for everybody to listen. >> Okay. And I'm sure there are going to be additional guidance from Desi that comes out about graduation requirements because they're having some like focus groups and things like that. So we may
have to revisit our graduation requirements. But I feel really good about the CV requirements >> and I love that we require US history. >> Me too. >> That's wonderful. >> I think that's one of our local requirements only for graduation. >> Yeah. >> So, um I just emailed you the documents.
It occurred to me. Oh, I can just do that right here while I'm standing here. So you have the opportunity to review them and feel free to ask any questions after the meeting if you >> I think I mean the changes were pretty small but on the only kind of more significant one I think we did discuss
and nobody has any >> understanding yeah just an overall question. So, I'm just noting as you were going through these so carefully that this is the third or fourth time that I've heard you going through these handbook changes and I'm just impressed by like every year you're like looking
at the handbook and finding these little things to like make policies clear and >> that's great. >> I appreciate the feedback on that. There's still parts of it that make me go >> sure but at least it's being reviewed every year. I'm just impressed by like >> can't take it all on every year. >> Yeah. But thank you for doing it with
this level of detail. I think this is really important that it stays up to date this way. >> Um I think it's a level of detail that >> not everyone >> gives handbooks. So >> second that. >> Thank you. >> All right. >> Great. >> Have a thank you. >> Um a vote.
>> We do. >> So I will entertain a motion to approve the EHS handbook changes as laid out by Principal Evans. >> So moved. >> Going to get a second. >> Second. >> Thank you, Sam. Uh, all those in favor
say I. >> I. >> I. >> Thank you, Linda. Opposed? Abstension. Motion carries. Wonderful. Thank you again, Principal Evans. >> Thank you. >> Thank you. Take care. >> We were going to move on to the Mountain View handbook. They actually didn't have
any changes except for their staff list for this year. Um, next year they're going to they'll have some changes as they'll have a new school improvement plan because the vote that we would have taken last year would have been to approve it for that school year. Then I would entertain a motion to approve the Mountain View Handbook as it stands for
the upcoming school year. >> So moved. >> Thank you. Can I get a second? >> Second. >> Thank you, Sam. All those in favor say I. >> I. >> I. >> Thank you, Linda. Opposed extensions. Motion carries. We are down to student showcase.
It feels a little bit like the price is right. I'm that level of excited. >> Here we go, y'all. Here we go. So really excited to launch this um and ran this by um leadership and they were also so
very excited to share and tell the story of the great work that's happening at their schools. So what we're going to do is every uh the start of every school committee meeting is going to have 15 minutes um max where students or
educators are coming and sharing and showcasing uh performances or work that's happening just to we kid like we want to hear from kids and we want to see them and learn about what they're doing in their schools and to really celebrate the great work that's
happening in the buildings every day. So, uh, we have a rotation that we mapped out. So, every school will have an opportunity to showcase students three times and, um, they're going to bring students along from our littles to our high school students and just get to
really share. Um, and they're going to, you know, we're going to invite parents and caregivers as well. and Jean Libby is going to also take that and do a spotlight on our parent square of the students that did the performance or showcase or whatever it was. So again,
just making sure that we're sharing the wonderful work that's happening. So very excited to launch that. It's going to be great for YouTube numbers, I think. >> Not a lot of people tuning into these school communities. >> Most of them are just me.
No, I I can't wait. I'm very excited. And the leadership, the principles and um head of schools were so excited about this. It was just unbelievable. >> So overwhelming positive response. >> Cool. >> So we should talk to them how we want to
work the student representative update too, especially for the Mountain View just so they feel comfortable and they understand parameters to share. So we'll work on that with them and maybe pull them in in October so they're comfortable. Right. >> Okay. Great. All right. So, the next thing I had on the agenda, uh, it's just some teacher convocation updates. Um, we have our
teacher convocation. So, our big welcome back to school ceremony for educators and staff is August 26th. We have a couple of wonderful, amazing guest speakers. Chair Scott is one of them. And we have >> NSDA President Devin Sheen joining us to
um, yeah, to just really get people excited. Our theme is steps that inspire. So that's kind of going to be the overarching theme and just really talking about, you know, steps to move forward and, you know, taking small steps and the the big um the impact that
those small steps have. >> So really excited about that. And um we'll also go over some superintendent priorities. So what I'm going to be focusing on, not necessarily my goals, but priorities um for for the district. And then we're going to go over some new
policies like we'll um talk about the new AI policy. We will go over some expectations. We're going to go over the new staff handbook and we're also going to go over like safety plan all sort of all the logistics of opening up schools successfully. So, we're going to make it
really celebratory. I'm very excited. Um and I can't wait. So, >> um and the last bit of other news is I got to spend two half days with uh leadership in the district and we did some amazing work. Um people were
sharing um the work that's happened. We did a keep start stop protocol. So do we need to keep doing? What do we need to start doing? What do we need to stop doing? And people shared some amazing like insights. I laid out my priorities for them. They gave me some great
feedback on the priorities. So when you see my priorities, they are really representative feedback of you know that the leadership team also had input on. So, it was just a really two really great days of having fun together, but like digging in and doing some really
good work um and figuring out, you know, what what do we need like what are our next steps and how can we do that together? And we talked about, you know, looking at data. We talked about um you know, looking at um how we communicate
with families and the excitement around parent square in the room was really palpable, too. So, I think we're all really looking forward to streamlining communication for everybody. >> That'll be huge. >> So, August 21st is our last full day.
So, it'll be like, you know, two full days that we got to spend with each other. >> Nice. Awesome. >> Well, we are going to move. We've um already passed our business update. So, if no one has any questions or comments, we are going to move to school committee discussion. Um I am all right.
We've done competency. So, we'll start. Sam, is the policy subcommittee update lengthy? >> No, we're meeting on Thursday. >> Okay, >> done. That's a good one. >> Thank you so much for that. Excellent. And uh finance. >> No update. >> Thanks. >> This is our slow season. We do do
finance. This is our downtime. >> Um CES Tam. Um I'm just I'm I'm part of the working group that's working on finding a um a new director and that's uh chugging along and um is we're going to be working with the search uh um
agency for that. Um >> do they who okay >> we have not chosen the search agency. >> Okay. So >> interesting. >> We've got three three candidates for that. So um so that's happening and uh I think our next full CES meeting is not
until September. So okay, >> we're good. Great. Um, Megan, do we have an MBS playground update? >> We do. I'm very excited to share. Let me just paste this in here as an update and none. Okay, great. Um, okay. So, we have um a leadership meeting tomorrow morning
um to kind of go over some of the background sort of like state of the union, like where are we, state of the playground union, where are we with things. Um, and then just earlier today, um, the city planner, Allison, uh, Jill,
uh, Pasini Torquia, um, Andrea and Judy and myself walked through with the I'm not going to remember their name, O'Brien. The company that did the current >> Mhm. >> outdoor space just to kind of get the ball rolling on like, you know, what
kind of estimates could we expect back? Can we get, you know, like the low, medium, high? you asked a contractor for a ballpark, how'd that go? Would they say they're going to get back to us? >> They really are. But just sort of making sure that head of schools and principles are in the process and saying like, "Oh,
that doesn't add, you know, complication to where supervision stuff lies." So, um, back when this was all brought up, my optimistic chair and I were like, "By August, we'll have a playground." >> We did say that. >> And then the world,
>> it turns out it's a long process to get a playground. Yeah, >> but it does sound realist. So, it'll, you know, we'll be in the process of figuring out exactly what the school district wants to do at some of those leadership meetings, what our sort of options are for how to put some of these
inclusive features in. We'll make some decisions. We'll probably spend, you know, 8 n months fundraising. Um, because none of this funding is coming out of the school budget. We're not cutting teacher positions to, >> you know, add slides or anything along those lines. Um, so it'll be all grant-f
funded, um, community fundraising. That will take us some time and then hopefully the goal is next summer we could be breaking ground. >> Great. So, it's happening. Great. Thank you very much. Anybody have questions, comments about the playground programs?
>> Yeah, that was a bear. >> Sorry about that. We did. I remember running my mouth and saying we both were like, >> "We're going to make it happen. >> We're going to have a new playground in August." >> Well, you know what? What is it like for the moon you land in the stars or something like that? >> You didn't say which on.
>> I might have, but I can defake that video. All right, we are going to move on then to the next item on the school committee discussion, the Hampshire County Group Insurance Trust update and discussion. Um, we are also really grateful to be joined tonight by our HR director, Emily Russo. Hi Emily.
>> Hi everyone. Um Emily, do you want to just give us kind of a brief overview and then we can see if members have questions or do you want me to give a 30? How do you want to start? >> Yeah, I can give um a brief rundown on what's been going on. Great. Happy to answer any questions anyone has. Um so
as you all know like the health industry has been a little challenging over the last couple years. um especially since co I think you know we as the Hampshire County Group Insurance Trust and I can give you a brief overview as to what the trust is um have been in a really
healthy position for a long time and unfortunately we have come to a point where we are struggling a little bit more um than we would like to be and we need to fix that. So, but the trust is a collective body of 73
different either municipalities or governmental entities um that come together and we create our own insurance. So, there's about 12,000 members currently um and we get to set our own premiums.
We get to dictate what the co-pays are, deductibles, everything like that. So, we get a lot of say in our insurance coverage, which has been a really wonderful benefit to the city um for a long time. You know, we've been really fortunate not to have
any deductibles and very low co-pays over the last years, but this year we've kind of ran into um some unexpected claims that hit our ceiling for insurance. um you know which
could have been cancer claims or any kind of traumatic injury or longterm illness. Um so there have been quite a few of those claims that have come in since January and then on top of that um
there's been increased usage of the GLP drugs which are like the weight loss drugs um and there's not a lot of a fielding or vetting process for getting people onto those um drugs. And then it's a very low I want to say, correct
me if I'm wrong, but the prescribers really don't have to pay anything to participate in that program. Um, so it's falling solely on the trust to fund that and it ends up being around $15 to $1,600 per month per person that uses those. So
we've been um the way the trust is funded is through the premiums that are collected from the 73 bodies. Um that's how operations of the trust are held and that's how we pay for the insurance that
we use through Blue Cross Blue Shield. Now, we want a healthy three months reserve of funding um in order to that's like our ideal place. If we have 3 months of reserve, we're healthy. We're good. We have been slowly dipping into
that over the last year or so. And we thought with the 18% increase that was put in July, we thought that maybe that would help to slow the bleeding. We didn't think that it would necessarily solve the problem entirely, but we
thought it would buy us time so that we could um look into other options, whether that be, you know, plan design changed or um other insurance, other pharmacy options. Um, and then with
those high claims that came in, we had to take more southern action because we were far below the 3 month reserve and we were getting into almost one month's reserve. And if we didn't take immediate action to increase premiums, the trust
would have run out of money by September and then all of the communities that participate would have been out in insurance September 1st. We would have had to find new insurance. Um, so it was an unfortunate decision that needed to be made and um, I'd just like to
reassure everyone that this was not a lightly made decision and the trust as well as the city of East Hampton are doing everything we can to try to make sure we don't end up in a position like this again where we're having these spend midyear increases and
to find solutions as to how to keep the trust healthy for the city whether you know moving to a different insurance is a better option. So we're going to look at all the different avenues um look at maybe implementing other plans through the trust maybe a high deductible plan
or something that would give people other options um while we come up with other solutions. So happy. I know that was very compact. So >> I I actually think that was a good summary for those of who might not be
familiar with how that system works. Um I have a couple questions that I and then we'll kind of go around. So I So we're the school committee. So, I think my first question is um as far as the EA and the support unions, are they able to make decisions about participation in
the trust themselves or do they h or is it considered an East Hamptonwide cohort? >> So, there's the collective body called the IA, which is um one member from each union that meets to
make decisions about insurance changes. So if we were looking to make a change, the insurance advisory committee, which is all those unions would meet, bring that information to their unions and then um the unions, you know, could discuss and we would collectively make a
decision. The city does make the decision, but then we have impact bargain any changes. The the school union could not decide to just choose different insurance. So the I the IA that you're talking about that's a citywide thing. That's not across the
trust. That's just across the city. >> That's just our city. I see. >> So we would meet with them to discuss and you know if a change was happening from the trust let's just say we implemented a deductible or co something. Then the trust would send
that out to the members. The members would then take that to their insurance advisory committee discuss it with the insurance advisory committee. If there's an impact that needs to be um bargained with the unions, we would do that impact bargain with that committee and um go
from there. But the individual unions cannot make decisions and we as a city cannot um make decisions to change anything about the trust insurance. We can choose to go with another insurance as the city, but we can't opt in and out of
certain benefits of the trust. Mhm. >> Does Sam, did you have a question? >> So, just to clarify, so I I am I get my insurance through the GIC because I'm a state employee. So, you know, I'm able to choose. They give me like six different plans I can choose from. Is
that similar here or do they all have the same plan through BlueC Cross? >> Right now, we only have the HMO plan and the PO plan through Blue Cross Blue Shield. We are looking at other options of implementing other plans like a high deductible plan or maybe you know this
is something that we're going to start working on in hopes that um maybe something if it makes sense would be implemented for next July one. >> Yeah. And are you expecting um another increase in in six six months at the
beginning of the year? >> Yeah. Um I don't think we'll have a January one increase. I definitely don't see that. The only thing I think in January is that's when the MedX for the retirees always has their increase every year. >> So, no changes have been made to that plan yet. So, they will have their
standard January 1 increase. Um, God willing, we will not have any other increases until July 1 next year, but I make no promises because I can't control unfortunately what happens. But I think the goal is to make sure that we are in
a healthy enough position that that's not something we're looking to do. >> So when they talk about a midyear change, midyear as it relates to this would be January, not July, >> right? Because does this rotate on the fiscal year? >> October this change is going into effect October
1st, >> right? Okay. So when So your normal process though starts and ends when? >> July 1st, >> right? Okay. And this was kind of a slightly out of the norm increase >> timing wise. >> Very out of normal. >> Yeah.
>> Can I I just for clarity for me and maybe it's an obvious thing. Is the in is the increase cost to employees in our town a decision by the Hampshire County Group Insurance Trust or is it in respon it's not is it in but is that is that in response to an increase by Bluec Cross
Blue Shield? No. >> No. So we pay Blue Cross Blue Shield like a flat. We use them every month >> and then um we'll like give them a deposit and then what happens is we either our claims either go over that deposit and then we owe them the next
month or they're under that deposit and we get that money as credit for the following month. >> Okay. >> Our claims have been going they've been exceeding that monthly deposit. >> Okay. So, um, the premiums from the cities are looking for that, but the trust has their own insurance advisory
committee, which is one member from each of the 73 units that votes, and it was almost a unanimous vote to increase the 20% for October 1st. >> What's the voting threshold? Is it just a majority vote, Emily, or does it require some higher percentage?
>> I want to say it's weighted. I do know we have a little bit more weight because we are one of the bigger communities. >> Right. >> Right. >> So that means everyone I think you just said this but that means every one of those 73 units all has have the same
percent increase to their premiums. >> Okay. >> Yes. Which is what close to 20% but >> it is 20% for October 1st. >> Okay. I Megan go ahead with your question. Um so
it's 20% increase in the premiums for um the individuals on the who are on the plan. Is there any >> city? >> Okay. The city is also doing a 20%. Well the premium increase the premium is increasing. So both parties >> the whole premium increases. So and then
the premium let's just say it was like $100. The city pays 75% of that $100. The employee pays 25%. So it's an overall 20% increase for everybody. Um, and that that's split up 75% of the
city, 75% of the employee or I'm sorry, 25% of the employees. >> That's what I wanted to check that it was the 7525 of the increase. Okay. >> Um, so and just another like question. I think it is fair for our educators and
staff to know kind of the timeline of how this happened and like when this sort of vote was happening and decision on the trust side of things and like was the union brought in or at least informed before I'm just sort of asking questions that I myself would want to know if I was on this like
>> you know >> what did the timeline >> in May was this what did the time like timeline look like leading up to it >> say the disc the very big discussion about a possible mid-year increase started in May and then I would say the
end of June was when it became a reality um of this is something that needs to happen and then it was voted on I don't remember what date I sent my notice out but it was voted on about a day or two prior to that um so it was a very quick
moving decision it needed to be quick um the GOP ones that discussion had been going on a little earlier in the year. I want to say that discussion probably started in April and the decision was made in June. >> And so that was another piece we didn't
touch on yet is that in addition to the 20% increase the um the eligibility for GLP1s outside of um like the necessity of because of a diabetes um diagnosis. So it's been removed for anything short of that access to it through the plan.
>> Yes. It's been removed for weight loss purposes only. Yeah. >> Anybody else questions? >> I just >> Yeah, >> we've been Emily and I have been working on this quite a bit. I just want to just make sure everybody knows
>> one of the things that could potentially limit our >> capability to offer um a different type of health insurance that might be cheaper or might be different >> is the contract. >> Yeah. Um it is literally written into
this the contract that Blue Cross Blue Shield needs to be provided. >> Which contract say Blue Cross Blue Shield? >> Um well there's I know there's at least three but schools is >> we think that we use Blue Cross Blue Shield in the contract language. I did not look that up yet. >> I feel like we looked at that maybe today contract.
>> It's a it said Blue Blue Cross Blue Shield, not the not the insurance trust. It says to identify polit. >> Yeah. It was HMO or PO for Blue Cross Blue Shield. That was a mistake. >> Yeah. So, I just wanted to make sure that people know that because that's a really important component to this
discussion. Um, like for example, say we wanted to switch to the GIC. Um, >> I mean, we can amend the contract certainly, but it'll >> but it is it is a consideration that needs to be taken. >> I mean, it is and it isn't. You're going to need the buyin of the union to make that change anyway. So the only thing
that I would say about that is if the EA was resistant to whatever was being presented as an option, they could just dig in their heels and say we refuse to amend the contract. And I mean >> Yeah. >> And that would be not great. >> Yeah. >> But I mean, you got to get their buy in anyway. So it's the contract is kind of
superfluous. Um Sam, can you just touch on because we were one of our we're we're concerned as I'm sure Emily and the mayor are on several levels of this. I think from for Sam and I in our discussions kind of the most emergent
concern is for our lowest wage earners in the school district what that premium increase on that timeline means and Sam had raised and did some outside research about something that may that some of those population may income qualify.
don't my my day job I work for the department of developmental services and I um work a lot with families who are on Mass Health and so if you have a child with a disability um you can apply for um Mass Health uh uh as a secondary
insurance for them and then you apply for premium assistance and premium assistance can actually not only does it cover your mass health premium but in most cases you'll actually get um some reimbursement for your regular health insurance. Um, and especially if you are one of our if you're a paraprofessional
in our district for instance, you'll certainly qualify. And then and then there's also a uh premium assistance program through Mass Health that is for people who make up to 300% of the federal um the federal poverty limit which would cover um especially for
folks who have kids um uh you know your household size gets bigger. So Exactly. Um, so what I would recommend doing and and then part of and then again you get premium assistance for that that coverage is premium assistance. >> So Sam and I are going to work this week to just follow up with the union
leadership, make sure that if they're not already aware of this information that we're going to share all of that information and resources because the these these bills will come due October 1st. >> Yeah. >> We want to provide whatever >> it certainly like won't cover like not everybody will qualify for that, but we definitely want it's not something that
everybody knows about. So, we want to make sure that you guys get the information that you need to make um good decisions for you and your family. >> That's right. >> Um yes. >> And then go ahead. >> I just wanted to add um that we are holding a special open enrollment for
people who are currently on the PO plan if they would like to move to the HMO plan to help mitigate some costs. Um so it is only for that purpose. It is not to make any other changes. But if people are on the PO plan and they do want to
move to the HMO plan, we'll help them do that for October 1st. >> And that's just a difference in the monthly premium is if that's reflected because what the co-pays are higher, deductible billable is higher. >> Yeah, the PO plan is the preferred provider plan. So it can be used
anywhere. Um the HMO plan is specific to New England and there's higher premiums for being out of New England and using it. >> Higher co-pays. Okay. But lower premiums. >> Yeah. >> Emily, the open enrollment period, I
think it was starts like August 26. What What is the window it is when school is in session? >> When do they start rolling up? So, we're starting it um August 25th, Monday, August 25th, and then we're going to have it go through September 5th. So, it's a twoe window.
>> Okay. >> Oh, yeah. >> Um Okay. So, I guess I want to say sort of two things. one is that it's just I just really want to acknowledge that this is a huge hardship for um the folks who work in our district and um it was
surprising to everyone on the school committee when it happened and in the district like it just I think this was surprising all around and the timeline as Emily explained went really fast. So that's just I really just want to acknowledge that because I know that it is a hardship. Um, and the other thing
is keeping that in mind, I'd really love for some of these things if we could do even just like an after school couple of after school days where there are folks who can help um or maybe some of the um opening days just to have that information ready at convocation about the potential for premium assistance and
I'll talk to Adam be there to assist in some I just just make it as easy as possible so that these, >> you know, our our fine educators don't have to go out of their way to figure out how to do this that they're, you know, we're going to them and doing everything we can with the assistance programs and and then whatever else Adam
and the EA are saying, you know, >> would be helpful. Like >> this is a bit out of our purview, okay? This is the fact that we're human beings who recognize that this is an incredibly >> this is another difficulty after several
years of difficulty and we want to a honor and acknowledge that and b do anything within our power to a wherever we can. And then I will say C, we need to step up our game as a school committee about being informed and educated on all the intricacies. I'll
confess we discussed very little about the intricacies of the insurance plan when we did contract negotiations and um >> that's on me and we need to do better and whoever comes after us needs to step it up a little bit and well this is we learn, we grow, we make mistakes. This is something we can do. this was an
oversight, so we need to correct that. >> Well, and and to be fair, one of the reasons we didn't discuss it was because for the most part, people are happy with it. Like, it's it was it's one of the things that people like. Um, so I think Yeah, that's >> Yeah, thank you for clarifying. I think that's
>> it's um >> Yeah, it really hits where it hurts. This one goes, >> it does. >> Um Emily, do you have anything else you want to share tonight? And I think you're doing a Q&A with a different with a different audience of the stakeholders at some point. Um I have yes this uh school reached out
to me and then I also meeting with the insurance advisory committee tomorrow. >> Okay. >> So um I will be meeting with them and they can bring information back to their unions and I'm always happy to answer and follow questions. Um I also am always happy to help people with those
forms as well. We get a lot of those requests. >> That's good to know. >> The governmental assistance in our office and we're happy to help you fill them out. >> Great. So >> all right. Thank you very much for your time, Emily. I appreciate it. >> Thank you. You guys have a good night. >> You too. >> Okay.
I I I don't know. I wish I had something really inspiring to say. I'm sorry. I'm sorry. Everyone, we are aware and we're going to do reach out if you have email us, call me, text me if you have other questions, if you can identify any other ways that we can be supportive. >> Can I just
>> Yeah, Sam. Go ahead. Absolutely. I so I you know this is I I read the newspaper. Um this came up in um a couple other communities as well that are members so far that are members of this um of this trust. One of them was um
>> uh Shootsbury who was um >> September 22nd or 23rd they're having a town meeting. >> Yeah, they're having a special town meeting just on this topic. >> Um I think you know I from my perspective we're kind of at a time in history where sort of everything is on the table. So, um I you know I'm
definitely curious to hear if um from anybody who's interested in looking at doing this a different way. >> Sure. >> Um and and the other thing I just wanted to say is I I feel like um there I'll say, you know, I I identify myself as a fat person, so I'm going to go, you
know, um go full full throttle on this. I really feel like there's there's a lot of um kind of blame uh that's being tossed around regarding the GLP-1 drugs. And like I just want to say like it kind of is um not great because like to hear because like I feel like I've spent my
whole life being told just lose weight, you're driving up insurance premiums, you're making healthcare really expensive for everybody. And then it's like oh there's a weight loss drug, don't take it. You're driving up health insurance premiums for everybody. How dare you? So, I just want to put it out there that like your health is like really important to us, like all of you
who work in the district, and you should take the medication that you need to take um to >> for to be healthy. And that's between you and your doctor, and nobody's got a right to tell you what that is. And it's messed up that insurance companies have so much power over that. And um I think
that um you should have access to the medicine that you need. And we need you and your and yourself and your health um in order to have a strong district. So, we appreciate you. And >> you know what it reminds me of >> that you and I talk about all the time? >> What? >> That tension between gen ed students and
special ed. >> Yeah. No, it it is a similar thing. Yeah, it is. It is very much like and I just there's no need to like kind of split up. >> No. >> Split it split each other. >> Everybody deserves what they need. >> The drug companies are problematic. The insurance companies are problematic. Like, and you should get the healthcare
that you need. So, >> and if you've had a large claim since January, this is not your >> absolutely. We're very happy that you are >> had had the insurance that you needed to get the care >> use your insurance um had high expectations for it. >> Was unhappy with that phrasing.
>> We're all we're all in it. >> I think we're safe to say this was coming regardless of >> this was comingate phrasing. >> I think the communication from the trust could have been better and more timely. I think they could have prepared people better. >> Yeah. >> But now we're now once bitten, twice shy. Yep.
>> Now we know. >> So we will keep a much closer eye on that. and we're already have developed a better plan of communication with the union. Um, and so we are looking forward to just better outcomes with a little more work. Okay.
Yuck. All right. Move that that welcome to our TED talk everybody and we're moving on to action items. Um, I'm up Megan. >> Okay. Uh, motion to approve the minutes of the 722 2025 regular and executive session minutes.
>> Second. All those in favor? >> I I >> opposed. Abstension. >> Thank you. Motion carries. >> You can do Oh, no. I wasn't there. >> You weren't there. Yeah. >> Just noting that. Okay. Motion to
approve the school payroll dated 7242025 in the amount of $410,95156. >> Second. >> All those in favor? >> I. >> I. >> Same. >> Oh, sorry. I >> I think I have to abstain on the financial stuff, right?
>> I hope not cuz I need a quorum. >> No, you don't. >> I have to. So, >> okay. Sure. >> Can we say sure? >> Yeah. >> It's an affirmative >> incentive. Thank you, Eric. >> Um, I will check.
>> I'll make a call for the next meeting >> because sometimes we need you for a quorum. >> Okay. >> I know, but he has dual roles with the city council. >> Yeah. >> Right. Uh, nobody's going to be able to answer that question for us. It's fine. >> All righty. Uh, motion to approve the accounts payable authorization for
payment. I'm so sorry. >> Megan, go ahead. >> The insurance trusting really sounded. >> Well, this is the thing. I still think >> I was the secretary. You were It was sounding perfect. >> All right. Go ahead. >> Motion to approve the accounts payable authorization for payment dated 724
20225 in the amount of $6,36. >> Second. >> Thank you, Sam. All those in favor? I >> I >> I >> opposed. >> Thank you, Eric. >> My goodness. We're done, y'all. Our next meeting dates, we'll see you again
September 9th. A reminder to families, the first day of school is August 28th. We are accepting our prek and our kindergarten kiddos. Also, if you're in the high school and you're in grades 10 through 12, don't show up until 10:00 a.m. on the 28th. And then prek and
kindergarten start dates >> are you have to ask me >> are a few days after that. >> So our next meeting is September 9th and then October 7, October 21st, November 18th and December 9th. Um I will
entertain a motion to adjurnn. >> So moved. >> Thank you Megan. Can I get a second? >> Thank you Eric. All those in favor. >> We're going to roll call out because we roll called in. Eric. Okay. Good night, >> Megan. Good night, Sam. >> Good night, >> Mayor. >> Good night,
>> Linda. >> Good night. >> Thank you, Linda. Uh, good night, East Hampton, and we'll see you on September 9th. >> Yes.