Five Town CSD School Board Meeting 04/01/2026

001Good evening everybody. Welcome to the FiveTown CSD regular school board meeting for Wednesday, April 1st, 2026. Are there any adjustments to the agenda? >> There are no adjustments tonight. >> Are there any public comments on items not on the agenda? Hearing none, we need approval of the March 4th regular school board meeting draft minutes. >> So moved. >> Second. >> All right. Any discussion? All those in favor? Okay. Winter sports recognition. >> How are we doing everybody? >> So uh again I get the chance to come up here in front of you all and recognize uh some pretty special students and uh I've got a big list here tonight. So I don't want to cut anybody short with it, but I'll go as fast as I can. I want to give all these people the

002recognition they deserve. And u it's been quite a winner. I think if I can editorialize a little bit as far as awards and things like that. I think probably as good a winner as we've ever had in this school to be honest with you. We had some pretty special people here tonight. And some of them are here. Some of our swim people when I get to that are are at at nationals. So unable to come tonight which is unfortunate. But um we certainly understand why they're not here. But I'm going to bring people up here and uh I'm going to tell you people that are coming up and give the board members a chance to ask you a question or two if uh uh if they want. So So uh >> be patient, >> prepare,

003be ready. So I'm going to go right in order here. First person uh is from boys basketball and Nolan names going on up. Nolan, come on up. So listen, uh I'm just going to start reading through this list pretty extensive. So and uh you see it on your agenda there, but KVAC, no name KBAC player of the year. Uh he was a Mr. Maine basketball uh for the state of Maine, and that is a senior award, right? And it's actually a four-year award. It's based on uh a group that votes on that, and they vote on based on his whole career. So that's a senior award. Uh he recently was also named the main Gatorade player of the year. So that's regardless of class. So pretty much um I got the best basketball player in

004the state of Maine. Stand beside me if I'd like to say that. Uh, one award that he got at the tournament which I'm uh it was pretty pretty neat to see and pretty uh uh just just a nice award was the Al Halliday award and that was at the class 8 tournament for quote outstanding player sportsman unquote selected by the media people covering the tournament and uh he is the all now the all-time leading scorer scorer in Camden Hills Camden Rockport history with 1587 points um just a tremendous career um here at the high school and and um honored to like I said honored to have him here tonight. So Nolan >> AMES sometimes we just give like a little candy surprise to the people that we give awards to. And I was thinking about

005oh we always try to have it be somehow related to the sport they're doing but we can't always do that. But I was thinking about Nolan's And I was like, "Oh, >> payday." >> He totally hit the >> payday. >> Any questions for Nolan? >> I'd love to know what your future plans are. >> Uh, right now I'm going to K four years to study economics and play basketball. >> Wow. >> Wonderful. Nolan, how much time do you think you put into basketball? If you had to average it out over a week at a time, what do you think? >> Um, like including games on the weekend. >> Yeah, sure. All of it. Seven days. >> Um, probably near 10, 12. >> Yeah, probably around there, I'd say. >> Yeah. >> You practice really hard

006and a lot to be proud of. >> Thank you. >> Did you want to ask his parents that same question? >> It felt like it was triple that. I was doing more like 20. >> And I think I know one thing. It's uh it's hard to believe it's over, >> right? I mean, at least part of the high school. So, >> yeah. >> All right. Thank you. NO. >> All right. Basketball. I got uh Coach Samantha Bragg, who I haven't seen come in, and Theo Locka. Come on up, Theo. So, Thea is a a junior here at the high school. Uh, one thing I I love about uh Thea um is that she is one of the rare three sport athletes um you know, you don't see him as much as he used to. She

007plays uh soccer in the fall, basketball in the winter, and uh and softball in the in the spring. And she's just a junior KBAC player of the year. Uh and obviously first team uh KBAC. So the other >> Yeah, >> we haven't all enjoyed the field. Looking forward to seeing her out on the softball field uh this spring and then uh back in here for another year next year for senior year. So thanks. >> Any questions for Theoa? Which is your favorite sport, Theoa? >> Whatever season you're in. >> Yeah, whatever season. There you go. >> His dad, the softball coach, is in the back row. So, >> all right. THANKS. >> OKAY. UM, and coach Samantha Bragg was naive. She was the KBAC coach of the year for for girls basketball. uh wrestling Justin

008Baddy. Come on up, JUSTIN. OKAY, so this guy um want to say one thing about it. He might look familiar for if you were here for the uh for the fall recognition because he was a member of our state, uh championship football team. So uh let me just run through Justin's senior year at and and uh career for wrestling at the high school. Uh this year he was the 175 pound state class A champion. Um he then uh in wrestling then the all the class champions from all the classes get together. Um and he was the all state 175lb champion u and was voted the mo the class a most outstanding wrestler um at that uh tournament. So uh similar to Nolan, you know, standing beside the best wrestler in the state, I would say

009right here. He's the all-time wins leader in Camden Hills, Camden Rockport history with 219 wins. And uh you know, I think if you know the history of wrestling here at the school, again, that's a huge accomplishment and quite an honor. And uh you know, Justin's another one of the guys I talk about that, you know, we've got this uh this royalty around here, athletic royalty, I feel like this winter, and he's been a big part of that. SO JUSTIN BAD. HOPE YOU LIKE STRIPPERS. >> Any questions for Justin? >> Justin, have you gained any weight since then? Or >> actually lost weight. I'm not really sure how. >> More candy. >> Starburst. have any of the historic uh you know champions that we've had uh tried to pick a fight with you? >> No, just

010our previous win leader Michael. I still wrestle him when he comes in to help. >> Good. Wrestling is a just a a great sport as far as the camaraderie and it spans across uh not only years but generations I feel like and it's a really cool thing with >> with wrestling and uh you know like I said so proud of this guy during the football season and then uh comes into wrestling you know coming in that wrestling room every day it's uh just a lot of hard work and and he's done it with a lot of class so THANK YOU ALL RIGHT, GIRLS SWIMMING. This could take a while. Come on up. Let's have a little girl swimming team with coach McCcluskey. All right. There were more than four of them. Say that. So, like

011I said, they're longer at nationals. So, a couple of things about uh girls swimming this year. Uh KBAC champions. All right. Uh they were the team uh state champions and actually just a little bit of a typo here. It's class we're in class B in uh in swimming. Um and uh to be honest with you that the tougher swim schools are in class B rather than class A. You know some of the class A people might not like me airing it but it's all right. Um so uh we got a couple of things. Rowan Stewart, Padella Brainer, Flynn Leighton, Margarite Warner um set a state and meet record for the 200yard medley relay team in a time of 146 and 83. And I just think about that one still, you know, I was there that

012day, but it still just blows my mind like that was the that's the best time ever for that event in the in the state of Maine. That's pretty tremendous. Uh some other individuals, Rowan, who's not here, he's with the Nationals. Uh Rowan Stewart was the varsity main swimmer of the year. Uh the swimmer of the year for the class A state championship meet. Uh she was a state champion in the 200 freestyle, the 100 backstroke, the 200 medley relay team, and the 400 uh relay team. Freestyle relay team. Uh Flynn Leighton was a state champion in the 500 yard freestyle, the 200 medley relay team, and a member of the 400 uh freestyle relay team. Adella Brainer, state champion in the 100 yard breaststroke, the 200 medley relay team, and the two 100 freestyle relay

013team. And Margarite Warner was a state champion in the 200 medley relay team and the 200 freestyle relay team. Is Pi here? Um, no. >> Pi. So, I'm I'm glad I can't pronounce Pi's last name, so I apologize, but I asked Coach McCcluskey and he said, "It's Pi." I said, "Okay." She was a state champion in the 200 freestyle relay team. Havana Christie and Georgia Brainer, state champions on the 400 yard freestyle relay team. And coach Mark McCcluskey was coach of the year um for like the 25th year in a row, I think. Something like that. But um I will just say I'd like to say about our our swim girls swim team, they are um you know to me they're just a dynasty. I think you know you have to say it that way.

014You go to the meets and uh you know when they walk through into the building everybody knows they're there and uh knows that they mean business. And I think one of the my favorite things about what coach McCluskey has done is that uh you know they they all are competing uh for their teammates uh more so than what they are for their for their own individual accolades. And I think that's a a pretty strong characteristic of champions everywhere. But >> and that's their state championship. >> Yeah. Yep. And there's our state championship there. It's not a gold ball or something like that like it is for others, but uh we've got a few of those uh few of those hanging around in our turkey cabin now. So, >> GREAT. Swedish swimmer. >> Hey, just the

015last thing I'd like to say. I guess I don't get to get to as many swim meets as I would like, but I was spent the whole the day at the swim meet at Colby the state meet and uh it's just a just a great feeling up there. The camaraderie u that coach McCcluskey has created, the culture of that team is really is really special and you can see why, you know, they're they're a threat to win a state championship every year. So, any questions for anybody? >> When did you all start swimming competitively? So, I started swimming in second grade um back in my old school district and with a different club and um CO unfortunately like kind of stopped me and I came back junior year to swim for high school year. >>

016Um I started swimming in 2018, so my sixth grade year and I joined Sailfish. Um, I've been swimming since I was four. Started swimming when I was seven and I've been swimming since. >> I'm curious if anybody's going to try to swim in college. Is anybody I know a few have already know Rowan. Are you guys thinking about that and anybody committed to that? >> I'm not. >> No. Okay. I know you guys aren't there yet. Jeff, did you mention that the girls swim team has won four out of the last five years? >> I probably missed that one. >> That is definitely true. >> That's why when they walk in, they're a dynasty. >> I know. And the one that they didn't win is when they were uh >> uh one of the years

017in class B cuz a couple of them were in class A. >> Yeah. Yeah. Two in class A, two in class B. >> Yeah. >> Nice and even. >> And I remember talking to Mark about when our numbers were going to put us back down in class B. I said, "Do you want us to apply up and stay in A?" And he goes, "No, let's go down to B. It's more competitive down there." So, so we missed out on one because of co >> Are there any other state champion swimmers around here? >> Well, you know, the dynasty got here in 1981. >> All right. Thank you, ladies. Okay, Nordic. I got the coach Zack Kramer. Come on up. Coach, >> you're going to be very >> happy. Hey, one thing I want to say,

018Zach uh uh took over a Nordic ski a couple years ago. I was a little we were a little concerned early in the year. Our numbers were down um a little bit, but one of the great things that um he's he did this year, it's going to pay off down the road. We had uh middle school students coming up once or twice a week. Twice a week. >> Twice week. Yep. >> Twice a week this year. And uh kind of learned learned a little bit more about Norris. It's going to pay off down the road. And uh our girls were the KBAC champions. Had a great run um at the state meet up in up in Fort Kent and um uh which is always a fun place to go. Um and uh you know give

019owe a lot of that to Zach for all the work he's done um with with both the boys and the girls. So Zack Kramer, our coach of the year for KBAC. Okay. ice hockey. Uh Blake Christie, come on up. Hey, so this is Blake Christie. Um uh senior on our uh ice hockey team. I think I missed out on one thing on here. So um Z Blake was named the uh Northern Main Class B uh player of the year. Um and I believe I just saw something too in the paper that he got uh what' you get? What was it in the paper? the uh >> State of Maine, all state for the state of Maine. I think they picked how many kids were on that? 12 kids. So, he's one of 12 uh in

020the in the entire state regardless of class. And he also went over 200 points this year, right? Uh what's that? >> 100 points. Sorry. I try to get you to do 200, but 100 points and definitely was uh you know the the leader of our our team this year. There's no doubt about it. And you uh I've always said as little as I know about ice hockey, but when you go to the games, you know, you start watching the game happen, you can tell uh who the best skaters are on the on the ice. And uh you know, I think it was obvious, you know, when you looked out there today that Blake was, you know, one of the best skaters on the ice. And it turned out that way. He was uh uh the

021KBAC, I mean, excuse me, the Northern Main Class B player of the year. And um led our team to a a quarterfinal appearance in the in a tournament where we lost by one goal to the eventual >> North Champs. I think we lost John BS. >> Yeah, that's right. Okay. That's right. Okay. Very competitive uh northern main tournament though and uh we had had a great season and Blake was the reason why. So feel like that. SO >> All right. Any questions for Blake? >> What are you up to next year, Blake? >> I'm still on the side. looking for somewhere to play hockey. Yeah. >> Okay, great. >> Great. >> All right, everybody. So, I think that's it. So, thanks for the opportunity to come in. I know the kids and the parents really

022appreciate it. And uh like I said, we're on to the spring started on Monday. So, we're rolling out there. So, thank you. >> Thank you. Great. Uh now is a good moment uh if you don't want to stay for the full board meeting to go enjoy your evenings. Thank you all. Congratulations. All right. Next up, we have >> Next up we have nominations and so I will go to we have some teacher nomin one teacher nomination and some stipet nominations. >> So the teacher nomination is Jaclyn Williams for special ed teacher. coming in at masters years experience at $88,276. >> I'll move the nomination. >> Second. >> Any discussion? All those in favor? >> Great. And five stipen nominations. Move the stipen nominations. >> Second. >> Any discussion? All those in favor? Thank you. Notification

023of resignations. Carolyn Brown, art teacher. >> Yep. Long time art teacher. >> That's quite a lot >> in our district. Yep. >> Substance abuse profession. Substance abuse prevention efforts presentation. Katie and Aaron. >> Yeah. No worries. We have four handouts. So, um share or look and pass on. >> Hi, my name is Katie Cronin. and I'm one of the school social workers at the high school. >> I'm Aaron Barney and I'm a teacher with the health and PE department of the high school. >> And we're here to talk about the substance use prevention efforts that we've been doing over the last year. So, I thought I would start by briefly explaining the genesis of this committee. Um about a year ago, a group of stakeholders gathered to focus on the portion of the strategic plan

024that discusses student substance use. And that portion is outlined up there. Um the group included representatives from administration, counseling, health and PE, social work, and the school nurse. Uh from the initial meetings, a few of us continued the work into the school year. Our first task was to audit the wonderful things that we were already doing to support the strategic plan. And that audit is here. And there's a few copies circulating around. Um a few of the audit highlights that we compiled included our substance use prevention embedded into the health curriculum existing community partnerships that we'll discuss a little bit further and optional nlloxxone training for students and staff as well as nan that's made made available in um we also found that administration had taken part in a drug impairment training for educational professionals.

025It's also uh called DICEP and we'll talk about that a little further. And we found well we have the presence of clinical school social workers like myself and five school counselors that support early intervention and student wellness. And lastly um we have to mention our clear core values that are woven into everything at the high school like our decision to be phone free and a strong existing substance use policy. So, we thought we'd talk a little bit about the things that we implemented this year with you folks um by the different communities that we um did them for. So, we first um for the staff, we that was that dietet training that Katie was talking about. um one of our first workshop uh days in the fall, we had um Officer Jandro from the Rockland

026PD come and speak with us, give us an hour presentation about substances, um the different classifications of them, how they like how they appear and people who use them, what some of the substance or um the symptoms and signs of somebody who's using those sub substances looks like. He also had um pictures of paraphernalia and how these things are packaged. So, if we saw them like lying around um and noticed symptoms in a student, we might be able to put some dots together and be um a helpful advocate for that student. Um being in that in that um presentation myself, I learned some things. Uh and I teach substance use prevention, so that was really um helpful. Uh he was able to talk about trends that they're seeing in communities around us um and in

027our communities. So, that was really helpful as well. uh and lots of like there were lots of questions during that time from staff so it felt like it was a useful hour of our time. Um then we kind of looking at the larger community um of our like the people at our school and then also the folks at home that support our students. Um we'll start with lunchtime tableabling. We have worked with um the Ponosca Bay Community Health Partnership at the Penn Bay Y um off and on through our time here at the high school. Uh so we um and we like what we like what they do. So we implemented uh last Wednesday of every month they came to our high school um and they had a table there uh with like fidget toys

028and candy and things that like allure students to them. But then they would talk about the services and the um uh and the resources that they have for students and where that would be at the YMCA where lots of our students go. We also um put newsletters or we put a cont we contributed to our high school's newsletters with um a substance use prevention and education piece. Uh, and so some of the, um, topics that we talked about were like vaping and tobacco use, um, tips and tricks for talking to your kids about substance use, um, mental health and substance use correlation and alcohol and sexual assault. Um, and those connections as well, and those came out, and here's some examples. Um, those are coming out uh, pretty much monthly with our the newsletter that

029the high school sends out. And then for our students, um what was really cool about our audit process and the meetings that we were in last um last school year was like we were we um one realized that like we were all kind of committed to ever like having this always be an everchanging thing in our curriculum because it as um pro um officer Jendra said like there's a lot of things like every year they learn stuff that's new too. Um and then the other really cool thing is we had all these um stakeholders at our school at the same like table in the same room and we had the um so when you look up here at assemblies one of our health teachers was like I was just re um reached out to by

030the department of transportation and choices matter it's about decision- making um and it's again through the um department of transportation so like decision- making around driving and then substances are involved with that. So we were like oh great let's get on assemblies and then um the school nurse like in the same conversation said I also heard about this program which is the seeds program. Um then that is students empowered to end dependency and they came in the like a couple weeks ago um and chatted with uh nth and tth graders and so the choices matter was um for the 10th and 11th graders so folks that are driving um and uh we learned a lot about assemblies and we've actually talked with both of these organizations about um different ways that we can work with

031them in the future. Um, but as you can see with these photos, this um, choices matter was really fun because they had like drunk idols and they had a simulation that students could sign up for. Um, and lots of people were um, able to speak with their speaker. And then the students empowered to independency um, was really cool because they had um, students that students in Maine that were struggling with substance use disorder and able to speak um, about that journey for them as well. Um, we also use this opportunity to talk about or like pull our resources for speakers to come in and speak in our health classes. So, we made two new partnerships um with the main coastal regional re-entry center that's up in Belfast. And we um for each semester of health,

032we had those residents um or some of their residents come and speak with our students about their experience with substance use disorder and their journey on recovery or to recovery. Um and then we also have the Ponobska Bay Community Health Partnership. Um they're coming into our classes and speaking. Um they have cannabis and tobacco um cessation uh experts. So they come and talk with our uh students about those um substances as well. >> And I also ran group work at Zenith, which is our alternative education program. Um and that the groups focused around impacts of substance use on the developing brain as well as risk management and harm reduction. So looking ahead, I think we're like definitely at a time right now, like this month maybe of reflection of like how this year has gone.

033Um but looking ahead, we um definitely want to have a diet training for parents and community members. Um we all like felt like it was a um informative presentation. Um we are talking with seeds definitely with um visiting classrooms next year. So coming to our health classrooms, um their presentation was again really helpful because they had those younger um voices, but then they talked a lot about the science of addiction. Um and so uh we really want those uh that kind of information coming in and working our students working with that. Um and then uh continued optional noloxxone training for students and staff and our continued part partnerships with our guest speakers that have come in this year. Any questions? My son was in the sophomore class that did the choices matters with the goggles

034and said he did great. So >> no, I think this might be for Jen. What What's our policy on students that are impaired in school? Is there a policy on anything or how do we handle that? >> Um I'm not going to be able to recite policy for you know so I'll answer the uh practice. So essentially we partner with the nurse if we see any signs or symptoms. Um it used to be that our nose would be an indicator sometimes but that's not the case anymore. Um which is why the diet training is really critical because some of the indicators we used to use they're shifting. Um but impairment really is the symptomology. So how are the students behaving? Um and so it really isn't always clear unless there is you know some clear

035signs of other things in their backpack. we'll do a search. Um, some students will volunteer, but that's a pretty small proportion of the student body when they're questioned. Um, but if we feel that they are impaired, we have the parent pick them up and then we do a re-entry meeting so that we can assess what do we need to do for intervention or next steps. Um, sometimes if it happens repetitively, we'll have the student start with a search of their belongings before they go to a class or they don't have a backpack. you know, limit their options um to carry those different substances. >> Yeah. Thank you. >> Yeah. >> Has there been any uh with the the phone ban this year? You know, I know it's it's lessened kind of congregation in the bathroom.

036Is there a a link with substance abuse at all? Are we seeing any kind of reduction? we are seeing a reduction in the number of incidents where we're addressing substance use in school. Um at the very beginning of the school year, we had to start monitoring the parking lot more. Um and so with the teenager, they shift their behavior. Um I think teenagers are kind of notorious for not having extensive executive functioning skills. So planning really far ahead wasn't an area of strength. Um and the without the phone they had lost that mechanism for an instantaneous meetup. Um I don't know if substance use has slowed down. So I don't want to say that because we're having instances that that that's a positive indicator because I found in the parent surveys that there were still

037some concerns about youth. So families maybe are seeing it. I'm not seeing it as much. >> Okay. >> Yeah. Katie, do you guys have a mechanism where kids can access like substance abuse counseling at school either before or after, but just if it's not assigned disciplinary, but maybe is we know a student struggling with like being addicted to vaping or something. Is there something that the counseling or social work group is able to support them with? >> Yeah. So, um, our referral stream for social work could exist in the exact same way. So they can self-refer, their parents can refer, their kind, their guidance counselor can refer and so that stream is always open. And um Nick Satriia is actually a licensed alcohol and drug counselor and so we have him which is a great

038resource to have on staff as well. >> Um are how or are students involved in any of the kind of ideation and leadership around this? Um, I'm just curious if there's opportunities for them. I know like in a I guess it was several months ago, both Serena and I were talking about um the possibility of a chemree postp prom party and I know that's sort of a one-off event, but I just I'm curious if students have had input or if you anticipate them being involved in kind of a leading role in the future. >> We were actually, that's a great question. We're we're actually in substance use prevention unit right now and uh we were sitting in our office saying we would love It's a it's a hard unit to teach, right? Because it's always

039changing and and teenagers we I I believed when I was a teenager, it's like I'm I will live forever. Um and so but we're but what we really said was like I wish we could I we're hoping to and what we want to do is start the unit off saying okay what do you want to know or like what is it that you do know? Um we are uh this year we started a new project in our um in our health class called a natural high campaign. So talking about um that's like when we're talking about the um the chemicals in the brain that um substance substances can like kind of do like a big dump into the brain of and um then we encourage them so we learn about those and how that how

040that works in the brain and then we encourage them to think about their hobbies and the things that they love to do because when we start to use substances like those things are not as fun anymore. So we were like, so then with that project, we're encouraging them to then go find science to back up like is that like when I'm knitting and I use knitting as an example because I wanted to see if you boost some dopamine and serotonin with knitting and you can and there was somebody that did it did a research did some research about it. Um, so they found research that backs their hobby is good for my brain and it produces that natural high like a runner's high and um and then they work on their advoc advocacy skills which

041is a health skill to promote that activity over choosing a substance. So lots of um especially during sports season lots of basketball can save lives posters. Um, additionally, our the the students that have chosen to do the optional nolloxxone training is quite low. And so, we've done some brainstorming about how to engage the students. And so, we thought, you know, between the group, we haven't necessarily rolled this out yet, but offering it to the sports captains as a way to be like, hey, you guys have some pull and you guys can help promote this for us. So, that's, you know, a work in progress, but we definitely want to up the usage of the NLX training. the staff have taken it and run, but we want the kids to come along too. >> If you

042would mind, I just have one more anecdote about leadership. I actually had a freshman this year write um in a final project write a paper about what it would cost to provide nlloxxone training to all high school students and a dose of nlloxxone to all the students as like a national policy. And then he looked at our budget like our national budget and like was like we could take from this budget line and this budget line to provide for the entire country and I was like that's amazing >> you're going places. No, we do have leadership abing leadership, but that is something that we are I'm looking at. >> Can I ask one? Go ahead. >> No. >> Okay. One last question. I'm assuming the answer is no, but you know, we have aggregate level

043data like student risky behavior surveys and things like that. Do we ever have school level data about substance use or risky behaviors? I mean, I guess it would require self-reporting, which is an uncomfortable thing, but I'm just curious if we've ever collected that historically or tried to. >> Did pair cover? >> No, parent covered social emotional. But >> have you been doing the my house data in the past few years? So, there's a semi every other year, I think. >> Every Yeah, every two years we administer it. >> Every two years there's a a statewide survey called my house. M I H Y. >> And I say it differently, but same concept. >> Okay. So yes, in I mean it's all students fill out but and it's all anonymous but we do get data back.

044>> Okay. Okay. >> And it's a better survey because it it's structured. It asks the same question like well they get annoyed by it but they ask the same question at least three different ways. >> Sure. >> Um so that they can't just go down um and you know which Google surveys don't have that mechanism. So it is really nice to have like a researchbased assessment um self-reporting. >> Yeah. as you can imagine. Uh, but I also think again it's one of those things where it's we talked about it being on the strategic plan and I appreciate it being on the strategic plan, but working with teens, risky behavior is part and parcel with their development. So even if it's not on the strategic plan, it really needs to be something that we're continuing to

045reassess because um I tell the story and it's a true one. It's really strange that when I was at my at the other school that I was an administrator, I remember searching a bag and I took out the USB drive and I put it back in the student's backpack and then I did a training and I saw the student later on in the hallway and I was like strong work. It was an early vape and I had no idea and I took it out and I held it and then I put it right back in their backpack for them. Um, so you just have to continue to to stay aware of what is the paraphernalia and how it's being utilized. And Zins are clear right now. And so when you see those little packages on

046the floor, you're like, "Okay, we got to key in on that space." Um, so again, knowledge, but I appreciate all their hard work. And this is just a portion of the group that has been dedicating their time and energy to making sure that they're at grade level exposure and also embedded within classes. and they've done a phenomenal job. So, thank you to Aaron and Katie. >> Thanks for your time. >> Thank you. >> All right. Next up, plug timing proposal. Jen, >> thank you guys. >> Um, yes. So I I don't know if it's in your sleeve of your packet, but it's meant to be. It's in the f it's in the folder >> folder. Okay. >> Left hand side of your folder. >> Um and it's listed as my board report. So it's the

047first section of my board report. Um essentially I I just to kind of summarize the top portion. One of the concerns that was uh brought up in the March meeting related to um transportation and so students that were arriving by bus and um my assessment of it was that there were about 27 students that arrived in time. So morning meetings typically start at 8:15. So that was my benchmark. But even still those students were arriving right at we're close to the 8:15 mark. Um and students were continued the majority were arriving by about 8:20. Um however the St. George Hope Appleton bus as you can imagine they travel a much further distance. Those were students that were arriving you know sometimes just 10 minutes before school started. So my assessment of that was that really

048the buses um you know is it's not an area where if those students are riding a bus then an early morning meeting it's going to have to be an accommodation for the family. uh buses will arrive close to it, but I do not think our morning bus route accommodates that. Um our afternoon bus route, every single Hope, Appleton, Lincolnville, and St. George bus are the first buses to leave. The only buses that come later, bus one, if you're ever a bus one kid, I'm sorry. Um sometimes that can be up to 40 minutes. Uh but even that doesn't accommodate really an afterchool meeting. Um because a kid has to wait for their bus. And so in my assessment, busing is um is a concern whether it's a morning or or an afternoon u meeting time.

049The other thing that came up from looking into clubs was there were um about 27% of the current clubs and organizations that were meeting or needed to meet in the morning. So it was a small percentage of the overall group. other groups uh had already found accommodations either it was break um after school during lunch um so there were different metric or different ways that they were meeting I will say the one group that I have the most concern with is the national honor society sometimes those numbers can be around 100 the the student population that's involved is significant population and predominantly those students are also participating in afterchool activities athletics. So, that was the one club that it appears that morning meetings are not only advantageous, I'm not sure how you accomplish it um

050without doing it in the morning. In fact, there was only even in March, so if you think of March as a month where there aren't many sports, there was only a two week window in March where kids could didn't have any other conflict. So, high school sports span a pretty decent amount of time. And um so my recommendation uh is for two mornings uh a week. Um Monday, wait, what did I put in there? >> Tuesday, Wednesday. >> Mondays are horrible for everyone. >> Um and Fridays are notorious days for um I would say unfortunately absenteeism goes a little higher on Fridays. So I said Monday and Tuesday because Thursday mornings teachers meet. Um MTSS happens Thursday mornings and I really want the teachers there. So those are the two mornings that felt like they

051could accommodate morning meetings and it really was such a small subset of the overall clubs. I don't think we need more than two more two mornings in a week. So that's my recommendation. I don't know if the students want to contribute to that um analysis, but I talked to the club leaders and um they felt likewise that that was appropriate to meet all their needs. >> So would you have to choose among these you couldn't be in more than one? >> So two if So Marcia are you asking if there's only two per week if does it prevent them from participating in multiple clubs? Was that the question? essentially um most clubs meet once a month. >> Okay. >> So they would work out that rotation. So even if you were involved in all seven

052clubs, you could theoretically we could work it out so that they only um they could attend every meeting. >> Yeah. I was just thinking like this would only max out like Yeah, most clubs meet bi-weekly or even like less frequently than bi-weekly. So, it would be pretty hard to max this out. If all of your clubs are five bi-weekly, you could do four. But really, I don't think that anyone is in four clubs at Kennet Hills right now. Or if they not >> Yeah, correct. >> But if you wanted to, you could try that out. But like right now, like my two main clubs interact in NHS that like have very consistent schedules. That works totally fine because they meet Oh, in win planner. So like >> one week you can meet two days and

053then the next week you'll have one day or like >> Yeah. for most student like no one's really gonna have a conflict unless they're like somehow packing the schedule with clubs and that point that's just an issue in itself. So >> Ethan is incredibly accurate in terms of the volume of kids and the the the um student clubs where I would really encourage those adviserss to work together to create a meeting schedule. Those are >> predominant wind planners specifically schedules on the weekend opposite NHS so that the NHS students can come. So NHS would never conflict with um wind planners and like interact then that means that there's one day at least each week that interact I can also attend. So that won't ever be an issue. >> Yeah. I was recalling you saying that

054the late bus used to run but was done away with because no one took it. >> So I interpreted that to mean that parents of students regardless of where they live are figuring out how to pick their kids up or get their kids home. Mhm. >> And so you I'm extrapolating that the same may be true on the morning end that >> parents will figure out how to get their children there just as they did in the afternoon since no one took the bus. I don't Do you think that's a fair assumption? >> I do. >> Okay. >> I do. >> Uh I Right now we have um a smaller percentage participating in clubs than we do athletics. Mhm. >> And you test a parents capacity with athletics. So, you know, and that there's a

055lot of overlap. So, I do believe that these are families that have developed strategies well before they got to us. Yeah. I take it from Amelia's look that she's like, "Yes, Jen." >> Yeah. >> Hey, Rick. >> So, >> I'm sorry. >> What's your time? It's not my job. Sorry. >> What's What's your time frame for this this recommendation for the end of the school year >> as going concerned like into next year too? >> Um I don't know about next year but my recommendation was it appeared that there was a reprieve in March up to three mornings and my proposal is for the remainder of the year. Um I like the month of May to think about next year. It just is a great time to reflect on how things are going. It doesn't

056give me a ton of time to see how this works, but to be honest, the 3 days a week um that was afforded in March, we didn't maximize that. So, I I do think we're going to be fine moving into next year, but we can reassess again in May. >> Any other questions? >> You want to move something? I I just be curious for Maria's uh angle on this because you had some sensitivity that I shared last time about how consistent this was with the set of findings and the decision- making that led to the starting the date later. It preceded my time as the board. Uh I I don't I haven't seen anything that says like this was what the findings were that were relied on that that led to the board making that

057decision before. How does this fit within what you understand those sort of presumptions to be? I mean, I think it means that some of the, you know, philosophical stand on why we chose to do a later start time, we are turning back on some of that by allowing clubs to meet in the morning. So, I think it's an adjustment to the pure philosophy of why we made the decision to have a later start time to begin with. Um I I recognize that there are issues with you know some clubs not being able to start before school. So it seems like it's a compromise. You have to compromise on a lot of things um in schools. So I mean that I I do think it's I mean it's undeniably a little bit hypocritical. I don't it

058doesn't seem I don't know how many students it actually impacts. Um but students also have that choice to go or not to go on some level. They may not actually feel like they have a choice because they may feel compelled to be in NHS for their college resume or whatever else it may be. But you know I do think it it walks back a little bit on the original um reasons for changing the start time of school. Can you remind me when we switched the schedule of the elementary and the high school so the high school kids had started later? We didn't take any time out of the high school day. >> No. >> So how did this all happen when everything was just happening earlier? I mean the club still needed to meet. Were

059they meeting before school? >> Right. >> NHS has always met before school. >> I mean always Ethan were they meeting before school when you were in fourth grade? >> That's when we're talking about meeting at even when we had last >> but March is starting about 8 years before >> that was my first year time away so I don't know why this problem popped up so if we were starting school at 7:30 >> were the clubs meeting at 6:30 or 7 >> I don't believe they were meeting >> but then for sports so now sports are running into the later part of the day where they didn't like >> so we had school clubs sports and the club state. >> I might actually argue with that because one of the problems with us going having

060a later start time was that sports now have to start later and therefore we can't get in games and all this other stuff. I think sports used to start after school because when we switched that was one of the things against us switching. Yeah. Was that sports were no longer going to be able to start at 2:30 in the afternoon. they'd have to start at 3:30 and it it would get darker sooner and we went into that knowing that that was going to be a cost of the change. >> So, >> I just don't think going later created this problem. >> It created an opportunity for people to take advantage of the time before school. And I think that's explicitly why we said nothing can happen before school because we recognized that now everyone was

061going to start a want to put stuff before school which would defeat the purpose of us having late start time. we >> that was the rationale and the conversation back when we changed the start time >> and we do that based on the health and biology of teenagers as recommended by probably the association pediatrics >> and the state is funding an initiative right now for the entire state to look at shifting everybody's high schools >> we tried to go even later but we couldn't get the other schools that fit into region 8 to do it with us >> right >> just a clarifying question so previous start time was 7:45 5 presumably and we're talking about an 8:15 start. So I just want to recognize that we're not talking about going back to 7:45. We're

062talking about going to 8:15 two times a week. And I guess my second question is what is the alternative for clubs? I have not heard anything that would meet the need yet. But maybe there's an option. We don't know. >> The larger groups are much more problematic. NHS is the most problematic. It is exceptionally difficult to figure out how, especially since they're so involved in other areas. So, there are probably out of the seven, I could probably figure out four of them. Three of them, they're just too many kids in the complexity of their schedule right now. Yeah. >> Do we need a motion? >> One more second before I'm not going to move yet, but from Jen. Uh, one of the parts of the discussion I think we you were planning to but I

063I personally thought you were going to come back and report on is uh well strike all that. Does this mean that the the revisiting the concept of a flex period or an advisory period is dead in your mind? No, I'm I'm just going to honor what I said when I initially provided the rationale for eliminating flex. I am going to look at it in May. Um it is what I said since the beginning of the school year and I'm going to honor that. I think to make a decision because of 20% of the student population that impacts 100% of the student population. I didn't feel like this was the right time to make that. But I am committed to continuing in May and I've shared it today during our staff meeting. Um I I don't

064think this would be the impetus to move that up in a time frame. Um and even if the decision was made in May, it isn't necessarily an implementation that would happen at this point. We just we just finished up we're finishing up quarter three right now and to make a change at this time of the year is would be very disruptive. So I I I thought about it and Maria and I talked about it. Um but I don't think this should be the impetus for making such a significant shift. I mean that is my view in this situation where the recommendation could be two rather than the three and we still can accommodate all clubs. >> Thank you. >> Yeah. >> Are you going to move? >> Yes. I move that the board allow clubs

065at the high school to meet Tuesday and Wednesday mornings at 8:15 for the remainder of the school year. >> I'll second that with thanks to Jen for all this work. >> You did the work. >> Thank you. >> Can I just make a suggestion? >> Yes, please. that the board might consider just approving it meeting two mornings a week and not limiting it to the rest of the year. Because if you limit it to the rest of the year, it means we're going to have this same conversation all over again. And if it were a problem, we can ask for it again. >> If you don't put a limit on it, it just allows it to continue next year without having another formal discussion. Jen can always report out on it in her board report.

066The board can ask how it's working and if it the board's feeling like, "Oh, this isn't working. Would like Jen to come back with a new proposal." You would ask her. >> But this guarantees she has to come back again to have the same discussion that we're having. >> If I want three, >> yeah, I would make you say that you you allow that to potentially just continue indefinitely. And you know, Jen said she's going to look at it anyways. she could come she could come back. Um you know otherwise if she decides to change something for her schedule at the start of school year it's not even opportunity for her to get your approval before she implements. Do you know what I mean? >> Yeah. Strike the time bound element. Remove the for the

067remainder of the year. >> I mean I guarantee people are going to ask in May has she thought about this where she's going but that's fine. >> Yeah. >> Yep. >> All right. We have a motion. Did we get a second? Yes. Okay. Any other discussion? >> All those in favor? >> Just make sure that we uh just make sure that we know what the motion is, please. >> Yes. So, I move that the board allow clubs at the high school to meet on Tuesday and Wednesday mornings uh after 8:15. >> I thought we were going to just say two mornings, >> right? I thought >> Oh, I was just going with the language Jen has articulated. Tuesdays and Wednesdays. I thought there was specific reasoning for that. >> Yeah. Great. >> Are you satisfied?

068Thank you. >> Okay. All those in favor? >> Great. Thank you. Okay. Approval of the resolution to authorize $1,336,55 energy conservation project and related lease financing. >> Yeah. And there's there's actually a motion on page I think it's 12. >> Yeah, I have it >> of the package that they may have to do or >> want to read the whole. No, but so the board should know if Marcus will just read the top what the motion is, but the motion's actually related to the entire two sides of the paper. Is it actually what you're voting on? So, you should take a glance at that. You won't read it all, but you should know what you're voting on. I'm going to say the motion as people are reading and then we can go for it. I

069move that the resolution entitled resolution to authorize lease financing of a1,336,55 energy conservation project at Camden Hills Regional High School be approved in form presented to this meeting and that an attested copy of said resolution be included with the minutes of this meeting. >> Second. Any discussion? Those ready? All those in favor? >> Great. Thank you. Is there any need to make this contingent on budget approval? I don't I don't think so because we don't have to we don't we don't have to enter into it. Just approving us authorizing us to doesn't have to. >> Yeah. Thank you. >> Approval of the FY27 five town CSV budget which we have had several meetings of discussion and landed on some landed on where we were last time. the budget summaries in your packet and the place

070where we landed was a an expense increase of 3.76% and a taxpayer overall taxpayer increase of 5.49%. And again, that's summary of the expenses and revenues is in your packet. Can I get a motion to approve the FY27 budget? Second, >> Andy. Any discussion? >> All those in favor. >> Thank you. Approval of the FY27 five town CST adult education budget. >> That also is in your packet um right after the regular our budget. That hasn't changed at all. Um it is, you know, just a really modest increase. I think the t taxpayer increase is fairly perceptible um on this budget. >> Okay, I get a motion. Okay, great. Any discussion? All those in favor? Thank you all. Next up, vote to call and approve the warrants for the budget meeting and the budget validation

071referendum and to authorize the notice the notice of amounts adopted. I have a motion I'm going to read here. I move that the vote entitled vote to call and approve the warrants for the budget meeting and the budget validation referendum and to authorize the notice of amounts adopted be approved in form presented to this meeting and that a copy of said vote be included with the minutes of this meeting. That is the motion. Second. >> Any discussion? All those in favor? >> Thank you. And then just to note that after the meeting, we will be signing on the back. >> We moved the table. >> Yeah, we moved the table. So here, >> so don't >> don't scattle too quick. And these are the signatures where you sign on the same line on every award

072>> and your name will be lightly printed so you'll know where to sign. But we'll be signing a lot of things. >> Great. Board chairs report transition planning and updates. Uh I want to recognize Dr. Lean Neil uh who's in the audience and our incoming superintendent who has been with us all week. Uh this is one of two visits that she is making before she officially starts in July. And so the visit this week included a number of really great uh activities. On Monday, she had a chance to visit all three schools in in the two districts. There was a CSR event that evening with some parents. uh has also gotten to meet with our A team and with different staff throughout the the different days here. Tuesday night, had a great meet and mingle

073uh here at the high school in the cafeteria. Thank you to the food service staff for making some delicious cupcakes for us on short notice. And then uh the last opportunity for this visit for the community to come and chat with her will be tomorrow morning at the Villager Cafe from 8:30 to 10:30 in the morning. So you can grab coffee uh and uh have a informal chat. She'll be back in July and we're planning some additional meet uh opportunities June. June, I'm sorry. We're back in June and then be back in July for fifth. Uh so uh just a a report on that. Um also since would be good for the public to know that uh there are some award seats up this year. Uh I believe the only place where we have an

074open seat where uh somebody hasn't filed. We have two open seats in Camden and only one candidate has taken out papers. Uh Rick is uh running for re-election. Uh I am not. Uh and so anybody out there in the viewing land who wants to be part of this wonderful school community uh should take out papers and join us. Next is superintendent report. >> So my report was included in your packet. Uh the one thing I would like to just point out is that the annual report is at the printer and we'll uh they have a proof that's due back to us actually before they do the final print. They send us a copy just to make sure everything is exactly how it should be. But we're we're close to the end of that and it

075will be in mailboxes in a couple weeks before the budget meeting. So, end of April, early May. And I don't know if there's anything else that I'd like to say. I don't know if there are questions. I would just add I met Leanne in person this week, which was lovely for me to meet her in person. We've had some good quality time together this week, and I've really enjoyed getting to know her. and um passing along that torch to her. So, it's been a great experience for me. I don't know if people have any questions about my report or anything else. Uh and so just for everybody's benefit, the next budget date that we need to be thinking about is that May 11th date that we should all be present, right? >> Yep. And when

076you say that the select board, is it is it going to be a another Zoom with all the select boards invited or is this >> No, I probably was talking about something that happened in the past. We've had something for the select boards already in March. >> Great. Thank you, Maria. Administrative reports. Jamie Stone, assistant superintendent. >> I have a report in the packet. I did want to highlight the second uh bullet under adapting to rapid change. Um Colin Satra, tech director and I were exploring some deficiencies and tools um related to our professional learning systems. Um and we've been trying to figure out how to streamline some processes that go between schools and the central office. And we are going to expand some opportunities for streamlining some of our work by expanding our current

077um partnership with frontline which will be really helpful. It is the program in which we are used for applicants and substitute teachers. This way we'll also be able to use this for professional development requests. Um and it's going to help with human resources and making things electronic earlier in the process because we have all this information from applications. it's going to help us build a lot of efficiencies. That was a nice benefit. It's not where we started looking for, but it's where we ended, which was really great. Um, and it also comes with a bank of tools and videos for professional learning and required trainings and things that we are um expected to do to onboard people and have to do annually um for all staff. So, that was that's a great um efficiency and

078and transition step because all of our protocols will be built into the approval system. So they're not relying on people or paper. We will set up the infrastructure. So we're following those protocols will be built in. Um and then we had a really great and productive health curriculum committee meeting. Aaron who presented to us is one of the leaders on that group. Um we're just a couple hours away and we'll be ready, we hope, on April 13th to bring you that draft. Um that is the next curriculum committee meeting. That's a joint meeting and we had a great uh learning walk at the high school together with a group of administrators. Got into a lot of classrooms. Um it just it was really nice to do that cross building and uh have a lot of

079productive conversations about next steps and next year and what that will look like um based on principal feedback. I'm happy to answer any questions if you have them. >> One thing on AI and this isn't >> this is just in general. I think it would be helpful for when things come to the board that are generated from AI that that is noted so that it's not you know we've seen some analyses and and stuff like that. Um and I think it's just helpful to know that it was generated by artificial intelligence and not human beings. I'm going to look back, Marcus, at our policy that we developed a couple years ago to see what the language is because we did talk about that idea of who whose information is it at the end and if

080we noted whether we are like making commitments to marking those documents and if so how. I know we talked about that about students and also internal documents, but I'll go back and look into that. It might be something we want to bring back to policy and talk about again. >> Um, but that's a that's worth looking into. Okay. >> Yes. Good feedback. >> Thank you. >> Any other questions for Jamie? >> Jesse, special education director. >> Good evening. Um, my report is a late addition to your packet. I apologize for that. But since it's only 8:10, I'm going to take a couple minutes of your time and um actually review explicitly um the 8th and 9th grade transition meetings. Um our team came together and uh held three days of 24 IEP meetings to welcome

081all of our incoming 9th graders with IEPs to um the high school for the fall. And it was truly a very amazing and emotional time. I get really uh I will say I get really emotional about this because um it's so wonderful to see our students and um their families come into our school and be totally wrapped up with support by their sending teams and their receiving teams. It's really a fantastic thing. So, in addition to our students, families, and our high school hosts, um I wanted to thank Erica Gates, our IP coordinator, and Nick Satriia, our 9th grade counselor, who attended every meeting. Um Anna Ally, Jill Morton, and John Morrow, who work with our transitional life skills class, uh decked out the wellness room. It looked fabulous. And then our rising tide culinary

082um students cooked sweet treats and uh catered the event. Um all of our special education teachers um as well as our speech language pathologist, social worker, OT and PT uh did a fabulous job representing the special ed programs at the high school. And then our sending teams um the HAL team was lovely. I didn't mention them specifically as they're from a slightly different district. They were fabulous too, but our um Camden Rockport Middle School team uh did a great job introducing our students and representing their current programs as well. And then we had uh I think every meeting a general ed teacher from the high school was able to attend and across the curriculum we had Latin teachers, we had um you know everyone pitched in to um meet that need for us and they

083did a great job. And then Kim Nichollet um stepped into a few meetings as well. Uh and then Kristen Hut, our administrative assistant, helped with scheduling and Matt McGrevy, our assistant director, chaired a number of the meetings. and all of these people came together to um host what I I hope was received as a very positive and supportive um time for our incoming nth grade students. And it truly takes a village and I'm so so grateful to everyone. So I just wanted to shout out all those people in this fashion. So thank you for listening. >> Great huge undertaking. >> I just want to comment. I brought uh Cooper who will be coming to the high school next year and he had such a great experience. You guys did a great job. Welcome him and

084the team like it really was something to see. They had I don't know 10 or 12 people in the room and there was food and it's overwhelming for a little kid to see that or a special needs kid like that and he felt so welcomed and you guys did a really good job. So, thank you. >> So glad. >> Thank you. J. Um, so I, as I said, I have it in the sleeve of your packet. So, um, I might actually start with a family and then come back to the student if that's okay. Um, so things to highlight with the family survey. Um areas that I'm really proud of would be um the percentage of families that are reporting that they're um they're pleased with the overall educational experience and that they feel that

085their child is happy um which is always an interesting indicator. Uh positive relationships um support structured safe environment. I think the piece that I continue we continue to rank low in would be the wide range of interventions. Families still um are not necessarily knowing what's available to them which is conversely opposite to what the students report which has been the case every single year. Uh when you ask a student if they know who to go to for help in the student survey they can identify it. Parent survey um we're still lagging in our ability to communicate that. Um I would not say newsletters are the most widely read publication. So I think we just need to to really rethink it. Um an area that came up um not just the intervention piece but it was

086around communication. We've gone with a couple new platforms this year and parents haven't found that to be as smooth as what they had hoped. Um, and I plan to bring it back to the department heads because I do believe the website some links are not active and that can be really frustrating if you're trying to seek information and you're just getting to a dead end. Um, flex time came up. I think that was in the the um it came up actually in in two ways uh around homework, but flex time came up because um that received a relatively low ranking. My homework level was just right. So it came up in two ways that students who were in CP classes, their parents didn't feel like there was enough rigor and then it was questionable about

087the amount of homework in honors or or upper level courses. So both sides really need um us to think about how we're approaching it. And the message from parents was, you know, I think greater consistency. The experience isn't the same for all of our families. And I think that's work that we have to undertake. um the policy implementation and I think this is not just cell phones behavior issues but it also came up um around um how we were handling the protest and which policies we were implementing and how we were communicating that and I would say the the big message for me is you know I want to bring back to the team communication what is our strategy and it doesn't appear that it's not working as well as what I would hope um

088so that's an area of growth the um student experience the questions that we asked things that I really I want to start with the positives and that um probably the highest rating we've had around students feeling that are their teaching is creative and innovative. It continues to grow every year and to have zero% of the students saying it's totally untrue um is unheard of in in terms of like what students think of in public education. So I just think it is a hallmark of the direction that we're going and really the the work that our teachers are undertaking on a daily basis. So really want to do a shout out to them. Um in terms of the environment being welcoming uh you know again I'm happy that there aren't any students in the um that

089the zero that totally untrue. So there's 0% but I still feel like that category and then at least at school at least one caring adult knows me. U I am never happy with those numbers. I feel like um 9% of the student student population is is an area that we need to continue to work on in terms of every student in this building should have an adult that they can identify. Um we do relationship building at the start of every year. So I think one of the things we talked about was having that relationship building from a student perspective. We we do it from the teacher perspective identifying students that we feel we have a strong relationship with. But I guess what's maybe more important is do the students can they identify an adult and

090so thinking about how to do that um and maintaining some anonymity um so maybe the student reps can help me with some of those tweaks. Um overall though I think the biggest piece that stood out and I want to bring this back to the leadership was around um stress that my level of stress is well balanced that is an inconsistent report from students. Some feel um like they have it a balance um but a pretty decent percentage uh believe it's either mostly untrue or totally untrue. So that inconsistency in the student experience is is uh the same thing we found with the parents. So I think we need to work on those structures to maintain um that all students are feeling like they're valued, connected and have a balanced level of stress which we hope

091for all students. So I think that's a goal that we should always strive for questions. >> Is the 20% who completed is that pretty standard from the past year? >> Oh sorry thank you for helping me do a shout out. Um no it's not. So, um, the middle school definitely, if you look at their numbers, they're higher. Um, for the high school, we typically hover around 10% for both parents and students. And this year, I enlisted the help of Janelle Brooks. She works some pretty, she was pretty magical. Um, I sent it out first and then she did the um, resend and she got twice the numbers I got. Um, so again, I think there's some different strategies that that doing the same thing, you're going to get the same results. So we doubled the

092results and um and honestly the level of engagement from the from the um both students and parents the open response comments were very detailed. Uh so sometimes you don't know what you know somewhat or mostly true means but I definitely felt like I had a better picture this year. >> Jen, have you considered doing it in an English class so that you get a higher participation? Um I have considered that. Um it is not again I I feel like that my numbers have gone up but I agree it I know they're not to the level of the middle school and I think that's how they implement it. So >> we did it homework. >> Yeah. >> Sorry that we like where we go the first period. I guess >> that's where you do it. >>

093Yeah. >> But valid points. >> Yep. What was the raw number of uh family responses? >> Uh 1565 >> 155 >> 165 >> 65 15 was the students >> 165 is family >> 165. >> Okay. >> Yeah. >> And how do you feel about that response? >> Uh it's better than any year I've had. Um which again Janelle I don't want to take I can't take any credit for that. Um she's super likable. I think they didn't want to not reply to her email. Um, but I think to Maria's point, if you're going to use survey data um to make substantive changes, then you should have a greater percentage than just 20. Um, I do think it's an indicator, but without getting, you know, a higher saturation point, it's it's hard to really know if

094that's representative of the whole. Thank you. >> Yeah. Um the at least what we see here the the questions on the family survey and the questions the sample questions that we see on the student survey are different but what strikes me is like the family responses are pretty positive. >> I mean you're talking about 75% agreement as one of the low performing areas and then the student survey just feels a bit more of a mixed bag. I mean, is that just a a select interpretation or do you feel like students are voicing that they're less content than their parents are or is that not necessarily true? >> Um, I didn't have that as my takeaway. Um, but um mostly because I look at the last two categories and that's my major comparison. >> Got it.

095students that are >> basically saying that it's untrue, then I use that as an indicator that these are the kids that are saying that no thank you, this is not this is not representative of their experience. >> Um, and those are the numbers that I typically follow from year to year and the only one that we went down was this the balance of stress that went down. >> Okay. >> And so I I that was the reason why I'm going to start with that when we go to the department heads and leadership team. That's an area that I'd like to, you know, drill into and try to find out what their thoughts are. I do feel um the way that it's written, the top three categories are all positive. >> Yeah. >> For a kid.

096>> Okay, that helps. And then one one tag on question you you mentioned in your analysis um that it's really uneven. Students are reporting that it's uneven around the respect they experience from other students. >> Yeah. I don't want the 8%. >> And I or like 50% in the somewhat true category. I mean, and I'm you talk about some mitigating that around um >> I guess I was interpreting I can't find what you said, but but sort of compliance like making sure they understand the expectations for behavior. And I guess I'm just wondering is that a compliance issue or is it a culture issue? And like I don't know if you have thoughts on that. Um, so one of the reasons why you're getting this in April is I didn't want to do the survey

097immediately after the protest because I didn't want that to be the only um indicator of how people were feeling about the school. But it was such a powerful event that even as late as I had administered it, it was still a theme. And as a student experience, one of the things that I really want to talk about with the staff and I talked about it with Jamie is, you know, if a student doesn't feel like they belong, that they're welcome, then I'm not we that's like the entry point to being able to learn and the protest brought to light the differences in terms of, you know, political differences and and it's something we need to address and it came up in the survey results. So that 8% I'm not okay with the same way I'm

098not okay with having any students you know unable to identify a caring adult which might shock you because the 29% and the 9% in the unbalanced like that level of stress. Um I do think teenagers find that their lives are fairly stressful. So again that doesn't surprise me but when it comes to respecting each other historically we have a high level of that but it high the protest highlighted the divide >> and that's work that we have to do to bring us back together. >> Interesting. >> Yeah. >> Really? So, similar or to piggy back off of Cricket's comment, the charts for the students versus the parents, do you have the similar parent responses broken down like this? Strongly true, mostly true, somewhat true. >> Um, there. So, I report out on less of the

099student questions, so I just provide greater detail. I report out on the there's more parent questions, so I just report it out that way. Yeah. So we have direction from policy about the report Amelia. So it's typically the strongly agree and agree that gets put into under agreement. So that's what we've been asked to report out on year after year. Um so we typically unless neutral has an important role in a question. It's just those top two categories and then the rest are not in the report. So that's what's reported on annual. Is that what you mean? Like why just those two categories? Yeah. So we have a policy on on survey >> practice. Maria has a protocol on >> survey internal protocols consistent administratively across the board and how we're reporting to the board

100about every every survey that they're giving to you that you're getting the same format. So we try to maintain consistency with what you're getting and so that we can compare longitudinally yeartoear. So we've got like these are the questions that need to be asked. This is how it needs to be presented so that we have that consistency internally. >> The the student survey has many more questions than what I'm reporting out. Um which is why I shared that students have reported that they know who to go to for intervention support, but parents continue to report that they don't. Um, so there are a lot more questions that are asked that we use um within the leadership team, but these are the ones that I report out every year >> and these came from the last

101strategic plan. These were like identified in our last strategic plan when one of our pillars I think was student climate and we had specified that these are the questions we're going to ask so that we can have longitudinal data about these particular items. if you ever changed it and wanted longitudinal data, I I have at least um eight years. Uh so, you know, don't don't ask me to do that tomorrow or anything, Marca. Um but uh Marsha's always asking for data mining. But um I mean, again, I think I think the good news is uh the survey is fairly consistent so that we can use it to see if there are shifts which are really critical for us. Um what's what's changing and what can we do to address it? Yeah, >> one last question.

102Do we collect information on um students in terms of grade level or or town? Sending town, >> not sending town, but this was the uh I do love my seniors, but sometimes they get a little less excited about filling out a survey this time of year. And I'm super proud of the student body. We had equal distribution, 25. Uh it was just it was great. Um, so we had, you know, uh, representation from all grade levels. Sometimes the seniors aren't there. I mean, I know they're at school, but they're not necessarily contributing to the survey. So, this year they were. It was wonderful. >> But it sounds like we wouldn't be able to draw um, >> not towns. No, I don't know. >> But we could just know how kids feel by grade level, like

103>> Okay. >> Yep. >> But not gender, nothing else. >> No, just just grade level. Yep. Yep. So Ren, >> um, so in my to piggyback off of the like noticing the political divide thing, that's actually what I'm researching in AP research this year is the extent to which politics affects students like both academic and social well-being. And I'm finding some really fascinating results on how um I think obviously the political majority is like a more liberal view and like conservative kids feel super um unseen and they feel teachers like enforce their values and a bunch of stuff. And I'm doing my oral defense in like five days. So I'm happy to make a shortened version of that. It's like 50 minutes long. um and present to you all the findings on like how what

104we can do to try and make um the schools less divided and so by pointing out like why kids feel that way. So if you're interested it's okay not um I can present my findings because it's actually really fascinating and I think it's for >> and it sounds like maybe you would even do it for the staff because I I do think we we need to have this conversation. I do think when we think about students that are in the minority that do not have the high representation conservative students in our school uh fit that and we need to identify areas that we can address it. So maybe certainly we can have a conversation about even talking with the staff. >> Yeah, I'd love to. It's it's something I actually really care about because I've

105noticed the divide more um especially like with like super enforced political opinions online. It's become a bigger thing. So um my intention is starting a club called Can We. It's going pretty well. It's slowly becoming a partner school. Um, but that's where I'm at right now. So, I'd be happy to talk about it with anyone and the findings I found cuz it's it's really interesting and important to me. >> Can we about having civil >> like bipartisan conversations and like learning how to discuss with like opposing people cuz honestly I don't think that happens much in school at all. So, um, then that's another finding for my paper. So, I'm happy to talk about it with anyone. I'd love to present it. So, yeah. Yeah. >> Thank you, sir. Thank you. >> Thank you. >>

106Appreciate it. No, >> the one thing I neglected to mention on Dr. Neil's visit is that the tour of the high school was given by two of our students who did an amazing job. So, kudos to them as well. Standing committee reports, joint curriculum meets April 13th at 4 p.m. Finance met March 4th, minutes attached, also met before the schoolboard meeting this evening. Becky. >> All righty. Um, year to date, uh, fiscal year 6 targets based on 20 of 26 U payrolls that run through March 27th. We are targeted to spend 76.9% of our budget. We're actually at 70.1% and fiscal year from a year ago we have spent 70.5% of our budget. >> Okay. Thank you. Next up is joint policy met March 9th minutes attached. >> Yes, we have a number of first

107reads that we need to approve. I will move that we approve them. >> Second. >> Any discussion? Y. >> Yeah, I just had a question and I don't know if uh policy committee can clarify it or not. I noticed there's a change to the relations with local wells change to relations with local county and state law enforcement officers or authorities. Um can you or somebody clarify why we're taking federal out? >> Um it had to do with ICE I believe the minutes. So, I'm just wondering, um, so I'm a former federal law enforcement officer. My cousin's a federal law enforcement officer with US Fish and Wildlife Service. Um, where are we going to draw the line with not letting federal officers come on campus? Is it on campus or in the buildings? What specific what

108line are you you're >> No, no, no. I'm wondering where are we going to draw the line with not allowing federal law enforcement officers come to this building or campus? >> So, can I give you examples or questions? >> Well, let me make sure. But that my question was serious one. What's what's the language that's in which policy that you're concerned? >> The language is taken now taken federal out. >> I don't think they took it out. I think it's added. >> Yeah, >> I think it's specified. >> So, relations with local, county, and state. So, federal there's no relationship with federal. >> There's no policy about federal law enforcement. >> Okay. So, will we allow for federal law enforcement officers if there's a law student uh on campus to come to campus? this I

109I believe the intention of this was to make sure that we're not saying we're going to allow ICE officials into our school. So that's the intent. So there's nothing written about federal law enforcement. So there's nothing preventing that from happening. I'd say that's up to the discretion of the building principle of whether or not they're going to let somebody on campus. And this this just says that they are welcome that they may enter, you know, for specific reasons. Um I would assume that people are going to be reasonable, but if there's a missing student in some I understand that, but I just think there's a lot of um it's just sending a message. There's a lot of different districts in this state that welcome federal law enforcement officers and they're all around us. They're not

110just ICE. We're talking National Park Rangers. We're talking DEA, we're talking ATF, we're talking US Marshalss, they're everywhere in this state. And they they've invited other districts have invited these federal law enforcement officers into their schools to learn for active shooters, for other different scenarios. And I think it's sending a message that yeah, local, county, and state, you guys are welcome. Federal, we don't want you there. And I think it's I get the ICE part, but I think you're sending a message saying federal law enforcement officers maybe not. So it's at the discretion of the principal. >> Well, if I could, you'll see that the there are no substantive changes to the existing policy that expressly, you know, to to to Maria's point that say that a person can't, you know, uh do A, B,

111or C. The one substantive change I would highlight is the addition of a judicial warrant as being required because we've seen how the distinction between an administrative warrant and a judicial one has caused a lot of problems elsewhere. But I mean substantively I think you've actually I I'll turn around. I think this is sending a message and it's exactly the message at least that I supported and that is we don't want to encourage ICE or give them any idea that they can come by here and >> so why don't we just say ICE why are we saying why are we leaving federal law enforcement out of like why don't we just say ICE is not welcome or something like that we we're talking like federal law enforcement come Olympics um we have cross deputized county

112guys that are federally deputized So, we're talking about them. It's just really putting I don't know. I just I feel like it's really pushing back a lot of officers that have done advanced training that have advanced resources advanced. A lot of the states or a lot of these districts in the states will bring in federal law enforcement officers to train their county guys because they are so well advanced trained at the federal level and they have resources. And I just I get what you're saying, but I think it's a the local county and state. So, I think if you guys are trying to keep ICE out, that's fine. I agree. Don't keep everybody in the federal law enforcement out. I think it's just really I don't think there's any to keep everybody out. I think

113it's the same reason why when all this craziness started, we scrubbed DEI from our website because, you know, they can do searches. I I don't really want the name ICE coming out of our policy name, frankly. Okay. >> I don't want to list them separately in the policy. >> I have a question. Um, so if I'm following the track changes, unless I'm missing it, I don't see the word federal being removed. What I see is at the top in the headings of these two um policies. We are specifying the type of law enforcement by naming local, county, and state. We are not adding the word federal. Is that correct? Am I okay? >> But how would this policy keep ICE out? There's no >> That's what I'm also under That's why I'm struggling because you

114get into a school with a you know this with a bench. >> This is how we are going to have a relationship with local, county, and state. >> The relationship with other like federal is up to the principal. But that's I guess what I I'm wondering is why wouldn't we have a policy for interacting with federal law enforcement? It seems much riskier to leave it up to the principal. >> I I feel uncomfortable. We have a procedure. >> Yeah. >> For ICE. >> I remember that we that we use. It's not a board policy, but like the last question you asked me about surveys. I mean we have 125 protocols right that are not policies that guide how we work. So we do have something around um ICE officials. The I would venture to say

115the reason why this came up is because the way it was written it was saying ICE is welcome to come on campus because it it just was a general overall thing. any law enforcement is welcome to come on campus. That's what precipitated the conversation of well, let's just specify this is about local, county, and state. The omission of federal simply means there is no policy that says anything about federal law enforcement. Um because the minute you say federal, you're including ICE. we have something else that internally with how we are going to deal with ICE if they come on campus. >> So then that makes it clear that everybody else who Lori listed there's no policy. So there is a relationship. >> I don't see it that way. I see I see local county and

116state. I see what you're saying but I think that it's clear that you guys are not you're saying Maria that they're these guys are welcome. Right. I would say that these guys have these stringent requirements in that the people who are not listed in here. >> So it's less stringent for federal law enforcement to come here >> unless there's the policy >> procedure. >> I see that these people have there's a there's a checklist here on how they are contained about the relationship. And I Lauria I would say and this was like this isn't me this was a policy discussion but I would say that this there was never a discussion about trying to keep federal agents as a group out of the schools. So that that's there's no intention here for anything that you're

117talking about. It was specifically without saying something, you are including ICE because it just it doesn't specify. The committee felt that if we specified and didn't include federal, then it's sending a message like this does not pertain to HU ICE and we have something else going on for ICE that's not published to the world. But for the rest of those federal agents, there's just nothing. We have there are thousands of things that happen in the course of the year that we don't have a policy for or procedure and we're just dealing with it as it comes up. So I don't I don't think there's any intention on anyone's part to prevent any of the things you're talking about. I would say typical practice too and Jen you can speak for rock you know Rockport different

118from Camden maybe is like I'm meeting with Rockport police chief next week um again just to review emergency protocols. We kind of work with like local and then out and then I we tend to say are there other people or resources we should bring in if we need higher level looks at things. We've done walkthroughs with like an audit of our campus and safety I think with a federal I don't remember what the department was. We also have I I think about them as like a resource and as visitors we kind of treat them like a general visitor. I walked out on my campus seen a police officer on my campus had no idea where they why they were there. they were these people and I still went to them and said, "Why are you

119on the campus with a gun? You're looking at kids." You know, like I think we would treat all those people in the same way. Um it's like they're they fit the visitor group of people and each building's different. You know, the high school we're all locked. Um but entrance to those places is different. Um and all expectations are you coming in through the office kind of thing. I don't want you to think like as administrators we would exclude them as our resource. In fact, I think we do a pretty good job of like who else what should we look at the I love you guys framework we adopted as a national framework um even though we like looked at it through the lens um of like how it would be implemented locally if local police

120responded to something but just in our level I would and that was not the policy discussion I'm thinking more about practice at the building level um we don't see them as an other body they're just not as available necessarily to us in the way that the local departments are Um and if they're suggested as a resource, we have access them before. Yeah, I don't know if Jen if you want to add anything at the building level about that or that's a good job. >> Um I see your point, Lori. Um and and yet I just want to share like my perspective in terms of reading it. >> It for me I really need to work hard in making sure because I do access local, county, and state. And so when you've listed all the federal

121relationships, you know, we use them probably as guest speakers more than I use them as like I'm dealing with this issue with a family or a kid. And so I think maybe I didn't that's why I didn't go there. >> When when I think of law enforcement, I only think of these three resources, which probably is a very blessed place to be that I'm not thinking at that level. So I don't want to pretend that other schools um don't have to engage at that level. But but that's how I read it. But I can totally see why you're asking. Um, it makes sense and yet I will say these are the entities that I really need to work hard at making sure that I have them in the building consistently because if something happens at

122the school, I need to make sure that we maintain some level of normaly even though we probably are dealing with something that might be urgent in that uh particular case. So, but I see where you're coming from. I totally do. >> Okay. is I'm you know items one through five list very specific protocols for law enforcement to enter and under the conditions under which they can and how they do it. Do those protocols not sufficiently address concerns about federal law enforce enforcement entering campuses? Because I guess if we've already specified how and when, why wouldn't wouldn't it be safer to apply those to federal law enforcement than to have no board policy on federal law enforcement? >> I might say that things that I read in the newspaper, there may be emergencies declared that a

123reasonable person might not consider to be an emergency. For instance, under 1A. So, we could be told there's an emergency here because there's a threat and it might be a sixth grade student who we don't see as threatening at all, but maybe they're uh sure. >> You know what I mean? Yeah. >> So, like I feel like I don't know if I agree with that because I think that there are very different perceptions of some of these things happening now of what threats are, what is an emergency. Um, >> so does that mean federal law federal law enforcement cannot enter? Because I guess from from a wording standpoint, simply because we're not specifying them, >> I'm not sure we're saying they can't enter. >> Correct. >> There are all kinds of people who might come

124on campus that we don't have any policies about. to if I could >> so the FBI can come on campus, you know, if there's a need or or whatever, I guess. >> Well, I would say I mean FBI's an example I was thinking over in my head >> that like I think that the FBI is getting involved in some unique things that they didn't used to get involved in. If we had FBI show up, I think we'd be a lot more hesitant than if we had the Camden Police Department show up. And that's where it's like we're I think it's like that might be like ICE like you know let's take a beat here. We're not sure we're going to let you onto campus because an FBI agent's never been on our campus before and

125let's call the local police and see if they know of some national emergency's happening on our campus that we don't know about. So I actually think that this enables us to it there again there is no policy. So an absence of a policy doesn't mean something can't happen. It just means there is no policy about that particular thing. Um so it leaves that discretion up to the judgment of the people who are on campus at the time. >> That just feels fundamentally more risky to me. Like I I I may be mis I mean I understand the principle of it but I would I would feel so much better about no offense to Jen or any other building leader who I think has excellent judgment like I think that that's also a danger to them

126not to have a policy that doesn't dictate how they treat federal law enforcement. That that's my take. >> So if I could Yes. If you look at the numbers one through five, these are carving out specific exceptions that basically are easing and preventing or I guess creating situations where Jen doesn't have discretion to uh to say you can't do this. So, it's actually the absence of a policy is stricter in terms of assuming as we all do that we're trusting Jen to exercise her discretion in a reasonable way. This is saying that if her discretion ordinarily would be that law enforcements can't enter the school premises uh under A, B, C, and D under one. Uh we're spelling it out here so that she can't say no in those circumstances. >> She would have to

127think about it if they were federal law enforcement offices. That would be Jen would if if Jen reasonably if if Jen in her exercise of reasonable discretion said uh-uh then that's it. And there's no board policy telling her that she's wrong in exercising a discretion that way. >> There is a policy called administration in the absence of policy. >> What does that policy say? We'll get out. We'll get out. >> Well, all right. I'm not an attorney, but it just it I don't know. It strikes me as >> I I you know, I don't Okay. >> Okay. Do we have a motion or a second? >> It's already It's already second. >> You moved. I second. Didn't you move? Yeah. >> I think you moved and I second. Yes. >> All right. Any other discussion?

128All those in favor? Opposed? Okay. >> Can I say something? >> Yes. >> At the policy meeting, um, we had talked about the Mahoney scholarship policy that we had that's under the list of ones to review. It's the one to resend. And the task had been coming out of policy committee for me just to look at if the Mahoney policy stipulated the no the Mahoney scholarship stipulated that we had to have a policy about it because we have let's say 40 scholarships and only one that had a policy which didn't really make any sense. I I found the original documentation of the Mahoney scholarship and nothing in it dictates we need to have a specific policy about the Mahoney scholarship. So that's why it's on here to resend. So that came out of policy that

129if that was the case, we'd resend this policy because it's just a little weird that we had a policy about one scholarship. >> And Marcia, do we have to vote to resend? >> Yeah, we I would think so too. >> So I'll move that we resend the policy. Second. Any discussion? All those in favor of resending policy. Okay. Thank you. >> Facilities met March 16th minute minutes attached. >> You want >> I don't know. This is your last one. I guess >> I think >> Oh my gosh. Uh look to the minutes. I'm sorry. Uh I mean the big upshot I think we teased at the last meeting uh was that there was a report that um a bid has been accepted or uh to replace windows. I'm sorry. >> Yes, windows. >> Windows. >>

130This is why I shouldn't make bam. Um and um yeah, because the other stuff was for the middle school. So supposed to say about fundraising. >> So, we each fund raise about $5 million between our athletic needs and our strong monitorium needs and we the opportunity of considering different fundraising options. Um, and then I think Marcia brought up the idea of a bond. There's a lot of issues with fundraising in terms of figuring out a determinant time at which we would have all that money that we could actually end up costing ourselves a lot more money in waiting trying to raise the money. and also the fact we have to pay someone potentially to raise the money. So for every dollar we raise, maybe we're giving 15% of it away to uh somebody who's doing

131that fundraiser, which means we have to raise even more. Um so I think our ne next task is in the fall to explore with the community the willingness to consider a bond for those capital projects to support some of the ongoing needs in terms of an additional field, um lighting for fields, scoreboards. I don't know that the 1.8 million listed for athletics is the right number. I feel like that was a little bit higher with everything, but and then about um 1.5 million for the STOM for upgrades and uh replacement seats, things like that. Um the STM has a kind of shorter timeline in that one of the big needs they have is about $50,000 for a new curtain. Otherwise, we have to treat the curtain that's there in three years. So just one of

132many timelines that we were considering. >> Marley, did I miss anything? >> So sure, we're thinking about going to bomb instead of trying to raise the money. The last big project we had was the bleachers out there >> which was largely staffled, but it's I think $175,000 in 2013 and it took like three or four years to raise that much money. We tended to be raised millions of dollars in this moving target, the price constantly going up. It probably take 15 years to raise this money. I mean, even if you had a professional fundraiser, you know, there's only so many pockets to count and when we raised a lot of money here, MBNA was in town. Those are different days. So, I think, you know, it's really good to explore a bond >> and we

133do think that there would be money available to supplement the B like to support the bond through your capital reserve too. We wouldn't be bonding for 100% of the amount. And we did talk about that and after the meeting I recalled that we also have talked about using that money for next year's siding and windows project instead of going to bond for next year. So I have left a list of all of the potential uses that we've talked about for the capital reserve for Leanne so she would know that. But I just need you to know it's for more things than we have money for that we suggested we use the capital reserve for. So that will have to be a discussion because there are many potential uses for what will likely be a little

134over a million dollars in the capital reserve to be able to use for something. So it could be used to fund all of next year's the phase of the windows and sidings project. So we wouldn't have to go to bond for one year for that. It could be used for all of these needs. Could be used for a multitude of things. Just just know that there will be competing interests for that capital reserve money and the board just have to think about >> well I think it'd be smart to go to bond for the things that are most appealing to people to want to fund >> siding and is not a very sexy item >> because it's a necessary thing >> well it's necessary but it's not like something you get to go watch your

135kids you know use that you'll have to think about >> when you say bond like the least his purchase. I say to make sure I thank you for clarifying. >> So that thing we just talked about would would not happen. >> Everything would potentially happen. It's just what would we use the capital reserve to help fund the windows and siding project, all the athletic fields and strong. >> Yeah. Or some other >> or some others. >> A note >> thing. Yep. >> One last question. I'm looking at the minutes and we're talking about a $5 million bond. Is that correct? Or >> like right now that's what we think it was like about 1.8 for all of the athletic current athletic fundraising needs. 1.5 for the new athletic field and whatever it was for strong

136altogether would be about $5 million right now. The longer we wait, the more that will be. >> The STO has already been fundraising. Do we know where they are at? May send us a report. Do you know Jen off the top of your head? Didn't they basically >> spend it? >> Did you see our new lighting? You're going to love it. >> Just not the stage curtain. >> I don't know why. Again, Marshall mentioned sexy. I guess lights were top of the list. So, need to see. All righty. Joint personnel met March 24th minutes attached. We have some updated new job description. >> Yes. Um I move that we approve the job description. >> Second. Any discussion? >> It's just a clarifying question. The prek program coordinator is Why are we talking about that in

137the CSA? >> We don't approve that. Oh, okay. >> Combined minutes. >> Oh, approving everything but that one. >> Got it. Got it. >> All right. All those in favor? >> Thank you. >> Board advisory committee report. Midco School of Technology. >> So, the approved minutes did not make it into the packet. Lewis will email them out to the boards. Um, they just finished their Skills USA result. They took 43 students from MCST. Wow. 10 earned gold, three earned bronze, and six of those gold will go to the National Skills USA competition in Atlanta at the beginning of June. And they are just finishing up their student shadowing for next year's applicants. and Osprey Nest Cafe, which is their baking, pastry, culinary program, they've reduced it to three weeks this year instead of six weeks,

138and they are completely filled up. So, if you don't have a reservation, try next year. >> It's really good. Um, >> are they still making sheds? >> The carpentry used to be build doing that kind of building. >> Built one. I cannot >> cuz I think the the SAD needs to buy one. It would be nice to look at >> for the prek, right? >> Yeah. Do they take commissions? >> They used to at one point when they first started ask them to fashion us tools and things. >> I think it'd be really nice to have that come from >> I can ask. >> And just a note for next year, we usually do try to do a board lunch over there. So trying to make sure we get in on time. >> Food's good.

139>> Okay. Future agenda items. >> Sold out. >> We have a couple things and then we're adding >> surren uh your presentation for next month. >> Okay. And with that I will journ at 858.