May 26, 2026 Board of Public Education Business Meeting & Executive Session

001All right, I'm going to go ahead. You hear me? You hear me? No. But >> goodness, not a good start. >> You're You're muted, Sarah. >> I promised I tested it. >> I know. This test does. It's on this side. Can you try it now? >> Testing. Wonderful. >> Perfect. Thank you so much, Greg. I would like to call the business meeting of the Portland Board of Public Education to order. It is Tuesday, May 26th, 2026. We are meeting in a hybrid format with some of us here in Casco Bay and some online via Zoom. Uh tonight we have board member Operman online. Um, and uh, that's all I see right now, but others may be joining. Um, we also do not have Superintendent Scallin uh, tonight. Um, but we have the attendee. >> Ah,

002thank you for flagging um, uh, board member Lena. We're going to bring over board member Yura Ali. She'll be joining online as well. Um, and Dr. Warren, whenever you're ready, uh, we can call the role. Board member Ali Ali, board member Yusra Ali, Vice Chair Bondo, >> member Brighten >> here, >> member Lena >> here, >> member no, >> member Oppperman >> here, >> member Sautel >> here, Student representative Grant >> here. >> Student representative Milstein Jones. >> Student Representative Muhammad >> here. >> Student >> Oh, okay. >> Student Representative O'Brien. Chair Lentz present. And Vice Chair Bondo just walked in. So, if we could mark her present as well. Um, thank you for that. And now, uh, the pledge of allegiance. I pledge allegiance to the flag of the United States of America and

003to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Portland public schools recognizes the original inhabitants of the land on which our city and schools stand. The Wulis Tiguay or Maliset, Migma, Ponobsquat and Pasimquati tribes known collectively as the Wabanaki Confederacy or people of the Dawnland. We are honored to have Wabanaki children among our students today. And as a district, we are committed to making the past, present, and future of Wabanaki peoples visible in our schools and classrooms. And as a reminder of our mission, the Portland Public Schools is responsible for ensuring a challenging, relevant, and joyful education that empowers every learner to make a difference in the world. We build relationships among families, educators, and the community to promote the healthy development and academic achievement of

004every learner. And our definition of equity is equity is all people being held to high expectations and having access to opportunities that are reflective of their individual needs, identities, and experiences. Equity is achieved in Portland public schools when there are no identifiable differences in outcomes and experiences for any population subgroup. Uh the agenda is going to be slightly uh changed up from what was published online. Um so first of all ID Mubarak to all the who celebrate. Um tonight we'll be opening up with our student remarks um so that student representative Muhammad can get home to prepare for festivities and we will also be breaking um a few minutes before 8:00 uh to accommodate uh board members. Um so with that student representative Muhammad go ahead. >> All right. Thank you. Um just as uh

005chair lent just said I wanted to start off and say happy arid to those including myself who are celebrating. I hope that all get to >> you want to see if Oh yeah, this one works. >> This is an obstacle course for you. >> Yeah. Okay. This this works. >> One moment. >> Sorry. Student representative, can you pause for just a second? Um, Greg, if you can hear me, can you please move over our board member who's showing up as Rookie Rune and the attendees move over to the panelists. Thank you. >> Okay, I'm start. Sorry, student representative. >> Okay, we should be good now. Um, yeah. So, I hope all of us get to have a wonderful, happy, restful Eid tomorrow. Um, and now on to the report. First, I wanted to talk a

006little bit about culture day, a continuity from my last report back in March. Um, from all the way back in April, Dear High School held its annual culture day celebration. Students celebrated their heritage by dressing up, holding cultural performances, and sharing food. The last event of the day featuring a dance performance for many hard stu hardworking students was a personal favorite of many. during high school is proud to represent so many students from so many different cultures. Um, and now for some inschool changes. We have a new learning center policy. I'm pleased to report on the successful implementation of our learning center reset which launched this past April. For those who may not be familiar, the learning center is a dedicated block in our daily schedule designed for targeted academic support and enrichment. The reset

007was a strategic move to tighten our procedures by requiring students to check in with their advisory teachers and ensuring they are booked into specific academic classes or clubs to maximize instructional community time. Prior to this reset, our administrators were finding the attendance of this block to be inconsistent across the school. Since this transition, the impact has been positive. We've had improved attendance, measurable academic growth, and more focused enrichment/club time. Yay. Um, and now into other business. Uh the Dearing Players held a compelling stage reading of Shakespeare's uh Midsummer's Night Dream last week for their spring performance. We're so proud of them for putting on a great show and we look forward to their performances in the future. DHS also held uh its annual spring concert last Wednesday night in the auditorium. Also, congratulations to them

008for all this hard work this all their hard work this year. Their performance was absolutely stunning. Um, senior assembly/awwards night will also be held in the auditorium Thursday night, May 28th at 6 p.m. Seniors will be honored and presented with various awards and scholarships for academic achievements, athletics, co-curriculars, leadership, and community/service engagement. Along a similar line, graduation will be on the 4th at Merill Auditorium at 11:00. We are so sad to say goodbye to our senior class, but we wish them good luck on whatever path they will pursue. And on to sports, which is the last segment since I wanted to keep this short for us. Um, we have sports. Yeah, sorry. Um, DHS spring sports are headed are heading into final two weeks of the regular season and several teams are coming off a

009big slashreent victories including boys lacrosse who defeated Cape Elizabeth uh 9 to6 for the first time in program history on Friday night. DHSPHS softball recorded two big wins last week. um verses and Noble and DHS baseball defeated Windham High School in Windham High School 5 to4. Both tennis teams have enjoyed success this spring on the courts and have grown their rosters. And boys tennis junior captain of Casco Bay High School, Vivan Chiwala, qualified for the MPA state singles finals again and only lost one league match this season in singles. Also, Daring's new sailing team concluded uh their season Saturday up at MDI in the Pay Pen Bay League races. So, yeah, we're pretty good. Um, boys lacrosse is one of the top class A teams this spring and will likely host a playoff game in

010June, while baseball and girls lacrosse are running for class A playoff bids, too. Coming up this week, we have a very busy uh week of spring sports action as softball, boys lacrosse, and girls tennis all host their senior night games and ceremonies on Tuesday night on DHS. At DHS, also dearing in Portland baseball will meet up and play for city bragging rights on the diamond Tuesday at 4:30 over at historic Hadlock Field. I wish I knew what some of those words were. Um, Unified Botchi also has two home matches this week on Tuesday and Friday vers DHS outdoor track and field has has had a fantastic spring season once again and will compete at the SMA League/ regional championships this Friday at Windham High School at the end of the week on Saturday. Baseball will

011host its senior night vers and Hadlock Field at 12:30 p.m. with boys lacrosse and softball playing rivalry games on the road at NYA in Westbrook. Okay, thank you. That was a lot. Sorry. >> No, that was awesome. Thank you so much, Student Representative Muhammad. Does anybody have questions? Yeah. Board member Brighten, go ahead. >> Thank you, Chair. Thank you so much. That was a um really great set of things to hear about. I have two quick questions. The first one is um did I hear correctly that there's unified botchi? >> Yeah, >> that's so cool. >> Yeah, we have a lot of unified teams. >> That's fantastic. Um and then my other question is a little bit um has a little bit more substance. Um I'm uh I jotted down the learning center block update

012that you were talking about. Sounds like a like a really great opportunity to improve student outcomes. I'm curious how much student voice was or was not involved in getting to that point and whether you like can you reflect on that a little bit? >> Um so it was mostly a decision kind of handled by the staff. Um but >> you know it was actually a requirement for students to be in learning centers. So it wasn't like a massive imposition on any of us and like we weren't too like angry about it. Yeah. >> Okay. Thank you very much. Thanks chair. Thank you. Did I see your hand up, Board Member Lena? No. Um, I'm curious, uh, student representative Muhammad, what your favorite end of year activity is at Daring. >> Uh, okay. Honestly, I like,

013this really isn't that much of like an official activity, but I like to goof off when I'm done with finals in class. >> We'll count that. >> Yep. That's great. Thank you so much for sharing. Um, let me just double check that there isn't anybody on Zoom that wants to ask you a question. Um, just really appreciate that update. So, uh, thank you. Um, and, uh, have a lovely celebration tomorrow. Thank you so much. Okay. Now, I'd like to open up public comment. Um, so if there's anyone that would like to give public comment either here in the room or on Zoom. If you're on Zoom, you can raise your Zoom hand. And if you're here in the room, you can come up to the podium. I will. Beautiful. And so I'll just start to

014read the guidelines while um Elizabeth makes her way up. So uh speakers will be recognized by the board chair and comments should be addressed to the board chair. Each individual's uh public comment will be limited to a maximum of three minutes or six minutes where individuals using an interpreter. Individuals may not relinquish a portion of their allotted time. Speakers should introduce themselves by name and city of residence. Members of the public may speak on any subject directly related to school and education matters except for personnel matters, complaints or positive comments concerning specific employees or individuals or matters pertaining to pertaining to individual students which shall be addressed through established policies and procedures. Discussion of personnel matters is not permitted during public comment due to the privacy, confidentiality, and due process rights of school employees. Speakers

015must refrain from engaging in disruptive conduct, including but not limited to using vulgar and/or obscene language, threatening others using words or by other actions, using pjorative or discriminatory language with reference to a person or a group on the basis of their religion, ethnicity, nationality, race, color, descent, gender, or other identity factor, making defamatory comments, exceeding the allotted time limits, talking over or interrupting others, and offering comment on matters unrelated related to the school or and education matters. The board will not respond to any of the comments given. The audience is asked to refrain from responding including applause, comments or disruptions. Um I'll stop any public comment that is contrary to these rules. Um and individuals who refuse to comply may be asked to leave. Um like I said, you can come forward to the podium

016or raise your hand in Zoom. Um I will alternate if needed. Um, and I'll keep the time and raise a yellow folder indicating you have 30 seconds remaining. I'll raise a red folder signifying the end of your time. Elizabeth. >> Hi. Good evening everyone. Um, Elizabeth Capone Newton in Portland. Um, I just have a point of order question first actually. Um, what's the quorum for the school board? And are there people on Zoom tonight? >> Yes, the quorum is five. And yes, there are. >> Cool. Thanks. It looked a little spare in terms of voting members. Um, yeah, I just wanted to say hello to the people who are here in person and say that I look forward to hearing back from you in terms of the letter that you received which included quite a

017few items that aren't related to personnel. Um, and that letter was from 12 parents at Moore Middle School and we have not, to my knowledge, received any substantive response to the content of the letter. Two board members chose to acknowledge receipt of the letter. Um, so for myself and out of respect for the other 11 parents who signed the letter, um, we look forward to hearing your response. It might only be three sentences, but there are substantive things in the letter. Um, for example, the expectation for how principals handle um protest, whether they're allowed to use threats of calling the police um when students are engaged in peaceful protest um with the enhanced um obviously immigration has been a you know an issue for decades um for people in this country. Um, obviously with the

018surge of immigration enforcement this week, um, and recently in general, the threat to call the police falls disproportionately, um, not equally on all students. So, I would really hope that at a minimum, board members would choose to find a principled way to respond to that concern. Um, I don't know if you saw the article in the Portland Press Herald that was written after the meeting two weeks ago, but if you only read it online, then you missed that it was on the front page and um, quite beautiful. Um, I noticed that tonight you have well you don't have printed agendas and I would appreciate it if you chose moving forward to start the process again where you at least have a couple printed agendas on the table. Um, not everyone easily finds their way through

019your calendar to look online and it's fair to print a couple. Um, but I noticed looking online at the agenda that you'll be approving a probationary teacher for next year tonight. Um, and I thought that was great because it tells me what I figured I already knew. 30 more seconds, please. which is that you totally have the ability at your next meeting and every meeting you have between now and September to put one more teacher on your agenda and renew. You totally have that ability in terms of your process as a board. So, um, I look forward to hearing from you and it's not lost on me that the reason you're sitting at that table is because voters vote and the reason that you have a school budget is because voters vote. So, I hope

020it's not lost on you that there is someone above you in the hierarchy and it's voters. Thank you. Thank you. We'll go to Nico online. >> Nico, whenever you're ready, you can come off mute. Can you hear me? >> Yes. Go ahead. >> Thank you. My name is Nico Wales. Uh I live in Portland, Maine. Uh I do just want to point out uh just from the start that I swear to God that I wrote this before that first parent spoke. Um this is just a friendly reminder asking essentially all of you but Jane Sautell and my Alina to resign. Um it's just extremely frustrating watching this week after week of parents, staff members coming up um trying to connect with you and it going nowhere. Um over the last couple of years, I figured

021out what you can and can't do. Uh you can't really do anything if students don't have a teacher or lesson plans for half a year and students aren't learning. It's kind of sad that board member Bryen showed more concern tonight for a uh study period and how that shake uh shook out than our kids learning last year. Uh you can't respond to emails or phone calls. Uh I almost want to bet my salary that the two board members that did respond to that email were Myina and Jane Sautell because they're the only ones that ever respond to any emails. Uh you don't have a say in any hirings or firings or personnel issues. I'm going to come back to that one. Um, you can't talk about the status of any investigations. You can't tell us

022who works at central office or what they make. Um, you talk about equity and high expectations basically for everyone except for yourselves. I mean I'm looking at the school board and it says we primarily do this job in terms of uh providing program of education for all the students in our system uh by establishing policies with direct instructional support and programs. Uh I don't think you guys do that. I think you guys just okay whatever Ryan wants you to do. So I feel like this whole thing is backwards. Um I figured out some things you can do. Uh you can yell at PPS staff without consequence. Board member Opperman, you can uh not follow up with a promise in terms of serious questions and complaints. Board member Lent, uh you tried your best to fire

023Murf last year, even though you say you can't do anything about personnel issues. I mean, we all watched that. You guys really wanted to fire Murf. Um but you couldn't because you didn't know the law. Um, something you can do is you can all unanimously approve Ryan for another contract through 2030. Um, despite everything going on. Uh, so it seems pretty clear that you don't work for the people. You work for Ryan. It's just really sad that none of the PPS staff or members >> members in our community have any actual representation with the school board. Um, you guys literally the only thing you guys can do is you unanimously approved Ryan's contract without any public comment. Uh, because apparently you couldn't do that. That wasn't part of the process. Um, it's just really sad.

024And before you say anything, I'm going to respectfully ask for another 30 seconds. Um, again, I just want to point out watching these board meetings time and time again of staff members, parents asking you guys to do the barebone basics and you guys literally can't even respond to an email. Ali also never respond. Um, it's just sad. The only person that seems to understand how backwards this board operates is Jane Sautell. So, please resign. Thank you. >> Is there anyone else that would like to give public comment either here in person or online? Okay, I don't see anyone, so I'm going to go ahead and close public comment. Um um I wanted to use my remarks tonight um to remind us of uh things that happened at the end of the year and student representative

025Muhammad started us off. Um but uh this is a pretty joyful time in the district and wanted to remind us um to experience it as much as possible. Um and also um there is on June 1st from 6:00 to 8 there's a virtual opportunity to join a community engagement session uh to help inform the middle school design project. So that's a virtual opportunity and then the day after on June 2nd from 6:00 to 8 there's an in-person opportunity at Ocean Avenue School to do the same. Um, and this will not be the only time to give input on that process, but it is the time um at this time of year where that will be offered. Um, and then let's see uh other Dearing High School news that you didn't mention that I get to

026mention. Um, Dearing High School senior Alma Wallace uh was named a National Merit Scholar and she is one of only eight across Maine. Um, it was a rigorous process to get there. um and she has been awarded that um that award. Uh the main model in model UN took place again this year at USM and Daring High School had 47 students participate. Uh Daring took home the award for best large delegation uh for the second year in a row. Congratulations Daring. Um myself, Vice Chair Bondo, and board member Noir all were able to attend the Make It Happen 12th grade farewell ceremony last week. Um it was incredibly inspiring to hear students talk about how meaningful the program is and how much personal and academic support they received in the program. Um much appreciation to

027all of the staff there who lead this vital program and for creating the space for that uh just really wonderful celebration. Um next Wednesday and Thursday we will host graduation ceremonies for all of our high schools. Um board members please do try to attend. They are such lovely celebrations and each one has uh their own flare. Um but there's just so much celebration and joy there. Um and uh you can find information about the ceremony on each of the high school's web pages. And Dr. Warren, will those be recorded this year? >> Okay. So in case you can't make it, you can watch the recordings in case you have loved ones in other places um or uh who can't get there. Um, and then, you know, I we heard it in public comment a little

028bit tonight, but um, since our last meeting, we've just gotten a lot of questions uh, uh, about what the board's role is and what the board's role is not. Um, and I am just going to give a short summary here, but also will really direct people um, to visit some uh, state statutes um, which is title 20A uh, section 1001. And I just want to acknowledge that this board and school boards across the state exist within processes and procedures that we ourselves did not design and they are often confusing and hard to navigate and um I just want to acknowledge that that is uh true of the system that we are operating in. Um and so you can read the the statute but overall our duties are in these categories. Um we create and adopt

029policies. Uh that mainly happens through the policy committee. Uh we manage school property. Uh we select and manage the superintendent. We help create the budget including making sure that insurance premiums, employee benefits are covered. We maintain a process for student expulsion, a student code of conduct, and school discipline. And uh we maintain a variety of policies as outlined by the state, which include things like pest management, bomb threats, um no cell phones in schools. There's a whole list of them um that we're required to make sure that we um update and and manage. Um and I also just want to note that unlike other elected officials, our constituents are those are not those that voted for us. Rather, they are the students uh and the schools in the district. So those are the people that

030we report to. I do recognize that voters have an incredible power and we are held accountable to them. But in terms of constituency, that is the way that the the law is is written. Um, and I just recognize again that these items feel counterintuitive. Um, and that there might be some things that are missing, but I'm uh sharing u for the sake of transparency. And I I welcome you to reach out with questions or thoughts. Um, and with that, I'm going to turn it over to um Dr. Warren tonight who's going to be doing uh pinch hitting for the superintendent remarks. >> Great. Thank you, Chair Lentz. So, I'm Sarah Warren. I'm the chief of strategy and operations for the district. Um, and I just wanted to share a couple thoughts and then I'm bringing

031up a wonderful partner of ours uh to talk with us about our uh swim safety program. But before I get into um that introduction, let me just note that we just passed Memorial Day weekend. And while many of us celebrate the unofficial start of summer, gathering gatherings with family and friends, time outdoors, and anticipating the end of the school year, uh at the same time, it's an important period of reflection. And I want to pause and remember the many people who have lost their lives in conflict to honor the courage of those who made the sacrifice and serve in service of their countries and to recognize the toll of war on all who are touched by it. I also want to recognize uh that this evening marks the beginning of the Eid alada holiday for

032a Muslim community. And so to our board members, students, families, and staff who are celebrating, I wish you all an Eid Mubarak. Um and now without further ado, I would like to ask our friend and colleague Brooke Teller to come up. She's the executive director of the main community swimming organization. And we're just so thrilled that this partnership has continued to blossom. Um, and it will be reaching all of our second graders, I believe, in the coming year. So, Brooke, take it away. I'm gonna pull up your slides right now. >> Awesome. Thanks, board, for having me and thank you, Chair Lent and Dr. Warren. Um, so I will also wait for the slides to come up, but I'm Brooke Teller and I'm the founder and executive director of Maine Community Swimming. We've been in

033existence for two years now, but my um connection with swimming in the Portland public schools goes far deeper than that. Uh the the notion of main community swimming started over a decade ago when I was a teacher here at Casco Bay High School and we launched our Casco Bay swim intensive for our high school students that did not know how to swim. And so that sat in the back of my head for a long time and two years ago um turned it into this nonprofit. And we already partner with the Portland public schools in many ways including um high school programming still with the Casco Bay swim intensive and with Portland High students um looking to expand that to the Dearing students as well. Um but we're here tonight to talk about second grade and

034capturing all second grade students in the Portland public schools. So, our goal is that all approximately 500 second graders in the Portland public schools have access to swim lessons. We know that access to swim lessons reduces the chance of drowning by 88%. So, it's super important that we get our students swimming as early as possible. And we have a number of schools in the district that have been doing that along the way with a pause during the pandemic. Um, but when we think about the goal of equity in the district, we need to think about how do we get all second graders into lessons. So, I share this statistic that 54% of Americans can't swim well enough to save themselves. And that's a staggering number and we don't want the students of the Portland public

035schools to be part of that statistic. And so, the next slide will show you what does that mean. It means you can jump into water over your head and come back up. that you can float on your back or tread water for at least one minute, turn over, swim a length of the pool, and get out of the water. So, many of us can think right now like, hm, can can we do that ourselves? Um, and so our goal is to start to introduce our second graders to ways to be safe in the water. They might not after six to seven lessons be able to do this, but they will know ways to be safe around the water and to support their classmates as well in doing safe things when they engage with water environments.

036So, just some of the the statistics that drowning is the leading cause of death for children 1 to four years old and it's the second leading cause of unintentional injury death for children ages 5 to 14. And the danger starts off um on the next slide I think is the bar chart starts off as the youngest children um bathtubs are the most dangerous. So very small bodies of water. But when we start to get into the 1 to four and 5 to 13 we're talking about swimming pools and natural bodies of water. And unfortunately in Portland we have lost students from the Portland schools to drownings in the presumpskut river. And so all of what we're doing at Main Community Swimming and what we're doing with the Portland public schools around water safety is to

037start to address those things and to do what we can. Just like we have um other curriculum within our health education, water safety should be part of what we do in the Portland public schools as well. Um so I've already said all of this about what the competency skills are and that it can reduce the risk of drowning up to 88%. Next slide, please. And so here's what's been happening and what we hope will happen. So, um, I will say that East End has always been out in front. Um, Marge Queen was a huge proponent in her time here and taught me a lot about how to get second graders into swim lessons. And we do these swim lessons with the Portland Parks and Wreck. So, Main Community Swimming, we are an organization without a

038swimming pool. Um, so sometimes what we are are bridgeuers and so we help build bridges between the schools and the um Portland parks and wreck who have the capacity to teach many of our second graders. And what historically would happen is that the parent teacher organizations would fund raise and pay for it. And so some schools had swim lessons and other schools did not. And that to us was not okay. And so we've stepped in to help make the connections and to pay the bill. So the district has been paying for transportation, but Main Community Swimming has been stepping in to pay the city bill for the swim lessons. And so two years ago, Reichy East End and presumpty pool for lessons. This year, we added Ocean. And in conversations with the city and a

039few other partners, we have figured out a way even with the Riverton pool still being closed next year um to get every school asterisk the island schools we're working on, but to get every mainland school into swim lessons. The city will pick up Talba and Longfellow. Um main community swimming is going to teach Lysath at the Boys and Girls Club, which is the pool we rent during the school year. and the Westbrook Community Center is going to teach our students from row on Fridays and I'll actually be part of that programming with them as well. So, we have found a path forward for all of the mainland second graders to have swim lessons and the island schools we'll work with to figure out what that looks like because that that will be um special depending

040on boats and things like that. So, next slide. The proposal is that over the next five years the payment transitions from main community swimming covering the cost to the district eventually covering the cost of those second grade swim lessons. Um and so the hope would be that we can create anou that would um lay that out and the the total cost at this time is $17,500. It's about $35 a student um to teach them six to seven swim lessons. Um we also provide a bin of um caps and swimsuits and long sleeve shirts and goggles so each school has the equipment that they need so that students um if they don't have those things including culturally sensitive swimwear um to go to the lessons. And so you can see the breakdown on the chart. I'm

041not going to go through what every year looks like, but each year the district would pick up 25% of the cost. Um I'm not going to say it would be lovely if that happened sooner than than five years, but we are happy to be a partner in making this happen. And of course, um tonight is about the second graders, but we recognize students don't all start here at prek. And so we also are looking for a path forward with sixth graders and a partnership with the Y. and then main community swimming um adding dearing to the group of high school students that come downtown to swim with us. Does anyone have any questions? Would go ahead. >> Thank you, Brooke. This is awesome. Um one quick question is is part of the cost fees associated

042with other entities like Boys and Girls Club and Westbrook like is would the cost be the same if the Riverton pool were to be open? Do you anticipate >> it? I think it would be the so an example we pay about 2,000ish depending on the number of students dollars to swim um each school to swim with Portland parks and wrecket raiki. So that would be the same cost. It's going to be what Westbrook is going to charge us. It's what ours would be a little bit less for main commute because I'm not going to charge myself to pay, you know. Anyway, but yes, it's it would be similar. board member Biden. >> Um, thank you, Chair. Um, thank you, Brooke, for this information. Um, I took swim lessons in first grade at the Riverton pool.

043Um, and so it's still the Riverton Community Center. Um, but I'm so excited for um, that pool to be back up and running hopefully within that five-year window that you were um, pointing to. Um, I'm curious about to follow up on board member Lena's question. Um, would transportation costs be different um, if we I mean it would be obviously the Talbot students not needing to get on a bus, but >> trips might be shorter. >> Yeah, great question. The transportation costs have been covered by the schools, so I I don't have it. I knew at one time it was about $100 a trip, but we have not been paying that. But the district has or you know each school in the district paying for this. So there would be a um a financial impact but

044not in the in the sense of like the main community swimming budget more the overall. Okay. Um my other question has to do with so the discussion about you know potentially over five years moving the cost into the um the budget. Uh can you talk a little bit about funding and revenue mechanisms currently? Um I'm assuming it's a lot of fundraising and contributions and donations. >> That's exactly what it is. So, it's grant writing, it's fundraisers, it's just, you know, asking people for money. >> Yeah. >> Um, and that and so that's how it's it's happening at this point in time. >> Okay. Um, and then my last question, uh, if you if you could access the funding um to scale more, I mean, second grade, sixth grade, daring, amazing. Um, there's a need at

045every age, right? Um, can you talk a little bit about like if you could, you know, wave a magic wand and get the funding that you need? Like what would that look like? >> It's a great question. I think we run out of infrastructure before we run out of great ideas to get kids in the pool. If we could do it every year, we would. Um, I I don't This city does not have the capacity >> Even with the Riverton pool back open. >> Okay. Thank you. Thank you, chair. Thank you. Other questions? >> Yes, Tim. >> Yeah. as student representative grant. Go ahead. >> Do you know when the Riverton pool is slated to be open? >> Or is that aing running mystery? >> Well, I it's still an exact date is a mystery,

046but I know that there was just some funding approved to finish it. Yeah. So, there seems to be a light at the end of but we have a great, >> you know, reopening of the outdoor pool. So, that is looking like a, you know, early July >> open date. And so a great place for folks to go >> sign up on my wreck so that you can um if you need a scholarship, you can uh be in their system. >> I know. >> Perfect. Good plug. >> They they hit some significant complications and cost overruns or complications that made it a lot more expensive. So I don't know, we've got Scott Watson sitting back here from facilities. I'm wondering if you remember our last meeting with the city. Um it's I think it's at least

047another year. Um it's it's a ways out. Yeah. Uh, board member Aberman, go ahead. >> Thank you, Chair. Um, Brooke, thank you for being persistent in this all along. Um, I have two questions. One, have you been able to access any money from the foundation, Portland Public Schools, at this point? >> All right. First, great question. So, the Foundation for Portland Public Schools has been our fiscal sponsor for the past two years. So, um, Andy has been a great partner in this work and has supported, um, you know, the work we do and helping me learn how to write grants. And then additionally, the Edfeni fund, um, which supports athletics and equipment, has been supportive of the work that we're doing with Maine Community Swimming. So, um, the foundation has been a significant partner in

048our work. We will um launch on our own on July 1 um as we now have a five 501c3 status um and will come out from under fiscal sponsorship. >> Excellent. Is there any way that the whatever it's called Kowanas pool is um available to the schools is is it too cold in or can it be used in September? I just I wondered if that's a possibility for some lesson somehow. >> That's a great question. Um my guess is it's not going to be a matter of the pool being available in September, but the staffing as they transition back to Riky pool. Um there's already a nationwide shortage of lifeguards. I will also put out a plug. Um we need lifeguards at the outdoor pool. I have applied to be a lifeguard at the outdoor

049pool to make sure that that pool can be open. Um, so I I think it's it's not for um lack of a great relationship with the city and being able to utilize the pool. It's I don't know that they'll be the staff to do it. >> Great. >> Thank you very much. Appreciate it. Um, Brooke, I just had a comment which is, you know, I've just watched you grow this over the years and also like in in parallel, I've watched less student injuries and harm happen in the water every year and I am just incredibly grateful that you've moved this along and the um the $35 to change the outcome of a kid's life is very reasonable. And so I, you know, I certainly individually would support some sort ofou and, you know, cost share

050over over time because I do think that like it is a community benefit to make sure that all of these kiddos um have that uh have those skills. And also just something I heard in the community is um people um saying that their kids just have a better appreciation for water and understanding their skill level as it it relates to the water, right? So, not just getting into a river because it's a fun body of water, but saying, "Oh, maybe I don't have the skills for this and that. Um, so I just am really really grateful for everything you're doing for the community because we all feel it." >> Thank you. >> Yeah. >> All right. Thank you. Oh, and if people want to um support your work or find out more, what should they

051do? >> They can go to main communities.org, check out our website. >> Thank you. And on behalf of Superintendent Scallan, he did ask me to just express his appreciation and commitment to figuring out the funding for this um understanding and and appreciating that uh the school system can and should be uh really contributing our share. So, we're grateful. >> Thank you. >> Um and chair, with that, if it's okay, I will move on and we will do a brief update on the Lincoln Middle School heating system. uh Scott Watson who's our assistant director of facilities. Scott, you can just um maybe sit closer to the mic in case we've got burning questions. Um I'm gonna do the the bulk of the presentation, but Scott will step in to save me as needed. Um and while

052I have Scott here too, I just want to acknowledge that our current director of facilities, Tamara Sweeney, will be leaving us this summer in July. Um, and since I have the mic, I want to take the uh opportunity to thank her publicly for all the work that she's done here. She's been amazing, and we're incredibly fortunate that Scott Watson is here and going to stay here and step into that role of director when Tamara goes. So, we're uh we're feeling very fortunate and wish Tamara well when she goes back home to Ohio. So, Lincoln Middle School, uh, let me just share again here. All right. So we've provided some update uh in previously but there's been a lot of studying and thinking and um working with our consultants to figure out what's reasonable and what

053we should bring back to the board as next steps. So uh I'll go backwards a little bit just to remind people of how we got to where we are now and then I'm going to share a little bit about um our current thinking and recommendation for the board. So following a series of uh leaks in the heating system starting in the school year and then extending into the 2526 school year. Our facilities team engaged a an outside consultant to do a very um thorough study across the entire school to try to understand better what the scale of the problem was. The report that came out of that concluded that the pipes, the heating pipes throughout the system had deteriorated to such an extent that one could call this system as uh being at end of

054life. And then uh given the severity of that conclusion and the magnitude of it, we decided to bring in some additional consultants to give us um second and third opinions and uh got essentially the same con conclusion from them. Uh in January of 2026, we contracted with Haramman, another um regular contractor and partner of ours to do what's called a rough order of magnitude report uh looking at different possible approaches to and and a rough sense of the costs of what it would take to replace the system. And that study provided three possible approaches with two different time frames. So what we're sharing here tonight uh is a little bit more about those findings. And then um the way that we believe that this work needs to be aligned with some of the other key

055initiatives that we have recently begun that uh touch touch on this same initiative. Um so just as a a sort of primer on the the system there, it's it's old although it shouldn't have failed yet. Um it's a natural gas steam boiler system and the bo it's got a couple of boilers. They're approximately 12 and 26 years old. Um, and so there was piping done that goes back to the 96 renovation that was done in the building. Um, a 2017 assessment started pointing to problems and and nearing the end of service life. Um, but as mentioned earlier, we had a significant number of leaks and just in the last two heating seasons, this most recent winter and the one before, we had 12 heating system leaks. Um, and that just for perspective accounts for 25%

056of the heating pipe leaks around the entire district. So, um, it's not a problem that's unique to Lincoln, but it is particularly significant at Lincoln. Um, and we did have one leak in April of 25 that was especially significant that required us to kind of rush in and, uh, close down a hallway, clean up a lot of floors. So, um, that type of of leak is incredibly disruptive to the school day to say the least. Um, so the consultants that came in did a thorough study. They looked at 70 pipe locations. Um and then we removed an additional couple of pipe samples and the corroding of these pipes um causes pinhole pricks basically and because of the steam moving through the system uh sorry the uh the water and steam moving through it pushes out

057and creates leaks um through the pipes into potentially a ceiling um or tile or the room u below. So, the rough order of magnitude study that was conducted by Haramman, which is supposed to help us get a step closer to figuring out how we're going to tackle this issue, came up with three different design options. Um, one is essentially uh kind of a replacement of the current system with something similar. Um, and this technical stuff is where I'm going to call on Scott if people need more um explanation in detail. definitely not my area of expertise. Um and then a second one uh is replacing the hydronulic piping and related equipment, the the boiler um the steam piping and steam heated equipment um and discontinu discontinuing the use of of steam. So meaning that the

058the water-based system would be the only one functioning. And then another option would be more of a hybrid um uh approach which is more green sustainable um with supplemental fossil fuel boilers. Uh and then when they were looking at how this could be done um in terms of timing, they proposed one potential schedule that had us essentially doing the work over two consecutive summers allowing school to continue in between and then a second phase u that would be um summer basically running into into fall. So, a longer stretch. As you can see, the costs that they estimated for these different approaches range pretty dramatically from 3.4 million at the bottom end all the way up to 10.3 million at the top end. Um, and right now we've got roughly $2 million set aside in capital

059improvement funding to go towards this um type of work. So um at the moment we don't actually have enough money set aside even to do the cheapest of these these options. So there are a number of different considerations uh that we want to make sure we're taking into account. Um we want to limit the disruption obviously to school. Um we have to be honest with ourselves about how long it takes to do a project like this and uh the entire procurement bidding um finding the vendors doing the design all of those things even once we've figured out what we want to do can take um you know a year more than a year 18 to 24 months depending on which route we take um and procuring the right equipment etc. Um if we delay our

060decisions for too long, uh that can uh you know push us up against the time when we'd ideally like to be starting work and then make it harder for us to actually get the vendors and launch the project. Um and then we want to make sure that the system stays operational as long as possible up until the point where um we actually really need to to start doing work. Um, and we do want to um take into account that there may be ways of phasing this work. Um, but if it if it were to be planned to be done before the heating season and then it ran over, then we would have to have some pretty um significant backup plans in place. So the deeper we have dug into this and tried to figure out

061um what could be the best way forward for our school community um for our students. We we realize that uh we have the benefit um and maybe a slight complication, but a benefit really of having multiple other related initiatives going on at the same time that we believe we can tap into the resources that come with those initiatives to help us figure this one out. Um and hopefully to do it in a way that is as ex as strategic and as cost-effective as possible. Um, so Haramman is the company that did the U study for us that we were just looking at, the the so-called ROM study. Um, but they are also the company that won the bid to do a district-wide comprehensive facility study for us and a a long-term facilities plan. Um, and

062we would really like to see the uh the work that we're doing and planning around Lincoln couched within that larger district-wide plan. At the same time, we've also just um contracted with a company called Train Technologies to evaluate energy saving opportunities across schools. Um and then third, um and also very significant right now, we've just launched work on our middle school design and reimagining project, um which is in response to the board's resolution on that subject. Um, and we believe all of these things can and should work together um, alongside each other and sort of talking back and forth to each other to help us understand the problems at Lincoln um, so that they are not in being looked at in isolation, but in the broader context of what it is we're trying to do

063with our middle school programming and our middle school buildings as well as um, the district more broadly. So what we're recommending as a next step is uh that we integrate the work that we're doing with Haramman and Train on the comprehensive facility study and the energy sustainability work together um with our middle school resolution work. as we uh bring Haramman and Train on board to do this work with us, there are any number of things that they could begin with um because both of them will be looking districtwide across all buildings, but uh by starting the work and focusing both of those companies now on just the middle schools and really doing a deep dive into the needs of of all three of those buildings, um we believe that we can come back to the

064board with a more um comprehensive and a more thoughtful uh proposal about what's what's the potentially the best way forward. Um so not just fixing an individual heating system, but thinking about what's the right heating system um and what other work would we want to be doing in a building if we were going to be um opening it up for that level of uh renovation or or rehabilitation. Um and so we're re recommending we we've talked to um Haramman about this. They've game and they're already starting to look specifically at all three middle schools as their first stop in their um district-wide assessment. Um and then our goal is to bring them together with with train so that we can bring in that energy savings component at the same time. Um and then uh we

065believe we would have uh more information on on all of those things should have it by the end of summer and we would feed that into the broader um process around um the middle school resolution. And so our proposal would be to bring to feed this into the middle school resolution process and then bring the proposal back to the board um in October as part of that larger um process. Wait one second. Are you ready for questions? Yeah. Vice Chair Bondo, go ahead. >> Oh, thank you. >> Thank you, Ch. >> I keep doing I can recognize myself short time. >> All right. Thank you so much. I I just have a >> uh two clarifications questions and uh >> the first one in on the two phase on the two phasing uh approaches. I

066think we have one for the full year and the other one using the two years span during summer break. So I'm um I just wonder if we use that one during summer break. So we have like a two months for the break and then we wait for another cycle of the year to to have to use again the second year during summer. So what kind of option are we going to have during the first winter for the for the ET systems for the school? >> Yeah, sure. So the f the first option of going continuous isn't necessarily a year. >> Mhm. >> But it if we started on July 1st, it would go be into the school year. Okay. for an undefined period probably about nine months from start to finish assuming there was no

067one in in the school to interrupt. >> Right? If we went into the two phases where it's one summer and then the following summer, >> some of the challenges that we face is that it would require probably two shifts of work. And we would have a 90-day window in between start and finish of each with the goal of doing it in two halves where we would put half the school on a new boiler in year one. >> Uhhuh. Uh during that first heating season, there would be half the school on the new system and half on the old system with it running the entire heating system and then the second year Yeah. the second summer the second boiler system would be installed for the second half of the school. Mhm. >> Uh the real challenge

068with doing two summers is uh one uh resources available to do the work. Um on paper it can be done, >> right? Uh some of the challenges we have with with labor working two shifts over the summer is an internal concern on the facility side and al also uh cost uh mobilization is setting up and breaking down and then setting back up again. And if you see the difference between >> slightly yeah >> option one and two each one of those the difference is about uh two plus million dollars for mobilization >> uh to have that interruption in between you know the first and second half. >> Thank you. You just answer my second question because it was about the cost because when I compare those two faces, you can see the one has the

069the two years span as a little more costy uh on the on the on the system right here. So you just say that it's because of those interruption periods, right? >> Yeah. Remobilization is very expensive. >> Yeah. Vice Chair, can I just add one thing? Um, which is that this is what came out of that um orders ref orders of magnitude study, but we're still talking and pushing and trying to figure out if there are still more options and different ways of phasing this. So, we're not um letting it sit here yet. We uh really want to make sure there's there if there's a way that we could not shut down school at all um but still have the cost savings that would be our ideal scenario. So we're not there yet but we're still

070exploring. >> All right, perfect. Thank you so much. Thank you. >> Ideally, there's a 1.0 1.5 version. >> Um board member Satell, go ahead. >> Thanks. I I have four questions and I don't know if they're answerable or not and I know I'm going to sound argumentative but if I don't understand something um I I figure there are other people listening who don't either. Um going back to the historical context when we got the report in 2017 saying the system was nearing end of life. Um what was the response to that? Did we try to patch things together or >> I I personally was not here so all I have is the assessment itself. I can tell you that in between 2017 and three years ago there was CIP funds for improving a boiler system.

071However, uh two years ago, I bring in a mechanical engineer and the two of us reviewed the system. And if you're just looking at the boiler system itself and the heat exchange and the pipes, uh we did not see uh a reason to replace. Um there was some major work done by the city during that time but historically I I can't tell you from 2017 to uh 2023 how that path went. >> And just as a reminder um we as the school district just took over HVAC again this year. So within the last several months and are learning a lot as we go >> it and I I can't find it on here but did you say at some point systems are failing sooner than they probably would be expected to fail? >> Yeah. So

072uh there there's a there's a study that we did on the piping uh back in August September. It's about a 75page report. And what was found was there were high when the pipe was tested and uh sent to a lab, what it was found is that there were high volumes of oxygen and also high volumes of copper in the pipe. The copper when it attaches to the black iron pipe uh it pulls the carbon out and then it starts pitting. And then uh how the system is maintained uh can create high oxygen levels and there were high oxygen levels found in that pipe. So uh a couple different reasons uh a lot of uh uh mainten maintenance is definitely a reason you know the mainten maintenance path and water treatment that it was going down.

073Um, it shorten the lifespan of the pipe. >> Okay. Um, and I ask this question all the time and I I don't think it's necessarily you, Scott, but maybe it is. I still don't really understand why the school department bears the full expense of these repairs when we don't own the buildings. I mean I know it's >> a very good question and I can also I in the research that I've done I cannot find the decision maker of that originally but it is what has been passed along to us but I agree and I think that's also like the intention behind theou that we are trying to get done with the city is to start having a more collaborative agreement because I agree if we don't own the buildings then like there seems to be

074a mismatch there. Well, thanks. And and so in this planning, you know, that's like a long range comprehensive plan in incorporating the middle school redesign. Will someone from the city play a role in the assessments and proposals? I mean, because this I mean, ostensibly at some point they would own these assets, right? So I I will just chime in that you know the the city also launched its own kind of comprehensive view of their facilities but did not include the schools which is why we are having to do our own um uh path with this. And so you know I don't know if either of you want to chime in but I I think there has been a little bit of resistance to working collaboratively on that. I think it's something we're, you know, definitely

075interested in, but um it is it has been um like I just think you're you're highlighting some of the tensions that exist um within our relationship. >> Okay. >> Thanks. I don't know if you would >> um I mean I do want to say that at the staff level uh we work very well with the city uh facilities folks um and certainly when we're working on issues related to buildings and grounds we we talk with I mean we meet with them regularly and and so we would be sharing this with them but I wouldn't imagine them having any particularly central role in making the determination about the next steps. Um there's a historic piece to this that I still don't fully understand where a number of years ago uh they actually did the work and

076and managed our facilities and then at some point it came back over to the school system to manage except for HVAC and then we finally took over the HVAC just within this past year. Um, and I will say that in in many ways I think we prefer to have that control um, and direct oversight of our buildings and our and our systems for kind of this this is a good example of something that we didn't deeply understand what was going on until we were the ones managing it. Um, so I wouldn't necessarily want to give over that kind of control. Um, but these questions around the fiscal responsibility and the the ultimate ownership of the buildings, I think is the political conversation worth continuing. >> Thanks. >> Um, and I don't think all of those

077questions are really good. I'm glad you asked them. Um, they are ones that I have pondered for a long time as well. Um, and just wanted to also highlight something. it was in the last board update, but just making sure it's on our radar in this conversation is that the city has said that they are no longer interested in moving forward with central office um as a as a a shelter. So um I think that there's still ongoing conversation around that, but it but that um you know that kind of statement from the city also makes me like want to look at this comprehensively as opposed to just one building at a time here. And I think the the the big question that I have in my head is just around safety of the building,

078right? And I think we've had a couple conversations in finance committee and here and just like are we going to be able to ensure a safe building for young people if they're in it this fall at Lincoln. Um, and so I think under the current what we have in front of us and what we're, you know, looking at in terms of trying to deepen this exploration and understanding and and building the plan, um, I don't see a universe in which we're not in Lincoln come the fall of the coming school year, right? That I think our assumption is that students will be back at Lincoln and in um, late August, early September. Um, but we then need to figure out the next year. Um, so most of these plans probably have us starting the work

079the following summer. And we do want to make sure that we keep on pace with this process and the decision- making so that we're positioned to do that because if we miss next summer as a an opportunity to get some of that work done, then we may well be delaying ourselves um much more than we would want to. Um and at the same time we just uh you know we we do need to go deeper into what the different possible options are and we Scott and I were just talking about this earlier today having multiple sort of failsafe options so that if there were a failure in one part of the building we've got a way that we can keep you know students going and keep educating students in other parts of the building or

080if we truly you know worse came to worse and we had a significant enough failure that we had to move students out and staff obviously altogether then we would have a backup plan of where to go. Um but that's that's worst case scenario when we're hoping that we can figure this out and get this work done before we reach that level. >> Thank you. That's really helpful. I just have one other question um and then I'll uh come to you board member Brighton which um uh Scott I was just curious like what you're seeing in terms of like increase of labor and supplies right now. I mean I know that most everything in this country is increasing in price and I was just wondering like how is that currently affecting the work that we're doing

081and if we have any idea of like what the future looks like around that. >> Okay. I >> um no I can I can tell you uh prices uh for the last 12 months have definitely started to rise. Uh saying that they started to rise four years ago dramatically. Um but definitely another bump a year ago. Um what was interesting is we just did a couple project walkthroughs. uh past lighting um also uh the facade of Longfellow and what was refreshing is that there were more vendors that actually came to bid on the work uh for both projects. >> Okay. >> Both the city's procurement office and and the facilities team at Tamron and myself uh noticed a lot more interest. Um but uh large projects uh labor is challenging. So you might find an

082organization that's willing to bid and take on work but not necessarily at a aggressive timeline that we would like. >> Okay. >> Or that I personally would like. >> That's super helpful. And when these estimates come in, do they have like a window of good for dates? >> Yeah. Yeah. So, I'll I'll use the example of the paths outside lighting um that has a completion date of by uh November 31st, for example. So, it's it's in the RFP that goes out to all bidders. >> Awesome. That's helpful. Thank you, Board Member Brighten. Go ahead. >> Um thank you, Chair. Um thank you, Scott, for being here to answer um what is now quite a list of questions that I've jotted down as we've been talking. Um, and I'm going to try to have them be

083as organized as possible, but it's such a complex big topic. Um, and I just, um, think it's really important. Um, so, uh, Dr. Warren, you were talking about trying to, um, find a way to be able to, so heaven forbid there's a failure in part of the building, being able to, you know, keep the school open. Can that concept also be leveraged in terms of the work? Can the work be done in one part of the building and have students in the other part of in another part of the building? >> Yeah, that's I and sorry I didn't express it very clearly, but that's what I meant when I said we're also still hoping to find other options beyond the ones that were presented in the the order of magnitude study. Okay. >> Um and

084Scott is the uh the brains behind that. That's not my expertise. But yeah, we're we're we want to keep exploring to see if there's a way we can keep students in the building and do the work >> both. what we're like buying and then how it also gets implemented those two. Okay. All right. Super. >> Um the the what we would be buying is also really interesting to me because I like I absolutely agree in terms of like making sure that in this upcoming school year or the next school year kids are safe and warm and all that stuff and this is a big investment and wanting to make sure that it is as smart an investment for the long term as we can possibly make it. So I wanted can you talk a little

085bit more about the electrified hybrid? Um >> yeah yeah I can I can talk about that. So there's basically three options if you if you look first option is just replace the pipe that's there. Option two is take the two boilers. One is by the time this project is done no matter what is at end of life and the other one is has seen damage because of lack of water treatment. So option two is replace everything that's there and option three is going to the what what's called a hybrid system >> and uh the easiest way that most mayors could relate is imagine a very large heat pump is is basically what the hybrid system is. >> Um Portland has a has a fossilfree initiative by 2040. Um having said that the reason why it's

086stated as a hybrid system is I've spoken to two different including Haramman two different mechanical engineers >> that uh feel that the current industrial heat pump systems >> would not be effective on days that are like subminus five. >> Yeah. So it would be uh in a perfect world 95% of the time it would be that electric heat pump version and the other 5% would be a backup boiler system that ran parallel with it. >> Is insulation review part of the work of figuring out whether a heat pump like solution would be >> uh enough? >> Yes and no. If if we did cartridge units that people are familiar with that might be on their home or their neighbor's home, >> um it is a very extensive uh very expensive proposition where it's ripping down

087all the interior uh envelope walls and adding two inches of spray foam insulation >> um just to make the building tight enough. with with this electric model and the reason why we did the ROM >> uh with this electric model it allows us to use a similar hot water system to distribute heat. >> Okay. And so and just like acknowledging that a bunch of heat's going to fly out because it's an old building and it's not well insulated. >> Yeah. There I mean there's opportunities like yeah >> roof is a dramatic area for loss of heat as well. >> Okay. And I'm assuming that Train is like looking at that and >> Yeah, that's a that's a second part that Sarah touched on is with this initiative with Train and their ESCO. >> Yeah. >>

088Is they'll be able to work with us with current building conditions, energy usage >> and work with Haramman in the building assessment >> to help guide us into a uh best case solution for what we're doing. >> Yeah. Um, am I correct in thinking that like in terms of prioritization, I know I heard in the uh remarks that middle school would be a a first priority for Haramman, but then for train is my understanding correct that they would also be looking at prioritization in terms of like the quick hits where you can get the savings um from things like LED lighting and insulation and things like that where you can capture some energy savings and full reinvest that. Uh yes, yes and no. The RFQ that we signed with Train Yeah. is really to be

089our consultants, if you will, the guide. >> And the first like we just had our first kickoff meeting last week. >> Yep. >> And uh I think the smartest direction for us is to really focus on what's going on there. And and we we do have some like LED lighting. We're working on something at Portland High right now. >> Yeah. >> Um like >> the department understands some of the quick hits. >> Yeah. >> Uh this is a real complex one that their resources should be focused on. >> Yeah. I should have said I should have said sooner. I'm not an expert. I'm, you know, just a sustainability nerd. Um uh um I am curious about I want I think um board member Satell brought up a really good point about um the city district

090who pays for what. um if we were to make a big investment that um like so let's say that we chose a $7 million approach that allows us as a community to move towards that um sustainability goal. That's also going to mean that the building is a more valuable asset um with a bigger investment and a like better stuff. Um, so just wanting to like, you know, boost what board member Satell was saying and, you know, like remember that and have that be part of our conversation moving forward. Um, if we were to go with the bigger investment upfront for a more um energy efficient system, what do the savings look like? What do the energy costs long term look like? I'm assuming option two is more expensive to run. Yeah. And again, one of

091the benefits of having an ESCO organization like Train is they will be able to forecast what a 20-year footprint of energy use >> looks like. >> Okay. Um and then my my other question, I think this is the last one for now. Um what and I I don't think this is necessarily a question for Scott, but um what do we know about state funding? I know at one point there had been discussion about a fund at the state level for things like this um capital improvement funding. I don't know if that has gone anywhere or if we will know about that anytime soon. >> Um yeah, I don't want to answer that because I don't want to give the wrong answer at this point. Um, but we can certainly uh come back with an update

092because it was a moving >> it feels like this is exactly what that's for. So, yeah. Okay. >> Yeah. So, we can we can certainly come back more on the funding side of things. >> Thank you again for your patience with all my questions. >> Thank you, board member Brighton. Board member Lena. >> Yes. Thank you. So um one question I have is uh do you know if train and Haramman feel that the timeline for the um presentation for the middle school proposal in October from now to then is sufficient amount of time for them to have time to review and look at everything and give a recommendation for what to do with Lincoln. >> Sure. Uh because we really just kicked off with train just last week. we didn't dive into but gave kind

093of a a rough timeline of what everything else that is going on kind of related to it and uh Sarah and I just today uh have a weekly meeting with Haramman on the assessment and uh they are aggressively moving forward to achieve our goals. >> Yeah. Just one followup. I guess my thought is if they feel like it doesn't make sense to make a decision in isolation of just the one building versus the comprehensive plan. Um it's just a thought I have. I don't know. I mean, I'll say that we did push Haramman pretty hard on that and and what what would be feasible for giving us the view of all three middle school buildings as a starting point, not just looking at Lincoln in isolation because I mean Scott will be the better one

094to tell you about this, but it's not like the other two middle school buildings are in perfect condition either, right? They have their own issues. So, that's why we want to look at the full picture. Um, and they thought that they could, they were still going back to confirm this with the people that were actually going to have to deliver the report. Uh, but they thought they could get us something by August. And then we were going to feed that initial report from them into our sort of middle school process so that we could be ready for October. It's an aggressive timeline. I don't think there's any um, you know, arguing that it's it's aggressive. Other questions from board members? Let me just double check. Uh, board member Upperman, is your hand up or you?

095Okay, I see no hands online. Um, while I have you here, I had a um a question from the community about the ESCO and I just wanted to ask it which is it the ESCO will be looking at solar options as part of like the scope of their work. Is that true? >> Yes, it's true. I mean, sustainable energy as a category um and every every opportunity that it benefits PPS is part of that. >> Beautiful. Can one thing that's important about that is that um I think one thing I've heard in the community sometimes is that if we just had the will that we could put the solar panels up and we'd be good to go. But um first just to be clear, we're very you know I think um pro whatever we can

096to be more sustainable including solar panels where that makes sense. Um but the facility study that Haramman is doing comes together nicely with the train study or the train work because you have to have a roof on the building that can hold the weight of the solar panels and you have to have the you know the infrastructure around it to make it work. So again, having all these things coming together is actually an ideal scenario. >> Well, and I also think just like a a gratitude to your team because I feel like you have been doing a lot of traffic managing to be able to have these things align. So just thank you and thank you Scott for staying with us and all the work that you're doing. And Tamara, if you're out there, thank

097you for all the work um that you're doing. Um uh yeah, so just gratitude and thank you so much for the update and we'll look forward to the next one. All right, Dr. Warren, I think we're on to committee reports unless there's anything else that you wanted to share. Okay, so we're going to move on to committee reports. Uh we'll start first with finance uh personnel and operations. Um uh go ahead, board member, write in. >> Thank you, chair. Um my uh report uh is relatively brief. Um given the fact that we are through the committee's involvement in the budget process um that freed us up um at our last meeting to uh get our customary monthly financials report from the finance team. Um we had taken a pause on that because our meetings were

098just um uh just completely taken over with budget work. So it was nice to be able to return to that practice of getting monthly financials um reported out from um the finance team. Um we also got uh presentations on a on two separate topics. Um the first being a proposed restructuring of the data and technology team um to allocate uh staff resources in a in a way that um will address some of that team's needs in the district's needs. And then uh we also got a presentation on um potential restructuring options for the finance team as well. Um, and so those were um, uh, good conversations about resources available and what might be needed to um, drive the work forward on the finance team um, and be able to have strong systems in place. >>

099Beautiful. Um, are there any questions for board member Brighten? >> Any necessary board action? >> Um, not Oh, not at this time. But I did want to take a moment to just remind um I don't need to remind anybody in this room, but to remind the community um that uh although the committee's involvement in the budget process is over, the budget is still, you know, an ongoing thing. And um just reminding folks that um June 9th is the date of the refere referendum to vote um on the budget and June 4th, which is the Thursday preceding June 9th, is the last day to vote um via um early voting in person absentee at city hall. Um to so just, you know, mark your calendars. >> Yeah. And also just to update on that, I don't

100know if folks saw, but the city um uh rejected 650 uh votes or ballots that were already sent in and will they will be reissuing those uh votes because they were mailed in before the budget was final finally set by the city council. Um, and the uh the city acknowledged that they missed a piece of communication when sending those out and will um uh remedy that in the next uh cycle. Um, but if you've already voted um be on the lookout to see if you get um a uh a new ballot and you can also reach out to the city clerk if you have questions. And with that, I'm going to take it to policy. >> Thank you. Um so at our last meeting, the policy committee uh passed updates to middle school boundaries. And

101this is um this was in uh reaction or in reference to the amended elementary school boundaries that the school board passed a couple months ago just to align some of the middle school boundaries to the updated elementary boundaries. For example, the area where students had been districted to Talbot now going to Longfellow. Um we updated that so those students that are going to Longfellow now would then go be districted to Lincoln um rather than having that group of students or a small group of them um going to Lyman Moore and separating from their peers. So the middle school boundaries that we updated were really I guess minor in the the sense that they aligned with the elementary boundaries but it does affect some residences. So I think people should look at that. Um we are

102as a board having a first read of that tonight. There were also a few areas that were considered cleanup areas where there were sort of some strange uh boundary lines that made neighborhoods um split to different middle schools. So that was the changes to the middle school boundaries. Um, nothing too dramatic, but just in alignment with the elementary boundaries that were passed. We also as a committee passed policy EBBD, which is the temperature standards policy. We're also looking that looking at that tonight as a board for first read. Um, and this sets standards for extreme temperatures both for heat and cold for indoors and outdoors. and we had our first discussion on the proposed calendar for the 2027 2028 school year. So, not this coming school year, but the following one in hopes that both

103staff and families will have ample time for vacation planning if we have that done in advance. Um, and so for board action, um, tonight we are having a second read of policy GB, which is staff conduct with students. So, that's tonight, I believe. We're voting on that. Um, and then we will review those two things that I discussed, middle school boundaries and EBBD as a first read. And at our next meeting, um, we will be looking at the calendar again. >> Thank you. Board member Lena, are there any questions? Okay, I don't see any questions. Um, board member Upperman, are you able to um give your curriculum update? >> I am, and I uh I want to have two thank yous. one to uh vice chair Bondo who covered and ran the meeting um the

104first meeting this past month um and also to the staff because we've been asking the staff a lot of questions and they've been very very accommodating. Um, so we met on April 13th and had the uh multilingual update and a special ed update and then on May 11th, special ed expanded the presentation and then we had the grading task force update. So kind of a there's a quite a bit written and there's some links that I think would be useful for board members and public uh to access u in on in the uh report. But a couple points is that the center for applied linguistics um did a study for the ESOL and Spanish immersion programs and the staff basically presented that to us. Um then there was no real time for conversation. Um but

105the cap the the company was able to uh identify some strengths and weaknesses and suggestions the board and one that they suggestion and this is why I put the link for their PowerPoint in there. The cap wanted that the board as a whole review the key findings and consider short-term and long-term recommendations uh and supplement support implementation priorities. So this really gets it when we get to budget again as it comes around. Um so those slides are linked in then on that same evening the sped gave us a second update this year. This is the first year of a five-year um plan as a result of this uh sped study done a year ago in January of 2025. And that study identified things like professional development and specialized programming, IEPs, and family engagement. And so

106in the report write up um it tells you what some of those thoughts were, what they did and what some of the needs that they find they have to have um instead of having to look at the whole presentation. Um but essentially all of the sped is is related to strategic plan initiative 2.5. Uh and there's a little explanation of how that that is measured. So in the on May 11th there was a continuation um expanding in the of that discussion because we had many questions. Uh and one of one of the great things about the second meeting was we got into talking about and listening to them explain how this gets from the idea and central office placement of the idea and what has to go down to the uh individual teachers and to

107the buildings and who does that. And so we actually had you know individuals who are doing that work carrying the ideas doing the training explaining exactly what they were doing. Uh it really helped a lot because uh sped and particularly sped related to ESL um has has been a concern and so it's we have more discussion but that and we'll have another one at the end of the year. Um the last thing was a grading task force which was come together to uh pro charged with providing timely accurate and usable data in a dashboard so that we could know what's going on with this the academics um and other factors that might be in a dashboard about student success. Um and they were running into all sorts of issues between schools uh because of scheduling.

108And so aside from just pulling together what's out there because there's such misalignment of how one grades whether one has a four point scale letters or 100 point scale among the schools. I know this is a lot of detail but they referred back to a resolution from October 11th 2022 about um policy curriculum what was then the policy and curriculum committee to develop a plan for alignment of comprehensive high schools. So, they're again looking a little bit broader, looking at scheduling and other things related to that uh particular referendum. No vote needed on anything um for the board as far as action, but um as we get moving in and we have more things coming up to us from the public, from teachers, from as and we head to the next budget session, there's a

109lot of stuff and the committee does a lot of digging. But I think as we approach budget season again next year, it's important for us all to understand the organization of sped uh what that October 11th um 2022 resolution said and what's going on with ESL. So uh our next meeting will be talking more sped more multilingual and because that's a lot I mean so much of our population is involved in um either multilingual learning or in uh special education. So uh we'll have a couple of those final year reports and also just a general student achievement and belonging report. That's it. >> Thank you board member Aberman. Um are there any questions? Uh and also just to flag for folks uh that we will have a multilingual presentation at the next board meeting on

110June 9th. Uh so that will come uh as well here. I'm not seeing any questions in the room. Uh Dr. Upperman. Um but folks can certainly reach out to you. Um I'm happy to do the public and legislative affairs uh update. Um, so we had uh a very thorough and uh robust community engagement sessions this spring. Um, we were able to hold, I think it was five public sessions um to get to uh uh many schools and to also um do did we uh do high schools and I think some middle schools uh this spring uh to meet with uh all kinds of folks. And we are in the process of uh now starting to plan out what next year will be like. And some of the feedback that we heard was just like, is

111there a way to be providing the public with more regular updates and community engagement sessions as opposed to just having um you know a bunch around the beginning of the school year and a bunch around the budget process? Could we be doing like one or two every month so that the same information is going out to everybody? Um, another suggestion or option that's um being considered is to do like a a town hall format before um board meetings so that we could actually be in conversation with folks just recognizing that public comment is such a a hard um vehicle to actually understand uh one another and the issues that we're facing. Um so those are the conversations that we'll be having um uh throughout the rest of this school year. Um, in good news, uh,

112we did, uh, see some fruits of our labor and our legislative work. Uh, so the EPS funding formula did change, uh, in a couple of ways that are quite beneficial to us. We do believe that there's still more changes to be made um especially around um special ed funding, transportation, and also how uh much into account the state takes um uh a municipality's ability to pay using the free and reduced lunch levels of that um community. So, uh, but there there were, um, regional adjustments that got put into place, uh, that will, um, help us get back some of the money that we lost, uh, this year. And, um, there is now, uh, beyond the, uh, valuation of property, there is 10% that is being considered around a community's ability to pay. Um, so, and

113we also just learned a lot. Um, we gave a ton of testimony. We had a ton of uh parents and family members and community members participating. Um so I look forward to what that could be uh next year as we uh continue to learn and go further upstream um to hopefully uh get more equitable funding for Portland. Uh and then finally we did have a gubernatorial forum for the first time uh a couple of weeks ago and it was a really wonderful um event. Uh there were several hundred people in attendance. We had 10 uh candidates across the political spectrum in the room. We had two students from daring hold uh the container of the forum using um model UN um uh uh techniques and then we had about five different groups of students that

114had done research on issues and got up and presented context on that issues and then asked the candidates questions. and they asked about funding, but they also asked about housing and uh standardized tests and the values that the candidates hold. And it just really felt like it was the best of us on display. Um just seeing, you know, um uh the ways that our students can tackle big world issues because of the environment that they have here in PPS. And um I just left incredibly proud. So uh thankful to everybody that helped plan that, including um Mr. Jelson and some other teachers that were helping support students, Grace Venuela and and her team. Um, but we hope to uh continue to um uh I think we for a while people said, you know, in in

115Augusta, no Wendy wants to hear what Portland has to say. And I think that we we're just I think we listen to that a little bit too much. And so now we're kind of changing our strategy to be like, no, I think that we have a lot of in common with a lot of municipalities across uh uh Maine. And I think using those commonalities to push for what we all need um is really important. So we look forward to in the fall thinking about how to better engage our Portland delegates and um also whoever becomes our next governor. Um and I think that that's all I have for that committee. Any questions? All right. And then Vice Chair Bondo, um I don't know if you have anything around the um uh commitment to equity resolution.

116I know uh just to update folks on where that work is. >> No, according then we are done posting the the proposal. So we're still waiting. So we still have we're still on the process. I think we we expect to get some uh around July so we can get some updates. >> So the RFP is posted. Yeah. Okay. Beautiful. Thank you for that update. Um and uh then up next we have the report of the secretary. Uh so we have two sets of uh meeting minutes tonight. Um we have the consideration and action to approve the meeting minutes of April 14th, 2026 and May 12th, 2026. Are there any corrections to either of those meeting minutes? Okay. Uh seeing no corrections to either of those sets of minutes. They are approved as distributed. Um and

117then up next we have personnel. Hello. We have one um new hire for you this evening. This is a prek teacher um funded by CDS and we're excited to be filling this position. It's been vacant for quite a while. So very excited. >> Beautiful. Um so then uh uh is there a motion for the consideration and action to approve the personnel items listed the election of teacher candidate uh probationary? Thank you board member Brighten. Is there a second? Thank you Vice Chair Bondo. Are there any questions from the board? Uh any general discussion? We don't take public comment on personnel items. So then by roll call vote, please indicate whether you are in favor of the consideration and action to approve the personnel items listed. Election of teacher candidate probationary. Uh Dr. Warren, will you

118call the role? Board member Ali Ali. Board member Yusra Ali. Can you see her online? >> Um was there? >> Board member Yur Ali. Hi, I'm so sorry I just stepped away. >> That's okay. Are you um We're voting on the teacher probationary uh item. >> Okay. Yes. >> Thank you, Vice Bondo. >> Yes. >> Uh board member Brighten. >> Yes. >> Member Lena. >> Yes. >> Member no. >> Member Operman. >> Yes. >> Member Sautell. >> Yes. >> Student Representative Grant. Yeah, I think all of our other student representatives are either not here or have left. So, um, Chair Lentz. Yes. So, that, uh, motion passes. >> Thank you. >> Um, and then we have some new business coming up. >> Old business. >> Oh, I I skipped old business first. Hold on one

119second. Get the right There we go. Apologies about that. Um, yeah. So, we're going to have old business first. We'll have um up first we have uh the consideration action to approve policy changes uh to policy GB, staff engagement with students. So, is there a motion for that? Thank you, board member Lena. Is there a second? Board member Brighten. Um uh are there any questions on the motion? Any discussion on the motion? >> I would just say that unless board member Lee you want to speak to it. So this is um a policy that was already at the board level and um we did instruct it to go back to policy so it could be worked on uh more um with uh board member Sautell uh joined board member Lena um and also got a

120lot of uh input from the community on this. Um so just appreciate the the time um and effort that went into to that. Um yeah, student representative Grant, >> which one is the final? It's it's the one that says um copy of 2026 etc. and then at the end it says new policy committee approved. It's the second one on the board docs. >> Thank you. Okay. Uh any other discussion on the motion? Any public comment on the motion? Then by roll call vote, please indicate whether you are in favor of the consideration and action to approve the changes to policy uh GB staff engagement with students. Dr. Warren, will you please call the role? >> Uh and can I just clarify? It's we're voting on a new policy, right? It's not changing people. This is

121for us. >> Can I reread the motion? Caroline, it's staff conduct with students. >> The um the language on word docs is there's two different versions. So, okay. Staff conduct with students is the correct? >> Yes. >> Okay. So, then um by roll call uh vote, please indicate whether you're in favor of adopting the new policy um uh policy GB, staff conduct with students. Uh, Dr. Warren, will you call the role? >> Member Yustra Ali, >> yes. >> Vice Chair Bondo, >> yes. >> Member Briden, >> yes. >> Member Lena, >> yes. >> Member no, member Upper, >> yes. >> Member Sautell, >> yes. >> Student Representative Grant, >> uh, student other student representatives have left. Um, and Chair Lent. >> Yes. So that motion passes. Uh and then up next we have two items

122for new business. Uh first up we have the first read of policy EBBD which is temperature standards for schools and vehicles. I don't know who would like to speak to this. >> I uh either one of us can do it but I just need to pull it up. Sorry. Again, this is also a new policy. Okay. Um, so this is in response to state law. We actually had internal procedures that we had worked out as a district to help us deal with summer heat and summer programming. Um and then last year the uh state legislature passed a law that required us to have temperature standards for school buildings. And when the policy committee took this on and started digging into it, it was decided that um really we ought to be addressing the temperature in

123our vehicles as well as the temperature outside. Um so while those two elements aren't required by the law uh our policy is going above and beyond proposed policy here by the the committee is going above and beyond um the state requirement. The other thing I will note is that there was quite a bit of debate within the committee about what the right um boundaries would be the upper and lower temperature standards particularly for outdoor activities. Um and it bounced around a little bit. But we did a lot of research. We looked at other districts and cities. Um there really isn't one consistent approach that you can find across Maine or across the country. And so uh we uh ended up um you know I think the the committee weighed the questions and the concerns and

124landed at um 0 degrees as the lower end cutoff and um 15 sorry uh 95 as the upper end um in this policy. So, and as you'll see these these um minimum and maximum temperatures um you know people should be paying attention even before they get to the the minimum or the maximum. Um, and the other thing that there was quite a bit of conversation around was just making sure, and I this is on staff, um, and school leaders and and school staff, to make sure that students, especially in the wintertime, are well enough equipped with cold weather gear so that when we are sending them out to play because we know that it's great to be outside and it's good to be out moving, um, but that everybody's well enough dressed that they won't

125be um, cold and so or not overly cold. Um so that is the uh it's again this is a new policy for us uh it has just been procedures uh for us in the past and um and this is the first read member Lena is there anything else you would add to that? >> Um just echo what Dr. Warren said in that um we did hear from diff different schools that there were different practices in place from school to school in terms of what temperatures they felt comfortable sending kids outdoor for. So there was a range um and we are hoping this helps kind of standardize that across the district and then again um making sure that you know students are well equipped um using partner organizations um that have been really wonderful in giving

126donations to schools um for cold weather gear especially at the elementary level. Um but we as a committee talked a lot about this and felt good about the recommendation we have here before us. >> Thank you so much. Um, so just a reminder to the board, we will have a second read on this policy um at the next meeting and that would be a time to bring up any amendments if you have them. Member >> chair, >> thank you. Uh, yes, board member Upperman. >> Thank you, Chair. Um, I just I appreciate what uh member Lena just mentioned about, you know, um partnership with PE uh groups providing uh clothing, etc. um and that staff members will ensure if for some reason there is no partnership that's providing it. Um what will we do? >>

127It's a great question. I think um that would be a question for Dr. Warren. >> It's something to think about. >> Yeah. I mean, I think already our schools do um a really nice job of having um supplies on hand and and um clothing and outerw wear on hand for students. Um but we talked about this in committee that um as staff is taking the policy and turning it into practice and developing more robust procedures around it that one of the things we will need to do is actually be monitoring that because right now we I think trust schools to do it and we know a lot of them are uh doing that. They have closets full of things that they have on hand for students. Um, but that one of the procedures that would

128go along with this is to be a little bit more proactive at the district level about tracking that and making sure that if there is a gap that we're helping figure out how to fill it. >> And I also wondered um if this would probably be under an R related to this procedure. >> I I can't hear you. Board member Uberman, could you lean into your microphone? >> Yeah, I can lean right in there. Um, better. >> Yeah. >> Okay. that I wonder um about make being sure that there are procedures for if there isn't clothing and who does belong or who doesn't belong, who can go out, who can't go out, what that the options are and how that's regulated. That's that that's one of the concerns I have about it. So, just something

129to think about in in the development of the R, I guess. >> Yeah. Go ahead. Um yes, board member Oberman. In the um language of the policy, there is a line that after it says the minimum temperature for outdoors, it says at all times staff members will ensure that students are appropriately dressed for outdoor weather and when needed may shorten outdoor activities to reduce the time during which students are exposed to cold. So there is some discretion allowed within the policy. Um >> right. But if they could not I you Yes, I saw that. I just was wondering maybe a t shouldn't students shouldn't even go out at all and so even for five minutes. So I just that was just my my thought as you developed the R um to to think about what

130you know what do you do if sort of thing but otherwise I think it's a great policy. Thank you. Yeah. And and you know, I think that like amongst the people that were in the conversation just from experience working with our own schools really see a commitment right now already happening to make sure that every kid has what they need to go outside because they also just know how valuable that is to our students and to our learning. Um so I think that that gave us confidence in being able to continue with that um uh philosophy. Like I don't think that right now there there are kids that are being held in because there's not enough gear to to go around. Awesome. Any other questions on the temperature policy? Okay. And then um up next

131we have the first read of the middle school attendance boundaries uh recommendation. I know uh board member Lena spoke to this a bit um but Dr. Warren, I don't know if there's anything else that you would add. >> I just check are you pausing at 8 o'clock or Um we're going to go a few minutes after 811 is the um break and it's just user that needs it. Yeah. >> Um so uh do you want me to share the um the language? Would that be helpful? >> Yes. >> Um so let's just switch to that. So uh just to take one step back for those who were not following this whole process, there was a um boardappointed committee advisory group uh that worked over more than a year to come up with attendance boundaries um

132recommendations and the board then adopted uh in February of this year several several recommendations that were specific to elementary school attendance boundaries and uh that committee was not able to get to a point of uh putting forward any significant uh changes to middle school boundaries. They just ran out of time and one of their recommendations was that the board then carry that forward. Um, so the policy committee took this up with the help of the consultant that had been doing all of the the sort of mapping and modeling work for the boundaries committee. Um, and what this is is a recommendation to align uh, and it's it's relatively I'll show the map in just a second, but it's relatively small areas and a relatively limited number of students affected, but the idea is just to

133to make the attendance boundaries for middle schools line up. um so that the feeder patterns are consistent um and we aren't moving students into one elementary school and then suddenly shifting them back to uh the other middle school where they would have been going. So, it's just trying to keep consistency. As you can see, um it's a relatively small number here. Uh 23 students in grades 6 to 8 who reside in the area that was moved into Talbot and then 10 students in grades 6 to 8 who reside in the area that was moved into Longfellow um who would be going from Moore to Lincoln um in this new configuration. Um and then in the southern area of the city, one student in grade 6 to 8 that's in the the area slated to move

134from King into Moore. And then anything else um on the map is actually just cleanup. It doesn't actually have any students in it. Um and this is the I think easiest map to look at. So I'm just going to show this one where you see the hashtags. Um that is where there's a a proposed change. Um, and it's it's just again it's cleaning up these these feeders. Um, and you'll see the uh the Lincoln Moore kind of shift up here higher up on the map and then down below um is what they referred to in the um description as the southern um changes. And the policy committee's intention in putting this forward um was for this to to take effect to clean up these boundaries, but not to force a move by any existing middle

135school students. Um so that they would be able to stay wherever they are now if they choose to. Um and this would come into effect for anyone who was new coming into um these particular areas and and going into middle school. Any board member Lina? Go ahead. >> Yes. Um, Dr. Warren, I think that during the policy committee meeting, we discuss the second bullet point that actually it should say King into Lincoln. Um, I believe it was that area on Stevens Avenue that we discussed. I wasn't sure if you had a chance to review that with the demographer. >> Um, no. I think we agreed that that was a typo and it just I we failed to clean it up. So that is a um I apologize that's made but I think the map would

136clearly link >> ping into link. Yeah. >> And those who are listening, there's an area on Stevens Avenue just south of Brighton. Um where students are districted to go right now to King Middle School, but the deadend streets surrounding it, those students go to Lincoln. So it's kind of this weird island among the neighborhood where the students on Stevens go to King, but the students around them go to Lincoln. So that just changes the that strip of Stevens Avenue to be part of the Lincoln neighborhood. >> Thank you for holding all those details. >> Um and I was going to see if I could just change it in real time right now, but I can't because I've got a PDF version here. So we will fix that. >> Perfect. Send it back around. >> Any

137other questions about this? Gab member Brighton. >> Thank you, chair. Um I am wondering about uh any families that might be impacted that are moving from that for students who are wrapping up fifth grade and heading in um to sixth grade next year. Is I'm assuming it's a small number of families. Is there going to be proactive outreach to folks who maybe have maybe, you know, on the edge of their seat, you know, trying to figure out um how to navigate this? Particularly, I'm thinking about at in the Talbot community, there's a small handful of students that um would be going to Lyman more or have been preparing to go to Lyman Moore. Um it looks if I'm understanding correctly that if this passes they would all like all of the talmet community would go

138to Lincoln and just wanting to make sure that we're reaching out to families to clarify. >> Do you have a sense of when any of those communications would go out or not yet? >> Uh no. I mean so there have already been conversations and communications around elementary boundaries. Um but there haven't been any that I'm aware of around middle school boundaries. Um so we would have to do that. Yeah. Yes. Thank you. Um and we can follow up on that. Any other questions or thoughts? Okay. Then um we're going to go ahead and move into a recess of 15 minutes. Um so we'll come back at 8:20 um to uh vote on going into executive session. There she is. round. >> Thank you, Greg. I will send her note. We're just waiting for Vice Chair

139Vondo to come back uh so that we can uh go into executive session. Wait. One, two, three, four, five. We have a quorum >> with Jul. >> Jul. Okay. Sorry, I was did not count correctly. Um, uh, we'll go ahead. Um, and we've got a series of executive uh sessions to move into tonight. So, I'm going to read them all off. Uh, and then we'll vote on them collectively and we'll just roll from one to the other. So, we've got the consideration and action to enter into executive session pursuant to one MRSA 4056E to consult with legal counsel. You have the consideration action to enter into executive session pursuant to one MRSA 4056D to discuss the Portland Administrators Association negotiations. It's PAA consideration and action to enter into executive session pursuant to one MRSA 4056D

140to discuss the special education coordinators negotiations and the consideration and action to enter into executive session pursuant to 1 MRSA uh 4056D to discuss the multilingual specialist negotiations. Um is there a motion uh to enter into executive session? Thank you board member Brighten. Is there a second? Thank you, Vice Chair Bondo. Um, all those in favor. Okay. All those in favor in the room and, uh, uh, board member Aperman, are you in favor? >> I'm in favor. I raise my hand. >> Thank you. Um, so then we will move into executive session. We'll come back to a journ. All right, we are back. Um, so I'm going to move to adjourn the meeting. Is there a second? Thank you, board member Lena. Um, all those in favor? Um, so that is uh unanimous. We are

141adjourned at 10:34.