001Good evening everybody. >> Thank you for being here tonight and uh this is the one meeting a year that I have to call to order because we elect a chair and vice chair this evening. So if you could if you would rise for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> So, next order of business is uh 3.0 and it's nomination and election of board. Well, we have to do board chair and vice chair tonight and that's in our policy BDB. And so we'll start with board chair and I'd invite any board members to nominate someone for a chairperson. >> Patrick >> Jamie, sorry. >> Sorry, >>
002you scared me. >> Go ahead. >> Sorry I'm not able to be there in person. Um, but I just want to recognize Lou for his outstanding leadership over the past several years. Um he's the type of leader who is fair, gives everyone a chance to speak, and is really great when there is any amount of contention. And therefore, I'd like to nominate Lou as a board chair. >> Thank you. >> Okay. Thank you. Um any other nominations for chair? >> All right. Hearing none, then we'll close the nominations. And all in favor of Luel is continuing as chair. All right. Unanimous. >> All right. Thank you. Congratulations, Lou. >> Thank you. >> Next, I invite a nomination for vice chair. >> Yeah, I'd like to uh nominate Jamie. Um just always wonderful working with her.
003She's been she's such a great team player and leader, and she really knows how to balance everything uh together, and it's just uh it's just a joy working with her. So, I would like to uh nominate Jamie Door, >> second by Megan. Any other nominations for vice chair? Right. All those in favor? Okay. Thank you. Congratulations, Jamie. >> So, at this point, I'll turn the meeting over to our I won't say new chair, but our continuing >> continuing chair. >> Yeah. >> All yours. >> Thank you. Well, thank you very much. Thank you for the the vote of confidence. Um, and both of us uh um before I go forward, I don't know Jamie if there's anything you want to say. I'm sorry you can't be here today, but um it's always wonderful working with
004you and uh you know, we have a great board that we work with and um just appreciate everybody's vote of confidence. >> I would second that, Lou, and just really appreciate the respect that each of us has for one another. Um and it's a really outstanding board when you consider things that are happening. um throughout the country. So, I just want to thank everyone for that. >> Thank you. Uh and so, speaking of that, I'd like to just recognize Rachel Morse, our our newest member from Arasic. Welcome and we're glad to have you and we really appreciate you being here. And of course, we're all available and got questions or you know, um know you were a teacher for a long time and you still work in the field of education, but uh it's a
005little different from this side. So if you have any questions um you know feel free to call on us and ask and we uh look forward to your perspective. Thank you. Uh I think we'll move on from that. Um new year uh January uh trying to get through January with all of our uh I think our biggest challenge might be uh remote learning when the snow comes back as uh we've had more snow days I think than we thought we'd have at this point. That's going to be a challenge for the administration. Um, but uh let's move on to uh we got a lot of stuff today, a lot of good stuff. So, let's move on to the uh approval of or of minutes. Anybody have any comments on the minutes? If not, can I
006have a motion to approve? >> Yeah, >> I move approval. I move approval. >> Okay. and do a second. >> Thank you. All in favor? Okay, we move on from there. Any uh do we need to make any adjustments to agenda? We all set uh public session. Anyone from the public? No. Okay. And I'm going to hand it over to you, Patrick, for uh our first staff report. >> Yeah. So, we're very happy Mr. Walsh is here tonight, but also Becky Glenny, our STEM plus M teacher. Um, a lot of you know, a lot of you came to um, you know, the kind of the ribbon cutting ceremony that we had. We're thrilled with the program. Um, you know, $500,000 worth of of grant money over a period of time that brought us a lot
007of the curriculum materials, all of the furniture, all of the technology that's in there. And u, Becky has been a trooper. I mean, she went to the training this summer. She's been very um, very much a team player. took this on kind of kind of at the last minute and uh as and and the students have been very excited about it. So, we are thrilled to have you here tonight to kind of walk us through the program and share kind of your reactions to it as well as some of the students reactions. So, thank you for being here. >> Did you bring us treats? Are we able to put my presentation up? >> Yeah. >> Thank you so much. So, my name is Becky and I teach STEM over at Bath Middle and I am
008just talking a little bit about the grant and kind of what that's looked like over at BMS this year. Um, I've got a mixture of pictures from the uh STEM PlusM like official website, but also from my classroom to kind of show you what's been going on. And I'm going to kind of break down the grant and what it's looked like. So far, I've only taught it with my eighth graders. The way uh BMS is structured this year. I teach all of my I taught all of my eighth graders in the fall. This second trimester is my sixth grade curriculum and in the spring I'll be teaching my seventh graders. So, the grant was roughly half a million dollars as stated over five years. This supported the remodel. You can see my classroom uh on
009the last day of school and then you can see it uh during pre-planning as it was starting to get uh full of all of its equipment. And uh this also covered the materials used to teach the class. So all of the consumable products that we've used will be covered for the first five years. Uh this is a one semester program that the uh company very uh graciously broke into two trimesters for us. And so seventh and eighth grade students are using the uh grant curriculum. I have a couple of copies of what the curriculum map looks like and what the log books look like. I'll just pass them. You don't have to look at them if you don't want to, but it shows you kind of what the kids are seeing and what the pacing
010looks like for the students. Is there a way to get it to the next slide? Thank you. Uh the grant itself was meant to support CTE careers. The M and STEM plus uh M stands for manufacturing and it's also really related to the science standards that the students were already learning. These are uh the six main branches of what the curriculum covers and in each of those are a bunch of like hands-on labs and uh career connections. Bath Middle was chosen for a number of reasons. This grant focuses on middle schoolers with the idea that middle school is a really good time to begin exploring career pathways. Bath also has some really great opportunities for students who uh enjoy this. They can continue their learning when they go to the high school if they choose
011to apply to BAT. There are also a lot of community connections over at BIW to give students ways to apply what they're learning now and in the future. Eighth graders began the curriculum in September. Their first uh unit was intro to manufacturing which had a heavy focus on hand tools and careers in manufacturing. I've got some like little uh nail string art that the students made. Um for better or for worse, I get the ones that they don't want to take home. So, there were some really really cool ones, but these still look really awesome and they did a great job. Some of them it was like their first time using a hammer and they were given a wide variety of nails. So some of the kids like split their board completely in half the
012first time and so it's just a great way for them to see new things. The final project in this unit was building a cart with a variety of hand tools and you can see two of my students uh celebrating their victorious cart. Um this was the very first unit that they did. From there the curriculum broke into rotations. So I was essentially teaching four different things at once. So, six kids were doing 3D printing while six other kids were uh using CNC machines to make marble ramps where six more kids were doing a deep dive on electronics and then six more kids were doing the robotics unit. Uh right here I've got uh Carter's robot and I've been I promised him back in November that I would bring his robot. He spent not only class
013time, but he came down during his lunch in enrichment to make sure this robot would get done. Uh he did not use a guide book for this robot. He completely built it from his own like creativity, which was really cool to see. Uh in the electronics unit, the students were not just building uh things on the circuitless breadboard, but they were also learning to solder. And they created these cute little blinky boards where they had to make sure the correct the current was going in the right direction. They had to solder everything themselves. And I was a little bit nervous the first time I handed an eighth grader a soldering iron. But everyone was good and nobody got injured. And I'm really proud of them and me. And then this all kind of culminated in
014their final project. And this was a race. I set up a 20 foot water track in the back of my room, which was another thing I was a little bit nervous about having a giant pool of water for like a week, but it went really well. The uh students use skills from the four rotations. So, on this boat, you can see they designed and printed their uh propellers with the 3D printer. They uh soldered their motors in place and they did all of the wiring themselves. And then they built and planned the rest of the boat to race down the aquatra. And then unfortunately the photo is not great, but that's a picture of my whiteboard with their data that they were collecting, showing how the uh weight of what their boat was carrying either
015helped or hurt their boat. Some of them were shocked that uh more weight helped their boat because it sunk the boat a little bit and made the propellers hit the water better. So, it was a learning experience for everyone. I've got a little picture here of Timmy the boat. And I also have a video of some students who uh wanted to talk about their project. I do not have Timmy here with me today because Timmy was such a celebrity that he went home with the students and he now lives in a uh student's house. But uh this is Timmy the boat maybe. And then just a quick summary, uh, all units had hands-on projects as well as career connections. Uh, I surveyed the students, uh, pretty frequently to try to get student feedback, and 88%
016of them agreed that they liked the rotations at the end, which is a lot for eighth grade in my opinion. Um, currently the sixth grade curriculum has units that uh complement what they're learning in seventh and eighth grade even though it's not uh based in the grant and uh seventh graders will complete the first half of the curriculum in the spring. So right now I've only seen the second half of it uh with students. But yeah, uh thank you guys for having me. Is do I have any questions or anything I can help with? >> Folks have questions. You go first. >> Go ahead. >> I have lots of questions about lots of things. Thank you, Becky. That was wonderful. Um, do you think after you get done the full curriculum and have a time
017to kind of like reflect on it and find, you know, your ins and outs of it? Do you think there'd ever be a unit that you could take out of it that wouldn't maybe require a whole lab? And I asked because I'm wondering if it's like scalable to do at Woolwitch. you know, if there are if it's sometime some things you can't take apart because they all rely on everything else. I totally understand, but I was just wondering if maybe by the time when you reflect on it at the end of the year if there might be something that you could share because it's a great opportunity. >> I definitely think so. I think that especially like the intro lesson would probably be something that could be applied across and that one really gets into
018like what is the engineering design process and that would have equipment that would be easy to move between schools. Um, I think that for some of the like rotational based stuff, it might be harder because it's bigger equipment that would be harder to move, but I think some of the units it'll think it'll be easier for me to know once I've taught seventh grade because I think those are the more um the units that might be a little bit more applicable in that situation. >> Kurt, you thanks for that presentation. Um that was really interesting. Do you is it the whole student body that is part of STEM plus M? >> Yes, I teach essentially every student in the school. The only students I don't teach are the students who are in our A program
019and I'm working with uh Leah and Micah to uh teach them in the spring, but we agreed that it might make more sense for them to do the seventh grade curriculum because they have six uh seventh and eighth grade students. And so, uh, throwing them into the eighth grade curriculum might not make sense. So, by the end of the school year, I'll have taught essentially everyone in the building. >> Great. Um, and then I saw in the video in the background, I think on the wall it said builds submarines.com. >> Yes, that is one of the big sponsors. >> That was Yeah. Okay. Yeah. Cool. Thank you. >> Go ahead, Kate. I'm curious compared to past years um and this year with this curriculum in 8th grade how you feel engagement of students compares. >>
020Uh I think it >> obviously every class is different but I'm wondering if you're finding I guess what I'm asking is they seem 88% or 80% whatever it was of eighth graders to like anything is a very big deal. Um, and so I'm curious what your sort of thoughts on that are. >> I felt like most students were pretty engaged. There were definitely a handful of students who really liked this curriculum more than before because they felt it was more geared at something kind of based in the real world. There were some kids who really struggled with it being as digital as it was because most of the lessons I give an introduction but then they get the meat of the material from videos and that doesn't work for every learner. It works for most
021of them but not all of them. You >> have a question. >> Oh, Katie asked my question. >> Oh, Katie asked your question. Rachel's Yeah. No. Um, it was a great presentation. Thank you. It tell me again what's the the time like how long are they in there for >> It's a fiveyear grant. >> No, I meant Oh, sorry. >> Is it a Is it the >> It's a trimester. >> So, for one trimester. So, every >> So, it's in rotation with other things that they're doing. >> Yes. So, students will take STEM for one trimester and then they will take health for a trimester and then they will take art for a trimester. >> Okay. So, that's the rotation. Okay. Yeah, great. Well, thank you very much. Really appreciate it. Thanks for being here
022for me. >> Yes. Thank you. >> Okay. Um 10.0 student board, you're up, Charlie. >> Okay. I guess I'm on my own tonight without Charles, but that's okay. Push through. Char. >> So, it's the start of the second semester, which means we had midterms last week, and those are all out of the way. And during exams, we had eighth graders from both Woolwitch and BMS come up to visit all the Bath Tech programs. And it's definitely a little bit chaotic at times in the lunchroom, but it was really cool to see the next generation experiencing all of the all that Morse has to offer. As well as those programs, sports, and winter sports are in the height of their seasons. The next indoor track meet is Thursday at Bowden. And then girls basketball is playing
023home both today and Friday. So, they have a busy week. Um, unified basketball had their first practice of the year today. And they have another practice or two, but then there'll be some games to come, which is really exciting. And then during sporting events, the boosters have given clubs and teams the opportunity to have a snack shack takeover where they can run the snack shack concession stand out there and receive 50% of the profits for their club, which at least drama club, interact club, and girls lacrosse, and bathtech have all taken advantage of, which is it's a great way to get students out to these games as well. As for clubs, Mid Coast Youth Activists, which is relatively new, organized a poster making today to raise awareness for different issues in the world and our
024community going on. And I think there was a pretty good turnout for that. And on the Friday before Martin Luther King Day a few weeks ago, SC hosted a lunchtime meeting here in the Fishbowl and they had Martin Luther King speeches playing on the Prometheian board so students could come or teachers and hear him talk. And it was cool because a lot of people hadn't actually heard his voice before. and I had neither. It's super powerful. And yeah, that's pretty much all. Second semester is just beginning, so lots more to come in the rest of the year, but that's all. >> Great. Thank you. Any questions for Charlie? That's great. Thanks so much for the report. Yep. Second semester starting. Good luck. Um, okay. We are to the superintendent report. Patrick, go right ahead. Just
025a few items. We had I think 25 to 30 staff that were trained in the SEAG which I sent to you guys, but it's really comprehensive school threat assessment. So if a threat is made at one of our schools, could be at the elementary level, high school level, it's a researchbased program out of the University of Virginia that allows our there were teams of social workers, guidance counselors, administrators that were here and received one part of the training online and the second part in person. And so it gives us a common understanding of how we would approach a threat, verbal threat, um, typically, and to find out if we if it's a transient threat or if it's a a very substantial threat. And there's different levels and there's forms to use. And so it again,
026it puts us all on the same page. Um, we can bring people from different schools that have had this training to a school that we need them at. And so it's we plan to do a more of a in-depth presentation with the board so you can hear more about it at a at a future date. So, but very well received and the person that did it, um, Mr. Babcock from the state, it was it was very effective. Uh, winter kids, uh, Fittsburgh is part of a four-week competition that encouraged students to get outside and, um, be healthy during the winter months, which is is good right now. And, uh, they're competing against several schools across the state for a cash prize of $5,000. And knowing Nah, they they got a good chance. She's a competitive
027person. So, they were on channel 8 last night for I think I can't remember exactly what it was called, but they they had to do some type of um competition and they were recognized last night on channel 8, which we'll get up on our website soon. I think you saw maybe in Jason's note, Witch Student Leadership Team. It's all all the ideas all come from the students and it was great to see that they led a start with hello week, which is really an event promoting kindness, inclusion, and connection uh for all students at Woolwitch. So again, I'm continue to be impressed with that leadership team. Here we have PALS, which is new and that is a new peer tutoring program that we have here and um students have been nominated by staff is what
028I've been told and ser serve as peer tutors and that will also help us with our tier 2 intervention that we do here at Morse. And then lastly, I didn't hear this, but it was passed on to me by multiple people today that last night when the governor did her state of the state address that cell phones were mentioned encouraging the state to have a full statewide ban, but also I think it was a quote maybe from student or Morris was mentioned >> student and so um that's that's wonderful, you know, to hear. So that's all I have. I never know exactly where to put this, but I was reading the board reports and I saw in two different places that um Morris had hosted other schools at the Montgomery Theater to help share that.
029And I think that's just a wonderful thing because it's so nice that we can share all the things that we've done here at Morris with the other schools. And I know it's a scheduling thing and it's so complicated, but I just I just really wanted to show appreciation definitely for that. And um I uh I also wanted to say that you know it was um it was really nice hearing hearing the feedback from the kids but also just understanding that this is this is one of those moments when I love that we hear so much from this is how our kids feel you know all the leadership things and I feel like their voices are just getting stronger and stronger and I just of all the board reports you hear those things and I really
030appreciate I appreciate the kids and the voices that we have in our community. Thank you. >> That's great. Thank you. Anything else? Uh, okay. Deb, financial report. >> And I think our student board rep does a wonderful job >> speaking out. Um, tonight we're looking at December and everything is going pretty much as planned. Um we have spent about $21.5 million so about 44% which is in line with where we normally are. Um I think there's a like three reports that I look at this time of year and one is um basically where we're at with salaries, with benefits, with substitute use. And I just pulled them today and compared them to last year and we're pretty close to where we were last year. So that sort of tells me that we'll probably end the
031year about where we did last year. Um so that's good. I mean it's it's in the positive. Uh revenue we're at um 23 almost 23 and a half million there. And once again that's at 52%. Um, so we're in line pretty much with everything that um we're planning on doing at at this time of year. Budgets are entering all the budget requests from the schools. So pulling it all together to get that bottom line to start that process. That's it. >> Great question. >> Thank you. Yeah, Jennifer, go. >> Can't believe you're saying budget already. up there. Um, so I was reading one of the board reports from our the special ed report about outplacement students that we out placement services that we give to students and even the prek students and I was looking
032at the financial statement and wondering is the special education tuition line is that the total cost for our outplacement programs for sped or is that >> it's outplacement for sped but not those the new prek. The new prek is a different fund number that's funded 100% by the state for this first year. So, >> and then next year though, that expense will come into our budget. >> Um, no, it shouldn't. No, next year. >> Okay. Not next year. Okay. >> And Karen's working on, you know, trying to bring some of those outplaced um students back into the district. So, >> yeah. Okay. Thank you. She said should be a should be a savings, right? >> Yeah. >> I mean, that's usually that's the hope, >> right? Any other questions >> for Deb where we're at.
033>> Thank you, Deb. Appreciate it. Um fundraiser requests. >> Yeah, that's just a a FYI for you just so that all board members can, you know, understand. Uh we don't catch them all. I'll say that. I mean, there's some that come in after this, but just gives you an idea in the community of what we're asking for for fundraising efforts. So, if you ever had a concern that we're asking for too much or there's one that you think is out of line, then it gives you a chance to ask questions. But, um, anyway, >> any questions on those? >> No. >> All right. Um, 12.0, let's we're looking at uh second reading of the board policies. Um, this is an action item. It's uh 12.1 uh let's see point A JL student wellness. Any concerns,
034questions before a motion? If not, may I have a motion? >> I move to approve. >> Okay, we have a second. Second by Patty. Great. Um any further discussion? Okay, all in favor. Okay, that passes. So, student wellness is complete and under new business, um the main integrated youth health survey, uh Katie and hand over to you. So, I'm gonna pass around slides in case it's hard for you guys to see. And Charlie, I'll start this with you. Um, I'm going to go over just sort of a summary of the the highlights because it's a very very long survey. So, these are just these larger packets are the full responses. One for BMS, one for Witch. do have the more if you guys care to look at them. If you just want to listen to
035the highlights, that's okay, too. But I just want people to have a sense wasting paper of what the full survey looks like. There might be enough if you guys want the slides, too. We'll we'll send it back around. Yeah. >> Thank you. You're welcome. Okay. All right. So, oh, I'm going to stand back a little. Um, the MIHAS or the main integrated youth health survey. Um we have been waiting here mostly at Morse like with hope and excitement that these scores would come in and show us um that all of the things we've been doing um and spending time money on are working and they are they are um and so I have mostly good news to share this evening um which is really really exciting. Um, so just for those of you who don't
036know what the Miha survey is, um, it's a survey that every student, unless their family opts them out of it, takes um, in essentially 6th through 12th grade. It happens every two uh, two years. The last time this happened was the winter of last year. So this is 2005 data. So, so essentially a whole year almost it's every February every two years has passed. It takes them that long to get everything back and to coordinate it and send it back out. So, we've only had our hands on this since early December. Um, and so, um, you can say hopefully we've made even more improvements since this information came out. um when it was given in the winter of 2025, you can see the totals um of the students who took it, it's almost 100% of
037all the students um in the different schools. Uh some schools if they have a 5 through 12 program or their schools 5 through 8, you can have fifth graders do it. We sort of cut we cut it off at our middle school just because um of how our programs in our buildings are K to 5 and then 6 through 12. Um and all the graphs you'll see in the slides are actually Morse graphs because the data comes out in the larger packets you'll see one's Morris, one's wool witch, one's BMS. But I made sure that whatever I was sharing as a more slide was also similarly reflected in BMS and Woolwitch. So we could assume they all look similar. So you didn't have too many things you had to be looking at at once. Okay.
038Okay. Thank you, Jenny. You can go to the next. Okay. So we'll start with all the good news. Students feel as safe or safer and virtual bullying um has oops that should be say has decreased. Um, so let me show you here how to read these. Um, cuz I screenshotted from the large report you're looking at. So the first column that says questions, that's what the students were actually asked on the survey. So you can get a sense of the wording. Um, answers of interest. So it essentially tells you because a lot of these are yes or no or how much um how to understand what percent is shared. And then um one number is our school. >> And then this is how we compare to the aggregate of the whole state of if that
039makes sense. um and their scores in 20 um 23 and 2025. Um these things are also looked at as trends across every county in Maine. And so for instance, Main Health that we do a lot of work with them and obviously Jamie's organization, Mid Coast Youth Center, um they tend to get to look at the Sagada Hawk scores and we actually already had Jesse Chalmer's from Main Health come and present at Morse on the county data and then Morse was able as a staff to look at the broader report and analyze their own um school and so they've seen this as well. And so you can see that the first trend is kids feel essentially safer. Um you can go to the next one. I'm not going to read every single question just because we'd
040be here for a very long time. Um good news increase in students feeling cared about and helped by adults at school. So, one thing we always want to look for is making sure that every student has um a person they can reach out to, someone who um they feel like in a crisis they can um trust. Because when we talk about um the protective factors that actually help students um who have trauma, having one trusted adult essentially to help them um through anything is one of the most sort of robust preventative measures that we can give students. So, a lot of these questions in the survey are actually um items related to relationships and mattering um and relationships. Um and so when scores were maintained or went up slightly um that's when we can sort
041of consider it to be um fairly good news. Um maintaining how students feel about school issues being fairly addressed was something else I put out there. So, question 58 was, "How often do adults in your school address conflict, negative language, and bullying in positive ways to help students?" Um, you can see that this is staying relatively the same and is a little bit higher than the state of Maine. And so I I think one tricky thing and um when main health representatives come and talk to us about this, it's hard to see the little percentages as meaning a lot, but you have to think about that that's representative, every percentage point is representative of many individual humans in a school, our size. And so each percentage point does matter or maintaining does matter um because
042it means that um you know things are at least level or improving. Um okay go to the next other good news increase in students feeling like they matter to the community and encouraged at school. Um, so these scores, um, especially that top one, number 60, um, is something that if Jamie were here, she'd probably be really excited to talk more about. We actually work on grants together with Main Health and Mid Coast Youth Center where we're looking specifically at question number 60 is if students feel like they matter, they tend to have um in a community, whatever that is, whether it's the town of Witch or Bath or Fripsburg or in a school um they tend to um achieve better overall both socially, emotionally, and academically. And so that number going up um from 45
043to almost 53 speaks a lot for the work we've done across this community both within the buildings and without. Okay, you can go to the next one. Um good news mostly. Okay. So, um, some of these questions, if you look at the full packet, um, they are very, very, um, I don't know what word we'd use. They go deep into how students feel, what their tendencies are with any kind of substance use, with, you know, any sort of sexual behavior, even with fruits and vegetables they eat. It kind of runs the gamut in terms of questions. Um, and so one of the other big things we look for overall is just, you know, how are kids doing um, mentally and emotionally? And these are some scores that Saga Hawk as a county in general has
044been very concerned with for a while. Um and one of the reasons why um Jamie started the work long ago with bringing the police together and at the hospital together and when there was um many suicides, youth suicides in our area. Um the if you look at the data here, so the first question is during the past 12 months, did you ever feel so sad or hopeless? almost every day for two weeks or more in a row that you stopped doing some usual activities. Um so the good news is we went from 42% um and you want that to decrease right to 36%. I think the thing that's really hard that Saget Hawk has been dealing with for a while is if you look at the H and the H at the end there, essentially
045what that says is our numbers are statistically more significant um compared to the state of Maine. So in general, if you look at the 35 in um in Maine versus our school in 22 23 that was 42 and the 27 versus 36. While we are making progress, these numbers are still far higher than the average of other counties. I'm going to talk about why because that data also comes up a little later. Um and then suicide ideiation has decreased but also still higher than the state. So you can see the 24 to 20 is us and then in the state it was 17 to essentially 13. Okay. Okay. So just to remind the board of all the great things going on, the partnerships we have, the things you have generously chosen to fund in the
046budget. Um we have our partnerships with NYC um and their waypoint program as well um as just their general organization. Through main health we have various grants um and also we have the school-based health center grant. We also have the CHIF funding which is um all the new main health funding that does the enrichment activities after school that we've started hearing more about. And then um with our police and sheriff departments, they are currently teaching um our substance use and relationship education program called LEADS um which is helping a lot of these issues. Um and then currently our um McKini Vento or homeless liaison um and our grants for families at higher risk of homelessness or who are homeless um is coming through main housing um and that's all being worked um with through NYC
047as well. So there's a lot of people it's not just our school district that's doing this work. Um obviously the increased social work that our principles asked for after CO to not go away I think that has a huge impact um in a positive direction on these these numbers changing. Um I know you know Leslie Trendy has gotten a lot of um international traction for her detention hikes um and become a little bit famous for that but I think you know we are trying um in some areas alternative discipline um so hiking instead of doing a three-hour detention or for students who get caught for substance use getting to choose um a educational prevention program as their consequence and attending that instead we are trying different things that are supportive and try to proactively solve
048the problem rather than just punish for it. So I think that that's also part of this um our new social and emotional curriculum that we invested in last year that's helping students at all levels. We have um SOS is like student assistance teams essentially at every school that talk through students that are at high risk um for whatever reason and develop preventative programming around them. Obviously, our school-based health center has many different services. They also now fund a tobacco and substance use counselor that students can get therapy through. Um and that's starting to get used credit pathways program and our now alternative pathways program at BMS. Um I've already mentioned leads. The dropout prevention committee is um still meets multiple times a year to go over all the different ways we're trying to tackle the
049problems that come up in this survey. And then just lots of alternative programming that we've really branched out, at least I can say in the nine years I've been here, adding unified, adding a lot of different electives and enrichment opportunities for all different kinds of students. Um, all of our clubs that we have, um, our multilingual programming and um, offerings that we provide. And then a a huge one that I think you know Janet Mills gave us the shout out, but I think being the first to take away screens and and really trying to push relationship building um in school and focus rather than um you know social media which we know when we looked at the research causes students to have higher anxiety and depression levels. So okay. So thank you. Um, you know,
050I think the where we see continued challenges, um, this is where compared to the state of Maine, um, the county we live in and the towns we live in, students report having higher levels of worries about safety at home. Um, and this is their reporting. So, if you look at question 12, um, has violence in your home or the threat of violence ever made you want to leave your home even just for a short while? Um, and so this is moving in the right direction. However, you can still see comparatively to the state, this area still has a higher percentage um, of those issues of safety and violence happening. Um, and another pattern that we're seeing in the continued challenges is substance use is also comparatively high. So, have you ever lived with an adult
051who had a problem with alcohol or drugs? Um, and our numbers are, you know, 43 45 versus 35 in the state. This is for Morse. Um but the county data is very similar. Okay. Um I think one positive thing we're seeing is BMS and Woolwitch substance use data is stable or improving which is great at the lower grades. However, um obviously substance use tends to be um definitely a high school issue, although it does happen at seventh and eighth and sixth grade. Um and so it's still definitely something we need to look into here. Um so during the last 30 days, how many days did you smoke cigarettes? That has increased. Um how many days did you lose use an electronic vape? that has increased during the past 30 days. How many days did you
052have at least one drink of alcohol? That has increased. Um you can see at the state levels those levels have either stayed the same or actually decreased comparatively. So again um this is something that's very prevalent in our area. You can go ahead. Um, you know, I think Jen, this maybe um was one of the reasons you were raising your hand. You know, why here? And you can see this question is all about access. How easy would it be for you to get alcohol? How easy would it be for you to get marijuana? um our students are reporting similar to um the state although the second one marijuana is a little more it seems like access accessible here which you can see just by looking around when you drive um and bath um and so
053it's not hard to get um your hands on the students are sharing so the accessibility is part of the issue you can go on Um, I also would say, you know, other than students reporting the violence in their homes and the substance use in their homes and how easy it is to get, I think this continues to be a piece of data that um really is one of the root reasons why some of our scores in this area are higher. I know we've done a presentation for the board on ACES before, but you can see on the left hand side there, it stands for adverse childhood experiences. Um, and essentially they're looking for the percentage of students who have reported four or more. The reason why they're looking for that number, and I've listed what
054they consider the main ACEs. So we have abuse that's physical, emotional or sex, sexual, neglect, that's physical or emotional and any sort of household challenges. So mental illness, household member with substance use, parental separation, household member who's incarcerated or domestic violence. Um, essentially there's a scale that they found that the more ACEs a person can check off, the more likely it is that they will struggle in school with their mental health or otherwise. Um, and so you can see um that comparably to the state, our students do score higher on how many essentially traumas they can um check off. And so we have the two hes um of statistically higher results for students reporting these things having happened to them. And so that's something when we continue to think about what we fund and what
055we promote um no one can learn if their basic needs and traumas aren't being met. And so I think what's good news is we're moving in the right direction. I think, you know, we can't solve everything outside of the doors of this building. Um, and clearly there's still a lot going on for our students. Um, but I felt really good looking at most of these results, feeling like the needle is moving in the right direction. Um, and I did just want to point out one other piece of um, research and I I did say this before, but you can see the asterisk at the bottom that positive childhood experiences or PCES are protective factors and can mitigate the adverse effect of ACEs. So essentially safe, stable and nurturing relationships build resiliency and are the one
056thing that they know helps combat ACEs. So, when we think about the mattering um like do you matter to someone? Does will someone care if you show up? Will someone care if you're not there? Does someone care that you're doing well? That's actually one of the best things we can do for our students um to help combat the things we can't control outside of these walls. So, I just wanted to share that when we think about what we're choosing to spend our time and money on, obviously the academics are really important, but making sure um we're thinking about everything else so they can access academics is equally as important. So, questions, I'm sure you have some. >> Yeah, questions. Who's wants to go first? Jennifer, you want to go first? >> Um, it's a great
057report about very difficult things and I think it's just wonderful that we have this resource. Um, I remember last in the past when I was reading some of the questions sometimes I would ask myself, well, someone's sad. How sad are they or how long the the questions seem to be a little more specific just in the few that you've seen. Do you think they've the the wording and the questions have changed between the two years of data that we're looking at at all? Do you think >> I actually think they try to keep it as consistent as possible? Maybe a word tweak here or there. I I I'm not an expert on how they design the survey, but um I'm not sure I wouldn't want to say more than that. >> It And do the
058students take this at a different time of year every year? Do is it a >> It's always February. >> Okay. Um >> Every other year. Okay. Um and I I got a message from the American Lung Association where they gave Maine a smoke a grade and how well we're doing with smoking and um we've been consistently getting better. and then all of a sudden we fell into a failing grade because of flavored tobacco. Is when they're talking about vaping in here, I think they're talking about vaping tobacco, but does there anything in here where it talks specifically about how >> No, it just refers to it in the questions as vaping. Okay. >> And um I'd have to go back, but I don't think it references whether it's tobacco vaping or marijuana vaping, but it
059It doesn't mention flavored. I think it's all just >> just Yeah. >> Yeah. >> And my last question is I think it's so interesting that the difference between middle school and high school that you pointed out and is there anything in or is there any way of tracking like how that change impacts our students? Like are there students who just started doing any of these things at high school level? Do they ever ask like when did you start doing these things? >> No. You in order to do that analysis, you would have to know how they answered in middle school and it's anonymous >> or the question said did within the question it'd be interesting to say did you you know here's here's your answer and then it was like when did this happen you
060>> yeah and they don't ask. >> Okay. All right. Thank you. >> Um uh Jamie you're on remote. Did you want to comment? >> I'd love to. This is um I try very hard to keep my day job out of my role here at RSU1, but this is the one night of the year I get to just thank everyone and talk a little bit more about um first of all that we have a superintendent or assistant superintendent who can give a presentation that would rival a public health expert is pretty um incredible and something that you don't see throughout other districts in the state. So Katie, I just want to thank you um and Patrick for being open to learning and adjusting and really meeting young people where they are. Um it is getting recognition.
061Um but more importantly, our young people are feeling better. Um and they have to feel better and feel like they matter in order for them to learn. Um, I think the other positive thing that I'm seeing is the um the new leadership at Bath Middle School is has been incredible for changing the culture and and how students view um education. And I want to mention um you know Jennifer you asked about that question and the the question about have you felt sad or hopeless for 2 weeks or more. That question has not changed in the 10 years that I have been looking and studying this information. It's an indicator that someone might be struggling with major depression. Um, which of course is a concern for suicide. And um, that's why they ask those very specific
062questions. Um, also I wanted to mention that I happen to sit next to one of my favorite social workers from the high school. Um, and just so you know, they're all my favorites. But, um, I said to her, you know, there was a time, maybe five years ago, four years ago, that you and I spoke every single day about a number of students. Um, there were times where I would come to the high school once or twice to help provide support to students. And I said to her, "Are we missing kids? because I haven't talked to you for almost two full years in that capacity. Um, and she said, you know, it's all of the work that the school board and the school is doing to meet the needs of our young people. Um, and
063they're actually getting connected to the supports that they need. Um, and I know this can be a contentious conversation when it comes to budgeting, but these are real lives for children in our community, and we should be so proud of this. And the other last thing that I'll mention is um we were recently reached out to by the National Center for Homeless Education, which is in Washington DC. they are hosting a a virtual um conference at the end of February and reached out to our Mckin Vento which is our homeless liaison um at the department of education and asked we'd like to do a spotlight on Maine um do you have any recommendations of of schools that are doing really good work um and they recommended RSU1 and Mid Coast Youth um so Katie and
064I will get to share at a national level. All of the work um that the school board and the teachers and the administration and everyone's been doing um including our partners to really make a difference in the lives of our young people. So, I just thank you all for your support and and um can't say enough good things about CPP. Every day I always have to plug CPP. So, thank you. >> Jamie, were you as encouraged by some of these scores? I'm curious. >> I was incredibly encouraged and I'll tell you that um when the data was released, I got a 10:00 text message from one of my public health experts who said, "You are never going to believe the Mihos data. What we're doing is working." Um and that, you know, just to get
065that she couldn't wait to email me the next morning. Um, I'm very very encouraged and again um, we have a lot of folks that ask us how we're doing this. Um, and you know, Jen, I'll also mention the other part about the substance use and when it begins. Um, we see a lot of kids in grades five, 6, 7, 8, nine. Um, and that's really when the substance use is beginning for a lot of people. and the access since the legalization of marijuana has just magnified um how kids can can access marijuana and then just the misconception that it's a plant so therefore it's totally natural um and of course we know how harmful it is for brain development and adolescent use um but that's all thank you >> thanks Jamie appreciate it. Um, other
066comments, questions. Yeah, Kurt. >> Um, yeah, I just want to echo what everyone said. Thank you for that report. It was great. Um, >> I'm encouraged that so many people are encouraged by this data, but I am feel nervous because just looking at I mean, I'm going to totally cherrypick the data here and not and we could anyone could do that on any of this. I'm just wondering if I'm understanding this right. So, I feel safe at my school. 84% agree versus 2023 when 86.8% agreed with that statement. So, to me, I don't know if that's statistically significant, but um it's telling me that students are feeling less safe. >> Will you Will you go back? >> It's on >> Can you There's like a weird buzzing. >> Y >> Thank you. >> It's number
067nine. I think it's on the second slide maybe. Yeah, right there. So, um sorry, I should have if I had extended the screenshot. Um see how there is the score the range under each score um in their reporting if you don't see like the H or the L the high or the low some of the small percentage changes aren't s stat statistically significant enough so you can consider it if it's with within one or two as maintaining. >> Does that make sense? Is that in relation to the state average or the >> this is where we were this is where we are now >> and so while it's two pointsish it's not stat statistically significant which is why we consider it consider equal and there's there's They're all relatively maintained. Each question has a different
068rage band. We'd have to talk a lot of statistics for me to be able to make it make sense. But how you can read that is they are not feeling much less safe, nor are they feeling much safer. We're essentially maintaining safety. Does that make sense? >> Okay. I mean, I'm not I'm I'm just trying to observe this. I'm not trying to like make any kind of statement. >> Oh, no. Yeah. >> Then I don't feel good about that. I guess I don't know. That's not trying to make it a >> I mean statement. >> Yeah. No, I agree with you. I mean, anything that goes down, I mean, we should be paying attention to as well. I think that one in a conversation I had not too long ago with different school systems, just
069speculation was everything that's going on in the world and um different things that are happening in some states and in some countries in schools. um you know tend to make or can make maybe can contribute to some of this data. I don't know that for sure but that conversation has come up to try to understand why it's um you know why it's increased. >> I see what you're asking now. So is is what I I think we would want every this number to be 100% always obviously right um and essentially when the people at Maine Health who put this out showed us how to read it they that's essentially the and maybe Jamie can chime in if I'm not chime in if I'm not explaining this correctly but um if you think of all the
070kids in the state you're comparing yourselves to how every student feels. And while we always want to have the best scores obviously so kids are feeling supported and safe in every question and making good choices, you really need to worry if the aggregate of every kid is significantly different than how most kids are feeling because then that takes into account what Patrick is saying that when they read that question, do you agree or disagree with the following statement? I feel safe at my school. There could be a lot of different ways, you know, a 13-year-old, a 17-year-old inter interprets what that means compared to what you think it means. You know, some of them might be thinking about weapons. Some of them might be thinking about friendships. Some might be thinking about their report card,
071you know, isn't as great as they want and they don't feel like coming to school and their parents are going to be mad at them is a great situation for them. And so, um, I hope what I'm saying is making sense. >> Yeah. Yeah. I just don't I don't that I don't feel good about those numbers. >> No, there's a lot of numbers here that have gone up that I still feel not great about. >> Yeah. >> But yeah, but I agree with what people said about some of the other numbers um that are I would say improving. >> Yeah. Um, and I just had one other comment is that looking at the question, during the past 12 months, did you ever seriously consider attempting suicide? I don't know if that's the best marker of
072how people's mental health is. Maybe it's more what Jamie said about have you felt sad or hopeless almost every day for the last two weeks. But I have the data for each school. So that question, did you ever seriously consider attempting suicide? The greatest percentage is at Woolwitch, 24.5%. The lowest percentage is at Bath Middle School, 16.2%. I'm going to assume that's statistically significant. And then Morris High School is 20.7%. Which is not what I would have expected. >> Um, >> yeah. And I guess I guess the numbers are going from roughly one in four students to one in five students, which is definitely improving, but it's still really it just makes me it's just it's really eye opening to think that one in five students have felt that way in the last 12 months.
073And I think it's as board members that that is something that we should really be, >> you know, >> not forgetting about even for a day. >> Not that I don't know what we do, but It's just we should not forget that that's I mean that as a as a school, as a county, as a state, and as a nation, that's pretty incredible. >> So, thanks again for everything. >> Yeah, I I have nothing to say. I agree. Well, it is and that's why looking at these reports, which is a a moment in time to kind of evaluate all the things that are happening every day, all these programs, all the work you do every day. And this is just a a moment in time to, you know, take a step back to see, okay,
074how, you know, where are the trends? Because yeah, if there's a lot happening on the substance abuse or the mental health, then we have to talk about well, what what aren't we doing that we need to do? You know, well, this is working, keep doing that. And if something isn't working, this is the time to, you know, do we have to pivot? Do we have to come up with something else? And yeah, we have to talk about it all the time and continue to work on it. And, you know, Katie and Jamie and other folks are, you know, within the school district and these other organizations are doing that every day. And so, you know, this is highlighting it and and showing where we still need to. And so, that's what'll come up. That's what
075will come up during the budget. You know, that's where as a board it's kind of, you know, I think we we try really hard to set the positive tone to to, you know, show what we're supportive of and all of that. And then when it comes down to budget, that's when we have to sit there and say, "Okay, um where if if if we have choice A or choice B and which what's affecting what with this money, how do how do we how do we continue to do that work?" And that's, you know, so there'll be more conversations certainly um regarding that. I appreciate you highlighting it and bringing it up. Kurt, >> are those more reports? What is it that >> these are broken out by school? >> Oh, that's what I see. Yeah.
076Yeah. I didn't I didn't make copies of those for everybody because they're really really long. It has every question. >> Oh, okay. That's fine. >> Kurt's been holding all the information. He's been holding all the information. All right. >> Um, >> I'll be quick here. Um, and Jamie, I don't know if it's to you or to Katie, but um, it's interesting that you talk about going or presenting at this um, at with this McKitty Vinto or being the reference from Mckitti Vinto. When I'm looking at ACES here, I don't see um, in stability and housing or homelessness as part of one of the ACEs. And I was just wondering, is this a subset of those ACES topics? Um and and it's interesting how how it's kind of we're coming back to homelessness with McKini Vinto
077and I know they do much more than just homelessness but >> that that usually falls under um it could be listed as a household challenge but it's also physical neglect >> is home is is housing instability. >> Gotcha. Okay. Thank you. >> Just on that little chart I mean I pulled that chart from who knows where one of the AC's research reports. Um but homelessness is definitely any sort of instability like that. Um it could be you know a household challenge or definitely physical neglect. >> Thank you. >> Food insecurity all those things would be part of that. >> Okay. Thank you. >> Okay. Any any other comments, questions? Um that was uh you know really insightful and thank you for for all your hard work and the analysis Katie. Awesome job as always. Thank
078you for everything. >> Can I say one more quick thing? >> Yeah, of course. >> Um I think um when you're when you're just looking at some of this for the first time, um it's incredibly disheartening and sad and it still is. And so, um, I don't want to sound like it's all roses and happiness, but I think considering how many things we've put in place and how hard we've been working, even the little percentage changes, that's what Jamie and I get giddy over because it is so hard to take. It's nice to see when you get traction because you know that that equals people. Um, so, >> no, that's great. And I but I don't want it to seem like the other things that aren't going well or if something stays the same doesn't
079matter at all matters which is why we'll keep doing it. But at least we know we have a little bit of evidence that you know we're doing something next. >> Everything you're doing makes Yeah. And >> we'll do more. I actually Jenna reminded me I forgot to do the slide of what's coming next, but we'll do more. We always do more. Okay. >> Yeah. And you'll you'll uh Yeah. And you'll update us on Oh, you've got it right there. What's next? And yeah, so there'll be more with that. Um, the other thing that I noticed was even where we might have been higher than the rest of the state, it seemed like where there were improvements, we were at least, if not better in the the change. So whatever happened with Maine, you know, that
080the overall state it improved eight points or something, we tended to also improve eight points. So I mean, it seemed, you know, it was it wasn't like, oh, we only improved one point and then the rest of the state went. So it seemed at least with those examples you gave us pretty consistent. So >> I'll mention too that you know Katie's right. I've been looking at these statistic statistics for the last 10 years and I guess that's why my excitement um is showing because in 2016 when um we were losing students to suicide on a pretty regular basis, those numbers were even more dismal than they are now. Um so I I don't want to lose sight of what Kurt said that these are, you know, one in four, one in five. Um, but we
081are definitely the things that we're doing are mattering and I want that to be what everyone takes away from tonight. >> Well, it does and it's why Jamie, it's why you got into this in the first place. So, it's been a huge it shows a huge uh huge movement forward. So, thank you. Um, okay. Thank you all for that. Um, it's important work. Uh, now we go to first reading of board policies. This is not an action. Um, I'm just going to read through them for the record and then I'll ask if anybody has any comments or questions. So, this is the DKC expense authorization and reimbursement. DKCR expense reimbursement procedure. JICA uh weapons violence and school safety J Kaa use of physical restraint and seclusion and J K-R procedures on physical restraint and seclusion.
082Um I assume this just uh as things come in rotation to to review and things that are recommended to change for policy. Any questions on these? Yes, Kurt. >> Um, DKC-R expense reimbursement procedure on page 28E. It says side trips for personnel reasons. Is that supposed to say personal? It's sorry any other language or questions regarding any of the policies? Okay. If you have any, let us know. Otherwise, we'll uh it'll be an action item on the next agenda to uh to move forward. Okay. Um overnight and out of state field trip request. This is an action item. There are four requests. Uh let's see. Bathtech to Bangor. Uh Morris High to um to Broadway, New York, Morris High to New Gluster, and Morris High to Panel. Um you've got the information there. Any questions?
083Yeah, go ahead. >> So, I I really appreciate that we've been able to add the funding source to kind of get that sense of, you know, where the expenses are coming from. My question would be is that um with these especially the overnight ones does the funding source apply to the staff expense and also does this being having the staff away create a sub expense for any of these four trips? >> Yeah, I mean the first question typically if it's on there and it says grant funded then it includes the staff member. Um, your second question I can't answer on all of these. Well, I can. I guess I'll do my best. Bathtech, it's a it typically falls on a PD day. I don't know if that's the same this year, Katie. So, our our,
084you know, our staff are all going up there. So, we they're not missing kids um because those kids stay back at their sending schools. No, but if you're talking about like 13.3, there would be a sub and then um because that is during the week, but then the other two uh 13.3 would would be probably one because that is during the week. But that's that's a hard one to it's a it's a statewide competition, so it's kind of hard to do that on a weekend. But 13.3 does not because again that's on a weekend. So we you know there was no subs involved in that one. 13.3D I mean the last one >> no D is done happening on the weekend. >> Okay. >> Um >> would the funding source here cover both the staff
085expenses and the sub expenses or do we do we pay subs outside of these? >> Deb, you can correct me if I'm wrong, but we would still take it from our subline, right? I mean, so the the grant is funding basically for say if there's an accommodation or if there's travel reimbursement or something like that, but not for the sub cost. >> Not not subs. Okay. and um uh for the staff expense if you're doing overnight from my personal experience you're you're on a lot of the time. Like is that something that kind of is a regular school day hours um reimbursement or is it even more? Like is that like is there even more expense related to the staffing that goes? >> No, there's not additional compensation for I mean >> Yeah. Great. Now,
086next negotiations. Um we're going to hear about that. Thanks, Jen. Okay. Um, so let's uh can I have a motion for these unless there's other questions about the uh field trips? >> I move to approve the field trip requests. >> Okay. >> Second. Okay. Any other questions? Uh, all in favor? Okay. Thanks, Jamie. All right. We're all in. Um, and we have another action item. Um I'm going to hand over to Patrick for uh it's a selection of the architectural firm for the new elementary school. Exciting stuff. >> So I'm just going to read something to you to keep it succinct. But following a highly competitive selection process with a strong field of qualified firms, we recommend Lali Breninger Architects to lead the design of the new elementary school project. We had to consider interview
087presentation, qualifications, references, and relevant project experience. And the team concluded that Lvali is the best overall fit for the district's goals and needs at this time. Lavali brings extensive experience in educational design and has a strong regional presence, offices in Portland, Maine, New Hampshire, and Massachusetts. recent work, not all their work, but the recent work includes RSU 17, Oxford Hills Elementary Schools project, Mid Coast School of Technology, uh we are familiar with them where we're sitting today, Morris High School in Bae, and Swamcott Elementary School in Massachusetts. Uh the firm is also completing the Windham Raymond Middle School which is the largest school construction project ever undertaken in Maine which is scheduled to open this fall. So the team is confident in Lvali Bren Breninger's ability to deliver a high quality project and is excited
088to work with them again on this important initiative. Questions you have? We had nine firms apply. We interviewed five. Um and it was it was a difficult challenging decision between two firms in the end. >> Will we get the any of the same staff to work with us again? >> We some not you know the the lead architect that was on this project no longer works with them. Uh but we'll have a person that was kind of I guess second in command. Um and then a new person and their their team um which we were very impressed with. >> Great. So may I have a motion please? Sure. I move to approve as the architectural firm project. Further move to authorize the superintendent to execute the contract with the architectural firm as part of the
089state approved project. >> Excellent. Who wants to second that? >> I'll second. >> Okay, good. Uh, any further discussion or questions after hearing that? No. All in favor? All right, we got ourselves an architectural >> and I would I would just quickly share that starting next week, they will be doing a site review with they'll be collaborating with the city of Bath and again we've done a site study of the old site that it's on. Um but we also need to do a thorough review of the city of Bath to see if there's um better sites. Um so we will be doing that as part of the project and so that will happen as well as a analysis um about consolidation because the state has to you know has to we have to provide that
090report for the state to okay the consolidation piece and then the other one would be we don't have to I well I shouldn't say this but the new versus renovation I think that's kind of a foregone coll conclusion um but we have a meeting with the state on Friday and we'll be taking up all these topics with Um, and so we're we're going to be moving as quickly as possible and Lali will be meeting with staffs uh very soon at both schools. If it wasn't the same site and there was a new site and that new site combined Dyke and Fischer Mitchell that would leave those two other schools not you not required or used by the RSU and therefore return to the city of Bath. Is that a Okay. Um 14.0 we have review
091board committee assignments. See there was a list in there of who's on what committee and yeah I just I put that in your backup. Um I haven't Kim I don't know if you've talked with Anita. Does she want to continue? Do you know on Okay. So we so policy we also have Sandy Stenquist who's a community member. She serves on that committee. finance. Uh Tim Wy is our community member. In facilities, we have Alan Walton and Bill Perkins. So, you will recognize names. They're still on facilities. So, you can see the names there. Um I have asked um Kurt to possibly consider the building committee that we're going to have. >> Yeah, but you said you needed a specific day, so we're going to accommodate your schedule. Um and then you know so um Rachel
092how it works is if you have time is to maybe just look at these and consider is there one that you might have an interest in trying and then we can always shuffle around. So I guess I'm saying is if you want to change um or you want to join a new one or anything like that then just reach out to me and and we can make it work. So that's it. >> Oh Jamie. >> Oh I was just going to tell you that the dropout committee is right at a time that I'm not it's coincides with my board meeting. So I'm never able to attend that these days. Um in case anyone has a desire to choose that. Um and then 15.0 we have discussion approval of uh our board goals. And we uh
093good job writing all that together. No, I mean I I removed one goal and then I added in the student achievement growth focus and that was with the help of Beth Kaser and Katie. So uh there were you know that you might have questions on four because it is you know a little technical um but they both felt like that was a very measurable >> um for our you know for our population and for our youngest learners something that um can be tangible. So again, I did my best, but um that's why we're having this discussion to see if you have edits or suggestions. >> Anybody want to start? >> These are amazing goals. These are incredible. I they're crafted in a way that I think are just um uh approachable and understandable and clear
094clear and um I think that they are offering some new areas that we haven't thought of before. And I just um I just love number four. I mean, I love them all, but number four is great. And I I just want to thank you for the work to put into them. I I'm It's going to be a pleasure on reporting on this this coming year. Pleasure. Thank you. Thank you. Thank Well, I don't know how you'd follow that up, but Katie, did you want to look sounded like you wanted to make a comment? >> I just wanted to say um that for number four, even if you don't understand the wording, essentially what both of those are getting at is being able to show hopefully growth over time in student achievement results. Um and so,
095uh it won't be something that we can look at all the time because you can see a lot of it's be the beginning of the year versus the end of the year. And so um when Beth and I spoke, we talked about how this one would best be addressed at the end of the year board meetings with a presentation. So that's essentially how we'll um probably do that one. So it won't be something I'll be able to share out about all the time. Um I can share at other results for >> Right. I mean if there's other things relating to the literacy, you certainly you can update and that would fit that goal too. >> Exactly. And that specific score we could always do at the end of the year present like May or June.
096>> Sounds perfect. >> Okay, great. >> Any other questions? >> I move to approve these awesomely written. >> Second by Jennifer. All right. All in favor? Okay. These are our new our new goals. I definitely think through the STEM plus M we sort of got a goal number three. >> Yes. Yeah. >> Um and facilities and operations obviously picking a firm >> um and communication and engagement. Um obviously looking at the MIHAS data and what's um illustrated in our community would work for that one. So we we did a great job. >> All right. Um now we go on to uh 16.0 personnel items. Yeah, we just have three retirements. We knew they were coming. We just didn't make it in time for the December meeting. So, uh, Constant Petsky, who art teacher here at
097Morris High School, like to thank her for 28 years of service to the district. Claire Shoemaker, edtech at Woolwitch, matching 28 years of service. And then Gerilyn Tol who is an academic interventionist at Fischer Mitchell for 38 years in the district. >> 38. And then we have one resignation, Heather Sinclair, science teacher at Woolwitch, and like to thank her for five years of service. >> All right. Um, unless there's anything else, uh, next meeting dates, uh, Monday, February 23rd, but before that, what do we have? It's next week, right? >> Yeah. On Monday at 5, we have a board workshop and then at 6 we have an executive session. >> And is that all right here? >> Uh, yes. >> Okay. Yeah, we might use a different room for part of the executive session, but
098yeah, just come here. >> So, come here on Monday, right? >> Okay. >> All right. And uh may I have a motion to adjurnn? >> I make a motion. >> All right. All in favor? We are adjourned. Thank you very much.