001Good evening. Welcome to the RSU5 board of directors meeting. It is Wednesday, April 29th, 2026. We are here at the Panel Elementary School cafeteria. We have a full board this evening. So, we will get started uh with the pledge of allegiance. United States of America Errors or omissions? Valerie. Thank you, Steph. All those in favor? Great. None opposed. Uh adjustments to the agenda. >> Yes, >> we do have an adjustment to the agenda. We need to add an executive session at the end of the meeting. >> All right. So, that will be at the very end. All right. Um, so we will move on to item six, good news and recognition. And we will look to Maria for our board uh our student rep report. All right. So Wednesday, April 15th, some of our FHS
002student leaders participated in a workshop with a local group called Prevention Action Change to learn about being an active bystander and helping to promote a safe and inclusive school community. That afternoon, FHS staff members attended a workshop with the Maine Human Rights Commission to learn about main human right laws regarding discrimination in schools. Both workshops are tied to our schoolwide goals of fostering an environment of respect, inclusion, and belonging at FHS. Students and staff will be sharing their feedback on both workshops and giving ideas about possible next steps for our school. Senior projects started this week for all seniors. This gives our soontobe graduates the opportunity to design and work on a project that they are interested in and that provides them the opportunity to utilize their schools their skills for what they have learned
003throughout school. There are some great projects and seniors will be presenting these the first week of June. The annual walk for charity is May 20th and JMG and student council members are leading this event. They have chosen the Barbara Bush Hospital as our charity this year and we had representatives come to an assembly today. Um we had a FHS student stay at the Barbara Bush Children's Hospital this past year and she talked about her experience there and how it is a worthy cause to donate to because it made her feel very comfortable during that time of distress and discomfort. The FHS and FMS band concert will be held at the FPAC May 7th from 6:30 to 8:30. May 8th and 9th, the FHS Shakespeare show is from 5:30 to 6:30. And the location has not
004been decided yet, but I just know it will be great. So stay tuned for that. And lastly, the National Honor Society introduction of their new members is May 8th at 6:30. And I think that that is at the FPAC, I think. Okay, that's it. Thank you. Did you say it's May 8th for the induction? >> May 11th. Okay, that's fine. You might have said the 11th. I'm sorry. >> It's the 11th. >> Okay. Thank you. All right. Um, so we will move on to item seven on our agenda, which is uh the first of two public comments. So, if we have anyone who wanted to share anything, we would ask that you come up to the podium. Um, share with us your name, where you live, and you have three minutes if we had anyone
005who wanted to say anything. Sure. Hi, my name is Kate Martins and I live on Merryill Road in Powell. I just wanted to say that I appreciate the draft of the RFP for the systems and sustainability study that was posted with this evening's agenda. Excuse me. It was helpful to see the proposed scope of the district's upcoming study laid out so clearly. I felt it was also validating to read that as stated on page one, all three towns in the district have quote distinct identities and deep connections to their neighborhood schools end quote. The one aspect of the RFP draft that I felt could be more specific is the bullet point on community engagement. As a parent of three young children who I'd love to have attend or continue to attend Panel Elementary School, I'm
006so relieved to see in writing that community engagement will be a part of the study. However, I'm curious about how RSU5 community and staff members will take part in this process and at what point they'll have the opportunity to offer feedback. It's very different to ask for input when the possible solutions are still being formed than it is to ask for engagement when the choices are already well defined. I think it's important for consultants to understand where stakeholders will fit in the study. I'm wondering if it would be possible for the board to decide what stage of the process is the most appropriate for community members and school staff to be involved in and to specify clearly in the RFP the time frame and method for community engagement you all feel would serve the study
007most meaningfully. Thank you for your time. >> Thank you. Any other public comments? As I always mentioned, there's also one at the end of the agenda, so you'll have another opportunity. Um, but in the meantime, we will continue on with item eight on our agenda, report from the superintendent. >> Well, good evening everybody. I have been told in no uncertain terms that I need to speak more closely into this mic. I have so many things in front of me, but I'm going to give it a good college try here to make sure you can all hear me here in the room. and out there in the world of cyerspace. Um, I have a lot of cool things to talk about tonight. Um, and it feels good after several months to just to have some really
008cool things to talk about. Not the least of which is that, um, we have added an executive session so that you can consider a contract. Um, we have concluded negotiations with the CEA over the the new ESP contract. I'm delighted to report that the CEA has ratified this contract and so we're adding the executive session for you to consider it and I hope also ratify the contract. Um I've shared some of the some news about the process of this negotiation in my weekly updates to you and um what I really want to emphasize tonight is how we approached the work. I've been part of negotiations before, but on the other side of the table, um I felt strongly that the collaboration among all of the parties in this negotiation process was noteworthy. It really was
009oriented towards solving problems for mutual benefit. It was uh collaborative. It was productive. It was candid. It was frank. Sometimes we talked about difficult things. We didn't agree about everything, but we worked through those disagreements in a way that actually I feel strengthened the relationships all the way around. And I think that that is a shared success for the whole district and in particular everybody in the room. And I feel I need to give a shout out to everyone involved in particular to the the union leaders. Um, and I've worked in other districts as well. And I've been a union leader myself. I've worked with all kinds of union leaders and the spirit of collaboration is strong and I give a lot of credit and thanks to them for being great partners and helping us
010get it right. Um things like that I can't take for granted because they are just they are always mutually built, maintained and held on to. So we need to keep that spirit alive. Um, I do also want to point out that as I will be discussing in more detail tonight, I have some absolutely crackerjack individuals to recommend to you to nominate to you for key positions in the district tonight and some of them are sitting out there. So, I will give you names shortly, but I'm very excited to bring you some of these nominations tonight. I do have um one challenging topic to come up and this is just to inform you that we have experienced some really significant technical difficulties during the administration of the main science assessment at the high school. This has
011just been unfolding over the past week and our staff have planned very carefully to create the best possible testing environment and there were major issues with the testing platform which was not on us, it's on the state. um significant disruptions. They created a great deal of frustrations for students and staff alike. The testing had to be suspended on the first day. Then the second day there was it was completely disjointed and very chaotic. Um students were not able to start testing as scheduled. The sessions had to be administered out of order. Many students missed multiple days of classes or their programming at region 10. In some cases, we know that students rushed through the assessment because of this. Um, and in others, families just opted out altogether. So, obviously, this is concerning. Um, not least
012of which because of the loss of learning time when you give an assessment. Um, because it raises questions about how valid this data will be when it comes into us. So, I feel I need to let you all know now that we had a bit of a fiasco and it wasn't our fiasco. Um, so we will just take that as it comes. And I I don't we're not the only ones who have dealt with this fiasco, but um we're we're doing our best and particularly Jen Gulko is really working hard to get this figured out. So um to return to the topic of district reconfiguration which we were talking about in the earlier part of this meeting um obviously this is a very important conversation. So what we have submitted to you tonight is an
013RFP for what I am now calling a systems and sustainability study. And as I've mentioned to you in my weekly updates, um the thinking about the title of the study has shifted from it being what we called the facility study to what I'm now calling a systems and sustainability study. And that simply because as we have sat with this and chewed on it a bit longer, I think that that's the kind of information that we really need. So you have that RFP to consider tonight. Again, an R bringing an RFP to the whole board is not a step that we would typically take, but because of the sensitive nature of this conversation, I want it to be very transparent. I want the community to see what we're doing, and I'd like to give the board
014some a chance for input before we go live with it. I am hoping that we don't get into the process of writing an RFP here in this meeting, which would be dramatically inefficient and probably get me to pull the rest of my hair out, but let's not go there. So, um, what we're really hoping to achieve with this is not just a study of our facilities, but our workflows, our staffing, our the programs that we would like to be able to develop and to make sure all of that is optimized. So, it really is more than just facilities. It's really kind of the whole kitten kaboodleoodle. And we wanted to write this in a way that does not very purposefully does not predispose the people who will be conducting the study toward any kind of
015outcome. We're trying to be very careful that this is left open so that we get good advice, good neutral advice. So I'll be excited to hear what you think as we talk about that later tonight. And then next week, looking ahead to our next meeting, I want to just make sure you are aware that I will be I've drafted a weighted values exercise for you to engage in publicly at our next board meeting. You will find that in your packets when the agenda goes out and I don't want you to be surprised by what's coming. Um, so I would ask that you really take a look at it and think about how you'd like to approach it when you come into the meeting next week. I think this is also a really important step in
016this process. It's certainly not a mandatory step, but again, the intention is to be ultimately transparent with our community and to give ourselves time for thinking and talking. And I don't know if you found, but I sure have, that sometimes when I talk about something, my thinking about it changes, especially if I talk about it with other smart, dedicated people. So, this is a chance for that to happen. So, um, this will give you a chance to exchange values and perspectives and wrap your minds around the intangible things that a systems and sustainability study can't necessarily inform us. Um, the conversation will not be a binding one. You'll not be voting on anything, but it will help the community to hear where you stand. So, no surprises for you, no surprises for the community. Um,
017and finally, I want to talk a little bit about the annual budget meeting, which is coming up in very short order, May 13th, so two weeks. Um, we've walked a long road to get to that annual budget meeting. Who knows what happens at that budget meeting. Um, in many ways, it feels like we've accomplished a lot. We have accomplished a lot. We've we've done a lot in this budget cycle, but we're not quite near the end. Um, and I've been, as I've thought about this, because I was a European history teacher, my inner geek will come out. I keep hearing Winston Churchill talk in my mind. I won't attempt to imitate him, but uh, shortly after the battle of Elamine, the North African campaign, he said, "This is not the end. It is not even
018the beginning of the end, but it is perhaps the end of the beginning. I think maybe that's where we are with our budget now. So, there's still work ahead, but we've got a lot of progress behind us. Hopefully, we have a good tailwind based on our efforts, and we will keep going forward. So, let us keep calm and carry on as Winston would have said, and keep doing the good work. I also have a resignation to report to you. Uh Renee Lar Ro who has been teaching sixth grade science and humanities at Durham Community School has tended her resignation effective the end of this year. Okay. Thank you. All right. So we will move on to item nine on our agenda which is administrative reports. And we will start with our update from the Powell
019Elementary School. Holly Johnson. Do I need to wake it up? Drew, which one do I want to choose here? It usually does it automatic. Maybe that one. [clears throat] >> Here slideshow. >> Okay, that's all. Yeah. Yeah. Okay. there. Um, thank you for this opportunity to share. Um, I decided to focus today's, um, take a looking at what we've done at Panel this year and celebrating all the good work around a couple of our school goals. um and some of my professional goals uh focused on the same items and um pretty much around our uh school as a community and our family engagement. So let's take a look um everything that we think about and do with our students working with our families and staff. Um this is the panel vision that we adopted a
020couple years ago. um and the work I see that the students have been doing, the parents and staff and myself certainly um everything we're going to talk about tonight. Um these these this vision is there a community of joyful learners who think critically, spread kindness, strive to know more and make a difference. Um these are the actual goals that um I shared in the fall. Uh we wanted to um historically we have not had some parent um curriculum type items um for parents to join us with. So we u wanted to focus on literacy and math and we added in um some parent nights around and technology and then um continue to grow our greater community connections. So we started the year by um diving into um working with parents around um working with um
021their students on technology. Uh we used the work of Jonathan height. Um he's the author of a book called The Anxious Generation. And while we didn't read the whole book, we watched some videos. We certainly shared a lot of information and drew from some other resources as well. Um we had three meetings with parents. two were in the evening and one was during um a morning session just to make sure we could um meet the needs of families to be able to come in and um great discussions. Um there was about 10 families that were represented. I was expecting four. So 10's a win. It was great. Um and they are very passionate about this work and wanted to learn more. Um and at the same time, Jonathan Height um worked with another author to
022publish like a part two to his uh work. Um and the next book is called Amazing Generation. And that book is written more for the parent and the child. Um and we have looked at that book. The last meeting a couple parents were able to walk through it with us a little bit. Um and we have copies of it to give out to families. And um we are hoping that before the school year ends, we have one round of a a book club with some students um to kind of learn about how best to organize this and then start next year with some more work around that book. Uh we also in the fall held a veterans um celebration. This is something we had been planning um since last year. Um it involved a lot
023of community members. Um, we had area veterans and their families come in. Um, our local Girl Scouts and Boy Scouts participate in the ceremony. And, um, I'm going share some pictures of that. Um, while we had about 30 veterans actually come in, we honored another 75 um, that were all on our we called it our wall of honor. Um, so families and students and staff were um invited to share about a veteran they knew. Um, and we got about 75 in. It was wonderful. And then um, one of our parents um, surprisingly uh, created a photo booth that we veterans were able to take pictures with and some other lovely decorations. And these are pictures of the actual um, ceremony. It started with a breakfast and the picture on the left there shows um some
024of the tables where the veterans were sitting. Our fourth and fifth graders um did all of the work to set up. They um serve the veterans. They helped with cleanup um and we had some other volunteers help with the actual breakfast items. It was lovely. And then after the breakfast was finished, um, our whole student body came into the gym and they had prepared three or four songs to kind of sing along and everybody participated. And then we had a student who volunteered to give a speech. Her father is a current serving um, currently serving and um, she was very passionate. You can see her right there. It was great. And there are other two items focused on some curriculum events for families. Our first was the in the fall. November was really busy. Um
025so we had a morning breakfast that was called Rise and Read. I co-plan that with our RTI literacy teacher and um again I was expecting about four families. We had almost 50 families come. Um needless to say I could not take any pictures because this gym was full. Um so the families came their uh student was with them. Uh we served a separate breakfast for the families. Students were able to eat the breakfast here at the school. Um and then we had stations set up around the entire gym and um we facilitated those with students and stam families to kind of learn about some of the curriculum that um we're doing with the students. Um and it was it was um prek through five. So there were different things that might have said phonics K
026through two or phonics 3 through 5 so parents knew which direction to go. Um and then students were sent back about 9:00 to their class. So their school day continued as normal and then we had the families here to kind of do um a little bit more teaching and learning about literacy and development and then a Q&A section session. It was very successful. Um, of course, some were already saying, "Are we going to do this for math?" And we were able to say yes. Um, so this spring we're planning our first math um event. We're going to focus just on um it says prek through one, but we're actually going to move it to just kindergarten and first grade for a couple reasons. Um, and that's be basically being run by two of our teachers.
027Um we sent two teachers, a kindergarten and a first grade teacher to three dayong sessions that were offered by the department of ed and um co-hosted with main math science alliance and they learned a lot of about early numeracy and received resources um and part of that um agreement was that they would host a family event. Um so they're organizing it and we're ready to try it out on May 20th. So I'll be able to tell you about that in the fall. And um one of we've for the past couple years the school has been partnering with um the town of Palo. This I think every year they've actually reached out to us. Um Jen Winkler, a fifth grade teacher has um worked um this will be the third year. The first year they did
028work around um the browntail moth and then last year they worked with the town in supporting understanding or greater understanding about recycling in the town of Pono and this year um the historical society had a project in mind um and they called to see if it would be a possibility. Uh, I guess a handful of years ago, there was an estate that had to be um removed and the historical society was able to go in and um obtain a lot of items from the estate. Um, but it's been in sitting in boxes literally for a hand good many handful of years. So, they really wanted to go into what they obtained and um figure out what would be the best items to keep so that they had um pieces that they could use um in
029their museum. So, fifth graders got to do what's called bagology. So you take archaeology and you put it in a bag. Um and their job was to um sort out the items, determine what it could be, who might have used it, how it was used. Um and they um selected items at the end that um the historical society is going to be able to keep. So that was great. The children loved it. Um and then the following day um the estate is um up off um Chadsy Road which is by the post office. Um and it's adjacent to Warren Cemetery. The estate was right there. So the students were actually able to see all of the family members from the family. um uh and did the oldfashioned uh rubbing of the and they were really
030impressed by when you actually see the dates, see the number of people that were in the family um and actually see in a distance where those items actually um came from. So it was a great great opportunity. And the last thing, last year I shared entirely about our whole school share. This year we are doing it much later. We won't actually share until June 4th. So I don't have pictures of it yet. Um but we are um focusing on careers and occupations for our theme and uh we have um two sessions start planned for some uh times with parent and committee members to come in and speak with students. Today actually was the first session. We had seven um parents and committee members that worked in rotations with groups and then next Thursday we have
031the second of that. In addition, each of the classes has a focus, and I've listed a few of them there. Um, teachers chose their focus based on their grade level, the standards that they connect to mostly in social studies. Um, and then there's a little bit of some reading um standards that are connected with some of that. We are also having our um play this year that um musical that fourth and fifth will do will be aligned to that. So at our whole school share the first half hour will be the share and then um there's a small break and then the fourth and fifth grade have their presentation and it's connected to the theme as well. So and I have time for questions questions for Holly Colin. >> Thanks so much for that. That
032was a wonderful presentation and um the bag bagology got me a little like I went down sort of a a rabbit hole on that. I was like I've heard that somewhere before and I'd forgotten that that was the uh that's the industry uh uh journal for the bag and luggage industry. Okay. >> Uh so if anybody's interested, they can also check that out >> uh on their own time. Um I was curious um I I loved the hearing about the techsmart parenting um evening and the the the way that you're engaging with that. I was just curious um if the there's been conversation with like um exploring that with some of the other um other elementary schools and I don't know whether um y'all were able to get copies of the amazing generation for a
033reasonable price that we might then be able to buy a few more of those for the other schools. So I'm just cur c curious to know a little bit more about that. >> Yeah. So, we did not really several of us have read the amazing generation. There actually are nice resources online. You can hear Jonathan. He's got several um YouTube type. You can listen to him for a good half hour, 45 minutes and really unpack the the heart of the the book. Um as a staff, we have done that work as well um last year um and really come to some greater understanding. Um many of the families that showed up um for the most part phones wasn't the concern because we're are younger, but they were also trying to decide um where does other
034technology um you know what's the role of just television and just different lots of different aspects. Um and certainly some families have already been exploring alternatives to smartphones and so that we had some good discussions around that. Um and uh lot varied but we didn't just stay with phones just because it's not as much of a um I think uh technology and games was definitely a concern and where's that balance and if there is a balance um so and finding alternatives so I think that was part of what we want is what are some alternatives if we're saying you know no technology or limited technology then really trying to be supportive of one another. Um, and I think there definitely was a consensus that um, one individual family can't do it best by themselves, that
035it needs to be a community effort. Um, and um, uh, the word that um, is used in um, the second follow-up book is um, they're called rebels. So students who are taking a stance that technology is not where they want to put their time um and they have better alternatives, they're calling themselves rebels. So um I I know we've got a couple already in our school. So yeah, it's great. >> Anna, thank you Holly. [clears throat] That was really um great to hear about Panel and I really liked your presentation last year and this year too. I think the whole school study is so interesting. Um I just wanted to say following up on Colin's comment that actually Mass Landing School is having >> a parenting what are they calling it? Parenting in our tech
036world um evening uh May 14th. >> Yeah. >> And I know um they kicked the school year off I believe at Mass Landing with um uh with you know when that first I don't know if it's open house when they might meet together. I don't know what they typically do, but they did a a big presentation about um technology um with with that audience um to start the school year. So, good stuff. >> Too bad we don't have any from Durham who could tell us. I'm staring at Kate. >> Not yet. Okay. >> No pressure. >> Not yet. Let's say not yet. [laughter] >> Yeah. So, it's great. I'm I'm really pleased that um it was more than what I anticipated and I just the idea that it would be like a Kindle small group
037and that is going to empower others. Um and the work with the students in that book I think could be helpful because it's actually a guide for parents on how to talk. It's kind of done as a semi-graphic novel so students are intrigued to to work through it. Um it's done a really nice perspective. Yeah. >> Any others? Thank you, Holly. >> Thank you. >> All right, so uh we will move on to our second administrative report, Kelly Finance. Good evening. Uh included in your packets this evening are the uh revenues and expenditures through March 31st, 2026 for the district. Um much like my last report out um we are like within a few percentage points of where we were last year at this time and we don't anticipate any issues. Um we I will
038be talking to the finance committee probably um in the month of June about doing um a transfer because as you know we had a superintendent kind of um lap over time where um we had superintendent Scrappa here through um September and then Tom had had joined us as well. So um that wasn't anticipated during the budget process. So we we probably will have to move um from one from one unexpended you know funds from unexpended funds from one article into the um system administration one to cover that. And we usually wait till the end of the year to do that um because you you you know while we budget what we think legal fees are and audit and all of those types of things, we usually wait um and until we get closer to the
039end and then make those transfers accordingly as allowable. questions for Kelly. >> Can you say more about the miscellaneous revenues line? So the the miscellaneous revenues uh yeartodate line is uh $52,354 and I'm trying to remember what that is and I forgot today. Um, I can definitely get back to you where we're ahead on that. It's not interest because interest is put into its own line, but off the top of my head, I cannot remember why we are ahead um the $30,000. I want to say it might be insurance money that we got this year, but actually had the claim from the previous year, but I want to double check that for sure. >> It's It's better to be ahead than behind us. Yes, [laughter] we had budgeted um the 23,600 and we've received 52
04035444. Um but if things cross fiscal years, then I usually end up having to book it as a miss revenue. Um because it the expenditures actually happened in the previous year, then your insurance refund comes in the following year. Other questions for Kelly? Thank you. All right. Uh board comments committee reports item 10. Um so first is just sort of the board information exchange agenda requests. This is an opportunity if you um are a member of a committee that's not specifically noted below but would like to share um we'd love to hear it. Valerie, thank you. Um we had our monthly region 10 meeting on Monday. And I should have written down what I intended to share because of course now that I'm talking it's gone. Um oh very exciting news. We did vote to
041hire two people and one of them is the HVAC teacher which was initially tabled because they didn't have an instructor. So extremely exciting news on that front. Um they are coming from out of state. So fingers crossed that that remains true in September. Um but I wanted to share that because I know it was a very popular. It's pretty much already full uh program. Um, so really exciting. The HVAC will be coming. >> Yeah, that would be disappointing if they got a full class and then had to cancel it because they didn't have an instructor. So that's great. And um, do we know if um, are they definitely going to have the bond question on the ballot again? Yes, we signed whatever the papers were to be posted uh at the last meeting and so
042I believe they're posting them forth with for that bond notice. >> Okay. >> So, it should be coming. >> Okay. Um, I believe it's less than they initially said because the timing was such for the elevator that in order to get the part and be able to do do the work while the students are not in the school, they had to order it with a pretty significant lead time. It meant we had to vote instead to expend it out of undesated funds. I think uh instead of through the bond as we had expected. Yeah. Yeah. Uh there was some major piece of equipment that had I want to say it was something ridiculous like 12 week lead time and it's due to be delivered on the last day of school. It's real tight. >> Not
043that I want to be negative or presume, but what what happens if it fails at the bond that the money is just gone? >> Good question. Um, I don't know. [laughter] Does Kelly know? >> Um, Kelly doesn't know for sure, but what Kelly would do um is they do have a they there is a capital reserve account established for region 10. I'm not sure of the balance, but I would say that they would probably have to look to their capital reserve account um to see if there's any potential there. Um and of course, the one thing to remember, I think, with all of this is that it's revolving renovation fund money. So, and the explanation will be on the ballot, but as we remember, um that there is some forgiveness on those loans. So um
044and I'm not sure of region 10's percentage exactly but you are getting um much like we talked about today during audit um the funds the project has an overall cost but the there's a forgiveness factor because they are revolving renovation funds which means the state will contribute and cover a portion of those costs. So you're actually getting a project done at a much cheaper rate. um and through their evolving renovation project, but because there is debt associated with it, it needs to be sent to the three municipalities or the three sending towns or districts um and passed by the legislative body which for region 10 is all three sending districts voters. So, um, while we can't sway one way or the other, I just wanted to point out that, um, there are significant savings by
045utilizing the revolving renovation project monies. Um, they may or may not have enough in capital because I'm not sure what their balance is to cover the entire cost, which is what they would have to do if they were to still continue with the project. Gotcha. So, similar to what they did a few years ago, that was approved for the for the bridge. >> Correct. And otherwise than that, they own a very expensive piece of equipment that's going to sit there, right? >> Or they own part of a piece of equipment. Right. >> I did find the bond notice amount in my pile of stuff. Um, a maximum of 115772 was the maximum that we're asking to to have. >> Perfect. And the way those votes work is it's just a total yes across all of
046the sending districts, right? It doesn't have to necessarily pass in every sending district as long as the yes votes across the three sending districts exceed the no votes. Yes. >> Majority. Perfect. Thank you, Lois. >> I don't know if I can ask this now, so you can tell me. No. >> My m mind was jarred when we just talked about the bond. I had a question about the warrant that we vote signed the last time. >> Yep. >> One of the sites that it was supposed to be posted was Hera Secret Lunch and Lobster >> and I was down there the other day and it's not opened on the door. >> No, they were not open so we could not post. It was a seasonal closure. >> Yes. >> So I I have put that
047when that it was closed at the time of posting. >> So >> they open on Friday. So, >> right. >> So, >> where someone's anxiously awaiting. >> So, it's not posted at the Harris and Right. It is posted in, I believe, five other locations within the town of Freeport. The the back page is where the town of Freeport normally posts, but you can't post in something that's not open. So, we had to >> That was my question. >> Yeah. Thank you. >> So, because >> So, we don't pick it. The town picks it. >> Correct. we we have to post it in the locations where the towns normally post theirs. >> Um and so each year part of the process when preparing the warrant is I reach out to each town clerk to say who
048would you like us to address the warrant to? Because if you notice the warrants um are also addressed to a resident within that community for the budget validation referendum. But our annual budget meeting is the one that we post um because you sign two different things. you call you signed one warrant to call the annual budget meeting and then you sign a second warrant to call a budget validation referendum. The budget validation referendum warrant is countersigned by the municipality. So whether it be select board or town council um and then but both pieces get posted separately. So you probably will see that the the budget validation referendum if they're open now um would could potentially be posted there. But the notice to call annual budget meeting when we actually posted those the day after you
049guys signed them heresy at lunch and lobster was not open so I could not post. I wonder why the town would pick up a [laughter] a location that's seasonal. Like how does that even work for like a November? Are they still open in November for a November vote? [laughter] >> Yeah, it's weird. Okay. Well, >> is it too late to post it on Friday when they open? [laughter] >> Um, I mean, you could get lunch while you're there, Kelly. I mean, >> if I liked seafood. Um, so I I don't know. I'd have to ask the attorney because typically it's posted all at the same time and we fill out the notice of return and sign it and then file it in the records. So, I don't know that I could pull it back out
050and, you know, change that. But like you said, it is in five other locations in town. >> Correct. >> Very thorough of you, Lois. >> Did you check all of them or did you just happen to go there? Were you hoping they were open? Is that why you went? >> I was down there checking to see if it was posted or not because I thought it was an odd placement since the place was closed. And that's why I checked to see if they'd put it if Kelly had put it on. Did you visit the window? H >> Did you visit Bessie's farm stand? >> I did not. Is it there? >> It is. >> See, I know there are >> I can't wait to do these things when I retire. >> Some curious places in
051Freeport. >> Valerie, sorry. I had very small other region 10 news. Um they are also fundraising to send um the Skills USA winners to nationals. Uh we have the region 10 had six students qualify and are sending two staff. Um I believe that our district did already give some funds for that. >> Indeed we did $5,500 if I'm cor,000. Sorry. The other was the other one we increased by 500. >> Odyssey the mind. Yes. But yes we gave $5,000. >> That's wonderful. I guess it's been 15 years since we've sent anyone. So, it's rule 15. >> So, very exciting. >> That's awesome. Where's nationals? >> Atlanta. >> It's being held at um Harris at lunch and lobster on the >> It's an expensive trip >> on the four on the 4th of May. any other
052[laughter] um information exchange or information uh requests. All right. Uh so we will move on to finance. Am I finance? I I never remember that. You'd think I would. I got out of being chair a few years and somehow I'm back in. Uh okay. So uh this uh the report that you have in your packets is our March meeting. Um so one of the things uh the first thing we discussed um was the insurance bidding process. As you guys may remember um we are currently have sent out to bid our insurance for um property and casualty insurance. So this is not this is not the health insurance. Um this is the um the other type of insurance that we currently have through the MSMA uh property and casualty trust. Um so we uh received the
053request for qualification packages. Um we reviewed those uh the committee reviewed those. Um they were scored by uh the superintendent and and the director of finance and um the finance committee members Sink and Saviano. Um I um I do not I did not participate in the scoring of those. I am a trustee on that on that um trust. So I do not I'm not participating in the scoring process for this for um um I don't I don't know if it's a conflict or not. I mean obviously I don't work for them but it just seemed appropriate for me not to. So um so we got two requests uh we got two qualification packages um as expected the incumbent as well as cross insurance. Um so both of those were deemed adequate to request a um
054a bid from. So both of those packages went out and are due back um this week Thursday tomorrow morning or tomorrow at 3, sorry, not tomorrow morning. Um and um and then the committee um will reconvene on May 8th to do the final scoring of those packages and the the bids. Um we discussed the documents that um the board uh signed for the annual budget meeting and the validation referendum. all of the language around the warrants, all of the math that went into all of the numbers in the warrants, which is always a um a helpful reminder each year. Um so we went through all of that. Um the those documents are now with the attorney for final review and moder and the moderator. Um so that those will be ready to go um in
0552 weeks at the annual budget meeting which will be held at 6:30 at the Freeport High School gym. Um don't come to the library if you're used to coming to our board meetings. It's actually in the gym for that meeting. So um we will see folks there. Um and then that was pretty much the uh the agenda for that meeting. Uh, we met again this evening, but I'm not going to tell you what we talked about because you don't have the minutes yet. All right. So, we will move on. Oh, did anybody have any questions? No, didn't think so. Uh, so we'll move on to facilities and operations, which is Kelly. Okay, so our facilities and operations committee met on April 8th at 5:00 PM at DCS. And the first thing we talked about was
056the possibility of the district um acquiring some land for future needs. This came up because there was a parcel um right over there adjacent to this school that was available for sale. And so um the question arose whether um the district should consider in the future whether we would want to keep our eyes open for some land should any opportunities arise. Um, with that particular parcel of land, the board chair, Michelle Kelly Wentworth, the finance director, and um, Director Reynolds, the um, facilities director, went and looked at the property, and after reviewing the site, they decided that it didn't really meet the needs of the district. So the committee discussed whether um we would want to be looking out for any other piece parcels that might become available and we decided that uh that might
057be an idea for the future but we would um wait until after um our facilities study was complete so that we have an better idea of what we're looking for. We also talked about the Freeport High School tennis courts and where we're at in that process. Director Reynolds talked to the committee about the core samples that have been collected. They um determined that there is currently only uh 2 and 12 inches of asphalt which is less than the standard which is about 3 to 4 in. And the base underneath the asphalt was um sand and clay mix which is not all also not standard. Normally standard is about 3/4 or smaller stone onto gravel. And then underneath that three foot down they they hit bedrock which that information is helpful as we determine um how
058to move forward with engineering work prior to the installation of the courts. Um the full report of the core samples will be or it may have arrived already but we'll be hearing about that next week. We also heard from our FHS women's tennis coach Molly Meyer. She um has done some research in conversations with some other tennis courts around the state um at she's talked to some uh one of the post tension court installers principal at Cape and Islands Tennis and Track and she's also talked to the head pro at York York Golf and Tennis Club. Both of those have had uh post-tension courts installed fairly recently within five years. And um apparently both of those facilities have reported that the the the courts have been great. They haven't had any real maintenance issues or
059had to spend any money on maintenance. So that sort of corroborates what we've already been told is that post-tension is is is sort of the superior option in terms of um long-term maintenance expenditures. Uh, Kelly Wentworth, our FIN finance director, did report to the board that we would move funds from undesated fund balance to the tennis court reserve to bring the balance up to 700,000, which is anticipated to cover the replacement of the three existing asphalt tennis courts. If we decided to go with uh post-tension concrete, that would require an additional 102,000. Uh and if we also decided we would like to include a fourth court, that would be an additional 302,000 for asphalt or uh 5001,000 for post-tension concrete. So, of course, that's quite a bit of cash. we would have to start thinking
060about um how we would fund that and whether we would be looking at community fundraising um potential use of capital reserve funds as well as tapping into the US grant that's available to us for that purpose. We also talked about the energy audit phase one project update. Um Glenn updated the committee that the lighting is completed at the Freeport Middle School and the contractor has now moved on to mass landing. uh the facility study update. We've already heard from Superintendent Gray who has talked how about how we are expanding the scope of that study to include district staffing in addition to an assessment of our facilities so that we have a better um idea of what all of the resources we will need as the district moves forward over the next 10 years. So that
061will now be um retitled into a s systems and sustainability study which we will be looking at the RFP for that coming up very shortly. Finally, there were some emergent building repairs. Um we found that there were some floor tiles that had come up in uh one of the unisex bathrooms in the upstairs part of the Freeport Middle School. And when um Glenn tested those tiles and mastic for asbestous, they found that the mastic did indeed contain asbestous. So they've closed the restroom so that there is no exposure to no no danger from that. And um they have uh they've met with an abandmentment vendor. I believe they probably already um dealt with that issue. They've also uh installed a new hot water system at mass landing and they have uh in the process of
062that they had discovered that the current mixing valves that help allow the water temperature to be adjusted need a replacement. So I believe that they've already dealt with that as well. And that's all questions for Kelly Valerie. So I see the additional cost is the 700 the base cost for three asphalt update. >> That's correct. >> Okay. I just wanted to make sure I was reading it correctly. >> Yeah. So um so we just have sort of initial um estimates. We don't because we don't have the engineering done yet. So they can't really get more uh fine-tuned with their estimates. They gave us sort of initial cost estimates for both three and four asphalt and post-tension. So there's kind of four different um scenarios that we were provided. Um and the obviously the the cheapest
063version would be just the three and the existing asphalt and that was the 700 or roughly 700 a little bit less but >> um so those numbers are not they're not a quote. >> no no. We we effectively we paid for the design, right, and the the the assessment because the there's the hole drilling and whatnot. >> Correct. >> And that's that's what's currently being done. And then we'll have a different RFP that'll go out >> for the actual >> construction. >> That will be under the the project manager. >> So, we are not in control of who is going to be the con like like we've kind of pigeon holed oursel with that design. No. Or how does that work? >> No. So we have we have contracted with CHA to be the contract
064manager. These are estimates for our different options and once we select an option then they will go to work getting the project going and they will subcontract out >> they will bid it out. Yeah, >> but this estimate includes the CHA fees for project management. >> Yeah. >> Yes. >> Colin, >> so when would we make the call on that tennis thing so that they can play tennis in the tennis time of the year? >> So they all time is tennis time if you ask tennis people, right, Kelly? Yeah, Glenn is supposed to be giving getting us an update on the timeline for completion and we should have that information at the next facilities meeting which will be next Wednesday. >> Next Wednesday. Y and we'll also have more information on the full course sampling.
065Um so the the key to that piece I think is really the the where is the ledge bedrock underneath. >> Glenn shared a little bit of this with me yesterday. He brought in the core sampling and I don't want to preempt that discussion but just to slake everyone's curiosity a little bit. So they took core samples. It was in um three or four spots and what they found is that there's a gradient of ledge under the tennis courts. The asphalt is incredibly thin and the mix of sand and clay under the asphalt is also not optimal. And what happens with the ledge that's underneath is that that's where water builds up and that's what causes the unevenness in the courts. So the fact that there is ledge is definitely a consideration for how the choice
066goes forward because the ability of asphalt versus post post tension to withstand the conditions of the ledge underneath is different and post- tension is is far superior. All other considerations aside that is another factor for us to consider. >> So just two questions. one. Have we thought about just like taking it down to bedrock? Just like playing on bedrock being like the first like bedrock >> playing it on bedrock. >> It's very Flintstone tennis. >> I don't know. It could be like or you know a new a new angle we could kind of look into. >> Well, one of the things that that the information Glenn shared with me yesterday was that we will have to basically scrape it down to the bedrock no matter what we do because what's there already is just is
067is junk. It's going to have to go. And did they anticipate that that would add to the cost? I assume it would. >> Well, we didn't get into that, but nothing's free. So, >> but it'll cut the cost if we just use the bedrock as the thing. Uh second, the So, we will leave this school year uh having approved a certain amount of money to be spent to build the tennis courts so that then we can have tennis courts to play the game of tennis on >> as soon as possible. Um, I can't guarantee that it would be next year. We have hoped, but it's just it's really impossible to predict that. I will tell you that the uh the amount of work going into the logistics around figuring out where the high school tennis
068teams are playing this year is certainly a challenge and not something they want to continue for a moment longer than they need to. So there is certainly a sense of urgency but >> they have made that extremely clear to us >> understandably. Yeah. >> All right. Any other facility question before we send it over to Steph for strategic communications. Okay. So, we met uh on April 14th um very early in the morning and uh Kelly kindly Kelly Wentworth, finance director, finally kindly gave us not finally [laughter] kindly gave us um a presentation on the clear gov software which um is a tool that allows districts to gain both efficiencies and budgeting processes and also expands options for communication to various stakeholders. It can convey things like budgetary, geographic, demographic, strategic planning, and organizational information to
069the public in cool and interesting and beautiful ways. Um, and uh, we asked if this would create more work for Kelly and Kelly explained that um, we need to create the structures and sort of the bones and the scaffolding of it, but once that happens, then it's more of a consistent process to what we're already doing. Um, and Kelly has plans for the summer to do some of that work. Um, yeah. And so it would just sort of change how the work got done versus increase the amount of work that would go in to compiling the data. And Kelly found a way, as she does, to make it revenue neutral by um taking some other software that isn't being used out. Um, the cost is approximately $16,000. And uh the committee members expressed that this
070feels like a good expenditure um especially if it provides additional clarity and ease of accessing information um for various stakeholders. And we also reviewed budget communications. So we have a draft of the letter that is typically shared at the annual referendum meeting. Is that the term? Okay, great. and we reviewed that and provided feedback and suggestions. Um, and we wanted to stress a few topics um, in the letter and make sure that they were emphasized the importance of public input, including information about the way staff input was solicited at the beginning of the budget process, explaining the reason behind behind identifying students with the highest need and adding contextual information that the fiscal circumstances faced by RSU5 this year are not unique to our district. And so that um letter is at a status now
071which will be distributed at a time but I don't know. >> So that was going to be my question for the committee is is so I I saw the draft. I know you guys talked about the draft. Um what are we doing with the draft? >> That's a question I have too. Yeah. My my thought is and our discussed thoughts previously are to distribute that and have that accessible to the public as soon as possible versus waiting until the referendum meeting was what the committee discussed. >> So like post it on social media, send it out to the >> Yes. >> internal email. >> Yes. >> Post it at the herit um lunch and lobster. >> I'm actually just going to go read it on Friday when they open. I'll just read it to the
072crowd, >> but to distribute it as many places as we can as soon as possible was our sentiment. >> Okay. Um Okay. So, maybe that's something you and I can connect on. We'll >> talk. >> Yeah. Great. >> Um good. Yeah. Uh I'm not sure if it'd be helpful but um the bagology magazine which we referring we were referring to earlier which as we all know was originally published in 1901 uh to promote the sales of paper burlap and cotton bags for the uh Cleveland Akran bag company. They made some beautiful holiday uh editions through the 30s. Uh very art deco. You can find them online and I just thought it might sort of serve as sort of inspiration for us. one has a very like really adorable dog sitting in like a dish uh
073with bagology above it. So, I just thought that might be helpful. >> A bunch of knives. Is that what you're saying? [snorts] >> That's what I'm saying. >> So, should I go back to the text you sent earlier? [laughter] >> I'm just noting that you you sent us a text that you had a really bad day at work and that you might be a little off and you were just so on your game tonight. [laughter] I was referring to the one where he said just cut them off. [snorts] Um, okay. So, we will we will uh continue to move that forward um to try and get that out to community members to um encourage folks to participate um in both the annual budget meeting two weeks from today at Freeport High School gym 6:30 as
074well as the budget validation referendum on June 9th. I'm just making up dates. Is it the ninth? I'm looking at Kelly. >> Is it really the ninth? >> It's the ninth. Yay me. Okay, great. Um, okay. Any other questions for the strategic communications? All right. So, we will carry on to policy. Hello. The policy committee met on April the 2nd um at 4:15 on Google Meet. Um we were uh joined by uh Licia Morris, director of instructional support to provide some uh input. We were looking at um we looked at a total of seven policies um six as sort of an extended part of our um regular review process and then we also um had time to return to uh IMB the teaching and controversial issues um and so we're bringing that back to you
075uh as well. We had a very robust conversation, but it was not too robust uh for us to be able to adjourn at 5:39 p.m. [snorts] >> All right. Uh would you like me to get a motion on the floor for the second reads? >> It would please me greatly. >> Wonderful. So, do I have a motion for consideration and approval for the second read for the following policies? JJIF, Student Concussions and Other Head Injuries. JJ if concussion information sheet and IMBB teaching about contro controversial issues. Kelly, thank you. And Anna, thanks. >> Uh, so we'll bring before you three um policies for second read. um JJIF and its accompanying um information sheet JJ IF uh you saw for first read and if I'm not lying to myself and you uh we did not make
076any uh substantive changes to that uh during our uh review process. Someone throws something at me if I'm not telling the truth. Perfect. Uh so you will find that one to be uh similar if not exactly the same uh as the as the version of it you found before. [snorts] Um you know you will notice that uh anyone following along at home that we have made some substantial changes u and we're very glad that we've been able to put that together because uh concussions are a very serious issue and the process behind that um is really important. And so just to also to remind everyone that that has been reviewed by our nurses um and they uh have approved that language. Any questions about those bad boys? Great. Um so at your direction um let's
077move on to uh [snorts] IMB teaching about controversial controversial issues. Um we uh had a conversation at at uh first read wherein the board expressed their general um uh approval of the the the language that we'd pulled together um but asked us to look into um language particularly around protected classes. Um so you'll see on um page one of two for IMB um item four um we've added this new uh language um which I'm just going to read out loud. Discussion of controversial issues shall not include conduct that constitutes harassment or bullying as defined in board policies ACA harassment and sexual harassment of students and JICK bullying and cyber bullying prevention in schools. No discussion shall demean, target or create a hostile environment for any individual on basis of race, color, sex, sexual orientation, gender
078identity, religion, ancestry or national origin, disability or any other characteristic protected under those policies. So, we had a really good conversation about um how to make um [snorts] uh make use of the the language that we already have um in other uh in other policies ACA and JICK specifically um and felt good about the way we were able to bring uh this language directly in here and um we believe that that responded to both what the um board was asking us to do but also some of the um feedback that we received from the public on that as well. thoughts. Yes, >> I just wanted to thank um the policy committee on I think a really elegant solution to our request. I I really appreciate the language that was used in this. >> Cool. Great.
079Thank you. We are very elegant [snorts] >> and I appreciated the addition of the cross reference so that people could see exactly what you know we're talking about. >> Yeah. And I mean again that's one of those moments where it's like yes we do have this and we have done really hard work to make sure that we have that. Let's just refer to it uh directly and make sure that folks can find their way there. Yeah. [snorts] >> Um I sorry was there another question? >> Yeah. Louis may I ask about number eight? >> Number eight >> you may. What is the criteria that will be I assume there's some sort of criteria that will be used to determine whether or not someone has sincerely held beliefs. That seems like it I won't comment on
080it. That's a perfectly reasonable observation because we had a good long conversation about that ourselves. Um my general understanding of that is that that is uh relatively standard language in this sort of in this sort of document. Um, and I think we did not feel it was appropriate to put anything more explicit in a policy document in terms of um that would sort of outline to your point that would sort of outline what um how a sincerely held religious, moral or philosophical belief would be um would be determined that that would that I believe and Tom please jump in here. um that remains in the hands of the building administrators um to um and and I believe that is something that comes across their uh transom relatively. >> It would end up being a judgment
081call on the part of the building administrator. And I [snorts] can tell you if I were the building administrator, what I would want to hear from is a parent. I would not want a high school junior coming in and saying, "I don't believe in plants, so I'm not going to talk about them today." Call your mom. But that that is how we have to handle that. If your mom doesn't believe in plants, then we'll have then we'll we'll have a conversation. >> Uh, correct me if I'm wrong, but that that references the IMBB, which is something we're doing for first read, which if you go like two pages more is right there. >> And that's language that's been in the previous version of that policy, too. >> Right. So, that that that has a formal
082process to it in IMBB. Um, and it if you look through it effectively, it's the building administrator, but there's a formal process to that. So that's not just a student coming up one day and being like, I don't want to see that because I don't believe in plans. >> Yeah. Yeah. No, a really good catch on that, Chris, because I think it is it is another one one of those areas where there is overlap between the policy areas and kind of the the not I guess jurisdiction. Exactly. But like to your point, that would be the the protocol that the um bill administrator would use. Yeah. So A through G is the criteria on a on IMDb. >> A >> that's the criteria that will be used in considering request for exemption. >> I don't
083know. I read this thoroughly. I thought I did not realize that went I did not realize that part even though it's referenced. I did not realize that those A through G were the criteria but they are. >> Yeah, that's the same criteria. Yeah. >> Got it. Thank you. >> Yeah, good question. I did just have um a note that just for the um for the um the public on just way we were talking about IMB. Um let me just bring up my notes here. um is I think we just we really wanted to just make clear um this sort of this point around the um uh the need for um active teaching in this area and that that is a that that is an that is an important aspect of this and that the way
084in which we crafted uh the language for uh item four is really to make clear that um that uh uh in any context where an educator is um discussing these issues, it is they know that it is their responsibility to be keeping an eye out um for these things and in their planning of the the unit um to be uh to be aware of of these questions ahead of time and and and to prepare for them. [snorts] >> Okay. So, um, any additional questions on that new policy? Nope. So, we have a motion and a second, uh, for the second read for these three. Um, so we will take a vote. All those in favor? Any opposed? No. Sorry, it's a almost a straight line, so just got to make sure I see everyone's vote.
085So, that was uh unanimous. Um all right so we will move on to the second section which is the policies for first read. So uh do I have a motion for consideration and approval for the first read of the following policies? IHBAC childf findb exemption from required instruction. I JJ instructional and library media material selection. I JJ uh citizens challenge of educational media form. JR A student education records and information and JEE annual notice of student educational records and information rights. Chris and Valerie, thank you. I have to say this is a lot of policies you guys have gotten through. Well done. >> Thank you. We are very elegant. Um we bring these six uh pieces before you. Um the first I want to um refer to is uh the child find. Um so as
086just as a as a sort of macro note um as you know or um those of you who are paying following along at home um there are different reasons why we review why we bring policy before you and these are all part of our regular review process. None of these were forced by a law change. Um but in our process of making sure that we're updating them we're making sure that we are in we are in compliance. So um for IHBAC child fund um that has been um updated with language um that has been reviewed by our council um to make sure that um it addresses um all uh state laws. Also just of note is it this is also uh taking in consideration the um the shift um that has to do with um
087our uh serving these younger um these younger um members of our community. um in 26 and 27 um that directly impacts um this and pulls us into this pulls us into alignment um with the DO DOE uh timeline. Um I'm going to pause there. I'm not sure if there are any questions or if there's anything else that I I might have um didn't talk about. Yes, Lois. >> I am I made an assumption, but I circled it just in case. Yeah. >> The bottom of page one of three >> Yep. It says between the age in the last paragraph in the first [snorts] line it says between the ages of four on the next line and under 22. Is it saying four because in two years you will move it to the policy will be
088changed to reflect three >> three [snorts] year old. >> Yes. So this is this is to make us current for next year when we take on the fours. Y >> we'll have to update it again when we take on the threes. I ass I assumed that but I wanted to clarify it. >> Yeah. No, thank you for asking that Lo because we did have a discussion about should we put in some language here that sort of anticipates the other thing and we decided that would be too confusing. So um but yes thank you for clarifying that we will be bringing this back just with that particular note. [snorts] So, um, for one that wasn't required by a law change, it is a fairly material shift in how it was written. Um, was that was that
089recommended by the attorneys or MSMA? Okay. It was >> it certainly was. >> Uh, yes. So that that we're um as a as a matter of course um we look at the whenever we're looking at a new a new sorry whenever we're reviewing a policy as part of a regular process we look at what the most updated versions of those are um that um Drummond Woodsome and MSMA have um and then make uh sort of use that as our initial jumping off point. Uh but also to make clear that we we don't um necessarily throw out aspects of our language if we have done some tinkering with it that made it more bespoke um to our needs in this district. Tom, did you have a thing? >> So there are a number of other substantive
090changes from the old policy that are just based on um updates to uh rule chapter 101 which was in 2024. I can run through some of them for you. For example, um the existing policy has no explicit timeline stated. The new one says that child fund must be implemented within the first 30 days of the school year. Um the existing policy has no community outreach requirement, but the uh the new one says that RSU5 must disseminate child find information at school events and handbooks and on the website, etc. Um early intervention as a referral source is not named in the current policy. Um and the updated one early event intervention for Maine is explicitly named as a referral source. Um and there are a number of others I could go on but it really updates
091it current language in the rules. >> Great. The only thing I would add and this is sort of to go back to the very beginning just because um I know that that some uh when we've looked at this before as a policy committee and as a board uh we have been uh struck by the what we initially found is sort of the slightly odd um language um of this um and just to be clear that this is uh we didn't make up that language. that is that this is this is a um an official process and the what this is really outlining is our responsibility um to identify um any children in our jurisdiction who are in need of special education and related services. So that is what um again just for folks playing uh
092following along at home um that is what this is uh in referral to. [snorts] Do you want questions on this one or do you want to just >> this one I think and then we should move to another one. >> Okay, since you do have a fair number so if we don't >> we do we do uh the next is uh IMBBB um the exemption from required instruction. You'll note here um that there are uh minimal uh changes. uh you'll notice that there's a there's a pronoun change um uh in two places, but we also are cross- refferencing the um the IMB teaching on controversial issues. So, just as a as a note, normally when we uh make uh only a a minor change like that to a pronoun, we wouldn't bring it before you
093um necessarily uh because we don't have to do that. Um but we thought because it was so closely linked to IMBB that we would we would bring it uh to you so you could look at it. >> [snorts] >> And this is exemption from required instruction. So this is to cover um a situation where uh individual students or their families um have um concerns about uh ideas and materials that they might be exposed to and how they go about handling that process. [snorts] >> Everyone seems good with that one. >> Perfect. Um the next one is um JJ which is selection of educational materials. Um the title has been um modernized. Um the uh this again is is one that we have uh we've we've uh taken um input from the um uh draft or
094the um language that is provided by Drummond. Um there are a number of of uh specific things on there that um that we we've noted. One was the sort of the responsibility uh for the um for the selection. It's cl it's we it's clarified now that the superintendent um must develop the um procedure and that the board must be generally made aware um of that process. Um there were uh 10 criteria um in if we go to page two there used to be 10 criteria for selection um of um educational materials. Now there are 13 um and those uh additional ones um focus on strengthening uh equity and disability uh access. Um uh there's updated reference to challenge materials complaint. Um and we uh again we are we initially were not planning to look at
095this but because IMBBB came up and then IMB came up we decided that we wanted to be looking at this uh to to sort of it made sense to be bringing it to you at this time as well questions. Kelly [snorts] >> just a couple of little wording issues. Um, [clears throat] page three of seven, letters E and F. There is a a bit of a redundancy with the critical analysis. I don't know if you feel that's necessary to put in both of those letters, but it seems like it might make more sense to put it in letter F. >> Um, >> one or the other. Anyway, >> just the language around critical analysis. >> Yeah, that's one issue. >> Okay. The second is at the bottom of the page just a wording to make
096it the sentence make sense. The highest pri priority shall be meeting the needs of the instructional needs of the individual schools probably take out the needs of the and that sentence would flow better >> meaning the instructional needs. Yes, that is true. Weird poem otherwise. Um great. Yeah. And we um again that is the the the replication of of um language in ENF was not was not our uh tinkering but I think your point is totally taken that I don't think we necessarily need that if there but I would maybe sort of def I would defer to Tom on the if there's any reason that we need to make sure that when we're that when we are fostering respect appreciation for cultural diversity varied opinions we're enhancing students capacity for critical analysis and then when
097we are stimulating growth we are also doing the same thing. Um, I'm agnostic on that particular point. >> So, I'm I'm interested in the the specific designation that the superintendent is responsible for selecting the materials. I feel like like just Tom go online and literally like check not >> every single every single poem, every single uh >> No, it's more it's I think Tom again jump in here. My understanding and our understanding was that uh it is that the the it rests with the superintendent uh to to determine that process rather than it resting with the board. >> Okay. So that was the distinction. >> Yeah, that's that's the distinction. Is that accurate, Tom? >> That's correct. >> Yes. [snorts] >> But we we need to remain uh >> informed and and and appraised of
098that. Um, other questions or comments on this one? Oh, Anna, not I just had a curiosity question. And I haven't been on the board long enough for this, but pointing to what you were talking about, Michelle, page 207, the superintendent is expected to keep the board generally informed about educational materials purchased. Has that happened in the past? >> Uh, no. I mean, certain I guess I'm not sure of what what that in informing us would look like. I'm not sure it's if >> I guess that's why I'm just I'm like, "Wow, I've never seen that happen." And so what would that look like? I mean >> I mean I would say in some I would >> would that be the curriculum committee? >> I was say maybe that's not fair to say no. Um I
099mean because this covers all sorts of materials, right? So like when we moved to big ideas math as the new textbook like obviously the board was informed of that and aware of that and involved in that process. Um kind of my no was around, you know, I was more keying into the library materials. I I don't think we've ever gotten any information about what books are available in our libraries. that you have been informed about. It sounds like more curriculum. Okay. Got it. >> Yeah. And I think Yeah. And I think that uh the language of this superintendent is great to keep the board generally informed. There's a lot that can happen in the generally informed uh phrase. And I think that's that sort of falls into sort of our territory where um I think
100we uh are inherently trusting his judgment to sort of determine when when and which materials uh u need to be brought to our attention. Um and if we thought there was anything that we were missing on that, we would ask him more directly for that is my interpretation of that. [snorts] >> I read it as such. I was just curious. I hadn't seen that. So >> other questions on this one? Are you going to move on to the attached procedure? [cough] Excuse me. Um [snorts] so there is uh an attached uh procedure which is JJ E um regional school unit number five's citizens challenge of educational media uh form. Um we did some minor tinkering um with this um mostly it's self-evident the sort of myself the group organization um positive you >> want me
101to run through them >> yes please >> so we updated [snorts] the form the material types so the old one says book magazine film now we have updated like the kinds of media that are actually in libraries So audio recordings for example um we've address changed some of the fields like um for street address and town email address has been added for example as a field. Um we've changed some pronouns to be gender neutral. So him or himself has been changed to myself. Um organization has been changed to group and organization. Uh the wording of question four has been changed. The original wording is is there anything positive about this material? The new language is there anything good about this material? >> Sorry. Um the original was the good. Yes, we that there was a
102change in committee on that one. Um those are the major things. So it it really just updates the form. So, I I know it's not a change to the form, but I'm interested in sort of the question eight of the form, like what would you like me to do about this? Um, one is don't assign it to my child, don't assign it to any students, withdraw it from the library or instructional program, or refer it to the media review committee. Um, I guess I'm interested in the distinction between the third and the fourth request. So, I mean, if you'd like it removed, wouldn't that automatically wouldn't that automatically be sending it for review or >> or are they just giving you their opinion that they'd like it gone? >> I mean, they might say it
103could be a religious objection. So, I don't want my child reading this, >> right? I understand problem with other children reading this, >> right? So, my question is between three and four. So if if you checked off three, withdraw it from the library but not four, refer it for evaluation. Like I'm curious the >> I mean my I guess my interpretation of that, excuse me. I mean I think you're right to flag that it does seem pretty similar. I think the maybe the nuance in that is allowing for um a uh a parent or a guardian who um perhaps does not have the certainty uh that they want it withdrawn and therefore check check that but sort of say like I don't want it to assigned to my child and also I think it should
104be referred to the educational media review committee to see what they think. Um, again, I think it's new, it's nuanced. Um, we didn't look at that language. Um, uh, >> I was just curious. I mean, it's just a form I I'm not sure I've ever actually looked at it before, so I just >> curious as I >> You haven't asked anything to be withdrawn your own. >> Yeah. I'm just curious how often you've experienced people using this form. >> Me personally, in my entire career, zero times. Um, I know that in the previous district where I worked, this w this form was revised last year and my previous superintendent who had been there for 10 years and is now in Felmouth had had one within that 10-year period. So, it's pretty rare. >> I think
105it's pretty rare depending on where you might be. I think there are some school districts in the state who have seen a fair number of this form. So >> yeah, Karen, >> I'm just curious. Um, who is the educational media review committee? Who's who is that? >> So that >> that's you. Did you not know Karen when we put you on? >> That's formed when there's a complaint and it it contains an administrator and teachers and and other stakeholders who look at the material and make a decision. >> Yeah. And just so folks know, we were really tempted to leave it at is there anything good about this material because that was just technically very funny. Uh but we decided to change it uh to valuable. Um next is uh JRA uh student education records
106and information. This is um asserting um how we are complying with uh the family educational rights and privacy act furpa um and um uh basically how we are providing information to any um other entity. Uh so we includes information about the updated information. I guess it's really only that the only real updated information has to do with the directory and how we are um we're listing that um um the changed language I think again is just coming from our is coming from um council on that I think yes I'm trying to remember there was some other thing we were talking about Cara and Chris >> we just wanted to define what the directory was >> oh right was in the first Right. [snorts] >> Um, >> and for those who who don't know, directory information
107kind of like you have to go back to the time when there was a phone book and people use that, but directory information is considered to be information about students that we are allowed to publish without checking like what would be in a phone book. Um, and so this kind of defines things that would be considered directory information. I think I might disagree that someone's height and weight would be in the phone book. >> No, but those are specific to u athletics and particular for wrestling. >> Okay. So, everybody's >> we had a good long we had a good long back of um >> Yes. And I think we we went kind of back and forth on it and event I sort of found our way back to this language which is sort of the
108is the suppose the recommended language for that purpose of athletics. So no it is not suggesting that we are collecting weight and height information um on everybody um uh though I'm happy to include my height and weight um in the board directory if that would be helpful for folks. Jenny can add that to the [laughter] website. >> Um, >> I think I will be opting out of that one. I saw the cool chart in uh the presentation that Py [snorts] did um that we could use for that. >> Really? Okay, cool. >> Different clear gov. It's got a nice pie chart. >> Love it. >> Um, any other questions about JR [snorts] >> Lois? Is it federal law that we have to release names, addresses, and telephone numbers of secondary students to military recruiters? >>
109That is my understanding. Um, >> and it is law. >> That is my um >> can opt out of it. that. Yeah. Yes. That thing >> and there's an opt out, but you have to opt a a parent, not you, a parent would have to opt out by in writing by September 15th of every year or when they enter school and it counts forever. Every year? >> I'm actually not sure about that. >> I'm I feel like you when we fill out the form, it's we have to fill out the form every year. Yeah, I that's what I remember, but I'm not 100% sure. >> So, not being a parent that had to ever do this. Perhaps a parent can explain to me it comes home in the backpack. >> It used to it used
110to be the bane of my existence. This first day of school, this huge packet of homework came home for me. Um, and that was always in there, but I believe now it's done through powers school and you just go through and click through and like yes, no change, no change, no change. Um, is my understanding. Um, and I forgot to do that and so that kicked me off some list. So like getting information because I didn't do it. So, I think it will it may revert to I don't know the principles may know this better than I, but um to an opt out status unless you say everything's the same. Um but I don't ever remember anything about the military recruiting opt out or if that's a specific separate one that comes in high school.
111I don't know. >> That can't be an optin rather than an optin. I'm going to assume the federal law probably says it can't be an optin, but I don't know. >> Lois, I'm happy for us to look at that and since this is on first read for us to look at that and just sort of see what our options might be there in terms of opt out and opt-in um and report back to y'all on that. >> Remembering [snorts] now that it is the first read um I will also look and maybe we can have a conversation about it. >> Great. Cool. [snorts] Yeah, Chris, >> do we have a general direction that the board would like to go depending on what that is? >> So, we could >> in terms of if we find
112out some information and then compose something to bring back. Yeah, good question. [snorts] >> I can tell you I'm an opt-in always. I don't want I don't want to have to opt out of things. I'm just I mean because this this is under this is also higher ed right not that I love the inundation of uh emails I'm currently getting is because clearly that's where this information is coming from is they shared my kids information my junior's information so every college on the planet is sending emails >> that's usually coming from when your child is filling out the pre-registration paperwork and there are on the for the PSAT and the SAT of course they've given them their address their email They're all the things and they the child checks a box basically. Do you want
113to get mail from the college board or not? >> Oh, so that's separate from this. >> Yes. >> So maybe maybe the maybe we can find out our requirements. I mean because I imagine the institution of higher education is may be different than the federal law requirements around the military piece. Um, so there might be a distinction between the two and maybe it would be helpful to know from Jen like what are we actually doing in that space? Like are we sharing our students information or not? Um to know where we'd like it to go. >> Yeah, I'm I mean I'm just quickly looking at the um US Department of Ed. uh there are some details there again where it seems to be they're just affirming that the the opt out there and um there's
114also reference to something uh called the Solomon amendment. So we'll be looking into that a little bit just so we can uh come back to folks. My expectation is going to be that we do not have the ability to have it be opt in. Um, but we'll see and we can bring that back. [snorts] Um, any other questions about JR? Um, you will note that JR has a has a buddy. Um, JEE uh, which is the annual notice of student education records and information rights. I'm going to defer to you Tom on just explaining how this this particular uh form uh or this particular document >> sure works. >> So there are actually some there are more changes to this than there are to JR. Um some of the biggest ones are photos and videos
115are now added to what's considered directory information. This is so that the school can post pictures of kids on social media. Parents can opt out of that, but parents have to opt out. And anytime we post something, we have to check to see which kids have been opted out and make sure that we're not sharing those photos and videos. Um, it adds to the list of school officials, third-party online educational service providers. That's like Power School and any other um organization that we that handles our student data that we would have assigned a data privacy agreement with. Um there is a direct control requirement that's been added for volunteers and parents who assist school officials um that's required by the furper regulations and it has previously been missing. Um it adds that inspection of records
116occurs in the presence of school staff also adds process to hearing procedure in the amendment notification sentence. Um, it changes the disclosure introductory language. It It now that disclosure language now reads except in circumstances as permitted by law or regulations as summarized below. So that's more consistent with the new regulations. Um, again, it adds photographs and videos of students at public school activities to what's considered to be directory information. um military recruiters. It adds parents who opt out are preventing disclosure without their prior written consent, making it clear that they can train the parents maintain control over whether disclosure later occurs with consent. Um there are also some language for health or safety emergencies. Um it now says in a health andor safety emergency to any person whose knowledge of the information is necessary we
117may disclose. >> Thanks so much Tom and and again my u this is the uh this is the document that that we are required to uh send to all uh parents and guardians each year. Um so this is the this is the uh I mean it's all public facing but this is the the most explicitly public facing of of the of these two um documents. Uh the policy itself is not sent but the the notice um is sent to parents and guardians. >> How is there a level of expectation on I I feel like this may have come up. Um, there was a a really cool picture from DCS taken from a drone where the kids were all like out on the field. It was like from way above and there's all the whatever 450
118kids out on the field and I I felt like I heard some discussion about, oh, my kid was in that picture and I I had signed the opt out that they're not their picture isn't included. Like I'm not sure you could ever drill into a specific kid in that. Like what's the what's the standard of expectation around something like that? Like should they have pulled the kid so they can't participate? Should they not show the picture? Like what's the how is that dealt with? >> I I don't know how that would play out in in like in front of a judge if somebody were asking. I um I think we would have to try to pull those kids out. I think part of your question is about can you actually recognize individual kids in that
119photo? M >> I I don't know how that determination would be made. >> I know um from personal experience, I've always um requested that my children not be shared on social media. We don't share them as parents. So having the school do it feels not great. Um and when fun things like that happen, the instructor, the direct teacher has always reached out and been like, "We don't want them to feel left out because you sign this thing. they won't be identifiable. Is it okay to include them? And that's how I've preferred to be handled because like you said, in most cases, they're not the primary focus. Like that's my largest concern and as a parent. So having them as a faceless blob is fine for me. Um, and I really appreciate it for something fun
120and cool and interesting not excluding them because of something I've signed. Yeah, I was just curious. [snorts] >> And that's it. >> There on um page two of three, item two. Um without their prior written consent, not consent. There's a missing s there. >> Oh, yeah. Content, not consent. >> Thank you. >> Oh, good point. Spelling. Um, can I just go back to what is it I JJ for a moment? Mind? >> Uh, sure. >> Um, thinking about the criteria for selection. I'm having a hard time with this and maybe it's because it's both both for instructional materials as well as like library books and lumping them together. I don't know. It just seems weird to have the same criteria for both of them. I assume that was how the example policy was written though.
121Um, so it seems strange though that there's no mention when I'm thinking of like instructional materials, there's no mention of anything being like evidence-based or effective. Um, but then there is affordability and accessible by individuals with disabilities and other things that might not be for wider instructional materials, but maybe I'm thinking about it in too much of a granular way. I don't know. >> Oh, okay. Chris is pointing out be accurate and current, which but that's still not really >> I think it would be hard to apply that litmus test to all of the things that might fall under this policy. So, for example, if a a teacher in an English class is choosing a novel, it's hard to say that that novel is evidence-based. Um, I mean, I think I know what you'd be
122talking about a literacy curriculum or a math curriculum, but it would be hard to apply that measuring to stick to everything that we might scrutinize under this policy. >> I agree. Which is why I think it's kind of weird that they're lumped in together. It's like books and instructional materials. And I'm seeing things that perhaps wouldn't be able to be like you couldn't say yep yep yep for all for a math curriculum >> right so varied opinions and cultural diversity as it relates to have that for I mean I it just seems odd >> so I I think it's >> uh >> yeah I'm not sure if this relates to that Anna but it says here that the board recognizes that the primary objective of educational materials is to implement extend and enrich the curriculum
123and education programs of the school. So does that then take out primary curriculum and this is supplemental? >> No, the the materials are aids to are instructional aids to teach the curriculum. They are not the curriculum itself. >> Yes. This excludes >> curriculum text of your math. >> No, it doesn't. >> The textbook. >> Yes, >> it would be. >> And the curriculum that's chosen is also covered under this. Or is that not? >> No. So the the curriculum is actually how we teach and what we teach. It's not the books we use. So, we often will refer to, oh, we're using everyday math as our math curriculum. That isn't actually the curriculum. The curriculum is what we're teaching and those are the books we're using to do it. >> That would be considered an
124instructional material. >> It would be considered an instructional material. >> Yeah. >> Would you want us to add something just to the effect of instructional library media material selected should, if applicable, I hadn't yet thought of a solution. >> Well, I Yeah, I mean, I really appreciate you you raising that. I mean, I think >> I guess I guess I'd like to take this back and think about that just a little bit more because I think that it isn't it is an and list. It is not an andor list, right? And so um uh if we wanted to um assign a collection of John Dunn's poems um they would not pass I being accurate and current like they just they wouldn't like the Bible wouldn't pass that on the current part of it. Um, right.
125So, I think like I'm just curious like is it really that every like that everything gets ticked >> can't be and right. I mean >> what >> it you said it's it's and not and or but I feel like to your point it it can't be and every material can't fit every criteria. >> I but I think that is technically how it's written. >> Oh, >> right. Selected should here's the first thing. Here's the second thing. Here's the first thing. And finally, the last thing >> should not be considered should be these things should be considered. I don't know if you can say that, but >> yeah, I guess I just I'm just a little curious about that because yeah, it's a good it's a good it's a good flag because I think it um
126I imagine it again it has been crafted carefully and vetted again helpless and crafted by us, but it um uh to be as in to be as useful as possible. And I guess just as a general principle just to remind us all I'm reminding myself as much as anybody um that the policy is meant to be as non-granular as possible to leave as much agency as possible to the um uh for the the administrators to develop their own procedures on that. But um I am curious about that and I want to look into that a little bit more. And honestly, Colin, that's one of the reasons why I brought it up because to me, if you're reading it as and it's sort of like, oh my gosh, you're never going to be able to get
127all these things in particular. I mean, I don't the getting as grinning as books is not my thinking. It's more the instructional materials part and the fact that we don't have anything in there about >> it being evidence-based or effective or like that is a little bit worrisome to me, but that's just my opinion. >> Okay. No, no, that's helpful. Yeah, Kelly. Yeah, actually when I was reading this, I thought of that same question and I I considered that perhaps this list was considering the body as a whole and not individual materials because yeah, for example, um it would be difficult for all of our materials to be accessible by individuals with disabilities. So I just thought as a whole our body of materials and perhaps it may be some way to word it so
128that that's clearer. The one that jumped out was to me was affordable. Like it just seemed sort of out of left field relative to the rest of the criteria. I mean, I appreciate it, but it's just interesting ad. >> Yeah. >> And did that come from MSMA? >> Uh, drone. >> Drone. >> It actually originally said be good. >> Be good. >> And we changed it to affordable. >> Better to be affordable than good. That's what I say. Uh, but no, I think I I really appreciate these questions and I think I' I'd like to bring that back and just sort of run that through the mill a little bit and just kind of see what what folks uh yeah, what folks who know more about this actual process than we do say. Um, so
129we will look into this both the question of the evidence base. We're going to look into the the sort of the and question. Does it need to fulfill all of them? Um, and I suppose uh the catchall of um uh of quote unquote educational materials versus a a library text, I suppose. Um, cool. Okay. Any other comments, questions on the plethora of first read policies? All right. So, we have a motion and a floor. Motion and a floor. We have a motion, a second on the floor. Um, so let's take a vote on the first read for those policies. All those in favor. Great. None opposed. >> Thank you so much everybody. [snorts] >> Thank you. You guys are clearly hard at work in those policy committee meetings. Um, so let's move on to item
13012, unfinished business. The first item there is the board discussion around the systems and sustainability study RFP. So that is in everyone's uh package yellow. Okay. So I hope you've had a chance to look this over. What we're trying to do is get a sense of really taking into all of the major dimensions of the district, not just the facilities, but our staffing, our programming, our demographics, our future projections. How can we optimize all of those to and and in consideration of what's coming in the future particularly the early childhood requirement and also the um desire we have expressed to maybe have a unified middle school experience. So that is what we're trying to address in this RFP. So I think what is going to be the most interesting to you to look at is
131on the second page. Well, from the first to second page where it says scope of services, starting at the bottom of the first page, an organizational and staffing analysis, infrastructure and logistics, future planning and alignment, stakeholder feedback and engagement, and then finally the deliverables, what we're actually asking them to give us. There was a public comment earlier tonight about stakeholder feedback and engagement. And what we would also like to have them suggest is a way to meaningfully engage the community once this study has come in to discuss the options that are presented and somehow arrive at consensus. So we're looking for them to help us develop a strategy around that. And more than likely what would happen is that we would have one firm that would bid on this and then contract various subcontract various
132aspects of it similar to the tennis courts, similar to the addition that was done to the high school not too long ago. So my um my initial sort of reaction um well there's a few uh one around the deliverables um kind of one through five there I guess in my my initial thoughts kind of one was what we were getting from them. Um, and so two through, well, maybe not five because the presentation is fine, but sort of conceptual drawings for proposed new construction or renovations. I mean, for me that feels a bit jumping ahead. Um, and you know, the next two basically follow that same that same vein of new buildings and renovations. Um, I mean I I don't know. It just feels the the report on what we have and potential, you know,
133potential efficiencies or potential alignment opportunities or um things to think about relative to our infrastructure and logistics and future planning. um that that all makes a ton of sense, but to actually come to us with conceptual drawings and budgets for new buildings seems a little bit um outside the scope of what I was expecting from this, but maybe that maybe that's just me, Chris. >> Yeah. So, I have a I have a couple kind of call it desires or wants that I I might like to see and then a couple kind of just questions. on on that. Um I had also kind of thought that we were getting like an assessment of tools that are in our workshop, but this almost feels like they're giving us the table already built and that that's not I
134guess what I thought the original plan was. Um, and when it comes to the the the deliverables, the stakeholder feedback and the deliverables, I feel like there should be I I would like to see kind of a a change in some of that. So, one of those deliverables, like you said, Tom, um that we were thinking about is is a call it a toolkit for how to engage the community in kind of making that end decision, whatever that end decision ends up being. Um, but it's not in the deliverable section. So, we're we're not actually asking for that with this RFP. We're just hoping for it. Um, and so I think that that's probably an important thing to add to deliverables. Um, but in the stake stakeholder feedback and engagement section too to to play
135off that as well, it it almost feels like this is written in such a way where we're asking them to give us the options instead of asking them to give us the assessment of how we can make those options. like we're we're almost kind of giving that to the consultant instead of here at the board. Um, which wasn't I guess what I had initially kind of expected I should say. Um, so I I I would I would love to see if we can change some of the wording on that. Um, I like the idea of having those plans is probably too strong of a word for what I want. Um, but having some potential ideas or thoughts. Uh, but I don't know if we have a number that we require. Like if we only ask
136for one plan, we're really asking for the plan and I don't want to do that. So um if we have a a number three four something like that and I realize that as we ask for more options we get more expensive um with more time but um I want to make sure that we don't pigeon our pigeon hole oursel into something that could be good just because we we've asked them to develop these plans. Um, I had a couple other questions that were kind of unrelated to that, but the the time frame in this was a lot different than I thought we had talked about the time frame. So, we we had talked about December, January. This time frame said >> October 15th was like the end end, right? Um, and I think that that
137wasn't what we wanted. >> I'm not sure it's not what we wanted. I mean, I think the sooner we get information, the better, but it just seems like we expanded the scope of what we wanted and somehow it got significantly faster to get it, which I'm not sure how well we're hoping. >> Yeah. Okay. So, my fear is that when we send this out and someone can't meet that extremely tight timeline, they're either going to opt out of of bidding um or I I don't I don't know. That's that's my fear is that they wouldn't say, "Hey, that's unrealistic. We could do it by December or January." they would just say, "Well, we can't meet that timeline." And they pass. Um, so, you know, if our if our thought process is we want it by
138December, then let's say we want it by December. Um, yeah, because I had that same question because, you know, a month ago we were hoping to have it by December and now it's a month later and now we're two months earlier. I don't know. The timeline didn't the math wasn't mathing for me. Um, >> I can explain how that thinking changed. >> Okay, great. So, it's just that when we first discussed this, that was our best estimate about how long this would take. And in the interval of time between then and now, we did some research about what other districts have done, including uh uh the efficiency study that RSU 21 recently did, gained a sense of the timeline that some of those things are taking. So, we were a little more optimistic that we
139could move that up. I I think that we could um you know, we could certainly extend that And then in terms of the the options, Chris, I the thinking the thinking on my end has been what I keep hearing from the community is that I I presented three options that had been discussed by the admin team in a couple of months after we were first asked to come up with options. And I hear the community saying, "Are those the only options?" My answer at the moment is well they're what we've sketched up at this point but I'd like somebody who has a more objective view to widen my view of what the possible options are. So personally I would love to have an expert come in and say here's something you haven't thought of. Is
140there a way to write the language in such a way that it makes it clear that we're not asking them for one option but that we are asking for options and you know and I I know these aren't sort of weighted by how big each of those deliverables is but I mean I think two three and four I I'm not sure we need their implement mentation phasing detailed cost. I mean if they have some for me it's the analysis the findings and then if they have some long-term recommendations whatever the number is that we have we decide on great um I just would hate for them to like you said sort of pigeon hole like that's a lot of work to come up with conceptual plans and drawings for new construction and renovate I mean
141we couldn't even get that for tennis courts for you know without a significant outlay of money with cost projections and you know phasing etc. Um I would hate for them to do that on a ver I would rather have more options that we could then narrow in on and then you know maybe our phase two is we then get drawings and costs and you know um I don't know if we can target it that way but >> yeah sort of along that same line I think getting some idea of cost would be helpful as we're making our deliberations but maybe not the detailed >> budgets yeah >> Lois My first request would be to go back to what you said at the very beginning, Tom. You ran through a list of things and said we've
142added in projection to the future, staffing. When you said staffing, my mind blew up. So, I lost the rest of the things that you said. Can you repeat that list again? Sure. And then I have a question about it. >> Sure. So what we're really looking at is information about how we can best configure all aspects of the district, not just the buildings. So that's the staffing, the programs, consider uh the transportation. I didn't mention that, but that's another one. Um and consideration of what our needs and aspirations are likely to be going forward. So considering the demographics and what they're projected to be and also what are the what are our goals? What what would we like to aspire to? Not just the things we have to do like early childhood but other things
143that have already come up as desirable for us like potentially combining middle schools. So, as I said, my head blew up at staffing. So, do I understand that the systems and sustainability study would have someone telling you who who and what the staffing should be for this district? >> Yes. The entire genesis of this was when I came to the board in November and said if I bring you forward a status quo budget it will be at 10%. Where do you want me to go? And the board told me bring me bring us tears at six, seven and 8% and also get the ball rolling on some ideas for long-term financial sustainability and staffing is a huge part of that. Nothing is binding. Nothing in the report tells us we have to do anything. Lois,
144[laughter] don't let your head explode. It's okay. It's already exploded. Sorry. Um, yes, exactly. Let's put it back in. Um, am I wrong in thinking that it is the responsibility of this board to decide the staffing of this RSU? Absolutely not. And that's why we are the ones responsible for making the budget that we we recommend and put out to the voters. That doesn't mean that we can't get outside. I I you have obviously a lot more experience with districts across the the state than I would say anyone else on this board might have. I for one lack the the experience outside of this district to say like are our staffing levels typical? Are we really strongly staffed? Are we understaffed? Right? Like it could go a variety of ways in what they tell us.
145I think the idea is to say, you know, relative to relative to the the standard in Maine, relative to our cohort, relative to whomever, this is kind of how our staffing levels stack up. So, we have that piece of information when we are making that decision about what's best for kids in RSU5. >> And I'm glad you said kids in RSU5 because this is a conversation that actually happened earlier today that I was a part of. and that is where do the students come in and that still needs to be our primary goal is to make sure that the needs of the students are being met and I get all of this future projection and programming and transportation. What I then have to ask myself is what is the most important thing here? What is
146closest to the students? What is going to benefit the students the most. And to me, that's staffing. I don't really care what the bathrooms look like. I don't really care. I care, but um no, I don't. Um but um and the and I I understand that the safety is an issue around transportation and I understand we have to look at the long term. But to me the students are the primary purpose of why we're even in existence. And so I will continue to say that and maybe someone else's head will blow up from what I said. I don't know. We'll see. >> Steph, I I think it's not being stated, but the whole reason we're doing this is because we want to try to do what's best for our students with the resources and to
147maximize the resources that we have and that we feel we can continue to leverage and that it's all completely in service of the students. That's my perspective on this. And so not that when I say look at when we say look at staffing to me that lands as is there a better way that we could be going about providing excellent education to our students and it's worth to me exploring the other options that maybe we haven't thought of that we could look at. Um so that's when I when I hear that we're evaluating staffing that's how it lands for me. um for what that's worth, Louisis. And then um I had I have a couple of questions. One is so the finance committee has been working with this RFP before this meeting. Is that right?
148>> Uh the facil the facilities and operations saw it a few meetings ago. >> Okay. Gotcha. Um I just wanted to >> I would say this is a pretty different version than what we saw last though. >> Yeah. Um Okay. And then um the uh I know Tom you mentioned an example of another study which I have not had a chance to look at but it seems that it might behoove us all to take a look at that um as my guess um because you suggested that we do so um so I just want to name that I haven't and that I >> I can give a little more background on that. So, I've linked it in some of my weekly updates recently, so you can you can find it if you do that. But,
149um, in a timely way, fairly shortly after we started the process of thinking of this facility study that we called it then, I was at a meeting of superintendent where the topic of this in general came up. And in particular, RSU21, which is Kenabunk, had recently done an efficiency study which got at a number of dimensions that we were not originally envisioning. And so when I took a look at that, I felt this is really kind of what we this is more what we need than what we had originally been talking about. So the thinking evolved based on that that example primarily. So what you're seeing here is kind of a fusion of our original idea with the idea of an efficiency study that that district carried out. >> Thank you. Um and I don't
150know if this came to fruition because of you looking at that study, but the the I mean I don't I don't know how a process like this works. Is an October 15th request reasonable for a project like this? Like I have I I don't know what reasonable >> it may be. It's a tighter timeline than we had originally envisioned. >> Um and I think we're we're now thinking of extending that back to December. >> And what is the premise for doing so? That we think that it will take longer or that we know it will take longer or does that make sense? Or we don't know? Can I just jump in on that quickly? I think um uh I think the question of when we want the study by um uh needs to be determined
151by why are we choosing that particular date and what does it allow us to do and on what timeline. Um so like my interpretation correct or incorrect between the of the October 15 is that we have it we have it earlier um we have it in the budget development um process um so that it theoretically places us in position where uh theoretically we could make some we could make some decisions in that particular budget cycle um uh based on the plan. Um, so that makes that makes sense. I guess I would just add that I uh I guess I would just agree with with Michelle that sort of this the idea of getting drawings and plans uh at that particular point like that isn't what I was imagining and doesn't and I think doesn't um
152totally compute. However, I think what maybe would be important for us to just note is that like if we don't have those like we don't have those drawings and plans in October or December, um there is there's no way we're going to be able to do anything anywhere um by the following September based on that report. Like I just don't see that like cuz we would be getting it and then we'd be saying, "Huh, that's interesting." like that like like cool like let's let's go forward with like let's here's some more about option one and then we would go and put that out or whatever like so um I like I'm I'm currently very like agnostic on kind of what decision we make on that I just think it's important for us to to to
153to note it to note it and kind of own it um that um that perhaps we just again should sort of like we should be clear with ourselves about what um I don't not exactly values but like what sort of what things are we trying to serve with it um if we're trying to to um simultaneously um get a really good sense of what the future of the district should be to inform our long-term budgeting. That's one thing. if we're trying to make sure that we are putting ourselves in a position where we could make a call on doing some construction or something around um the early childhood by September of 20 whatever that is uh 28 27 27 um uh that's diff like that's different right that's a different that's like it's not incompatible
154with the other thing and then also like if we're trying to create a situation where um we have the I I don't know sort of some sort of maximized opportunity for community input another thing right so I think just sort of like owning really what are we trying to aim for and what do we wanted to accomplish >> I have a question on scope because I remember when director Reynolds maybe yes um initially presented this in its first iteration we were doing like 3D renderings of buildings. Is that still intended to be part of this process or are we >> So you you may have we definitely wanted to include facilities. Okay. Really the the the short version of all this is is we started out with facilities and now we're kind of at facilities
155end. >> So that piece is still included in this. That's what I'm just trying to understand scope. >> Okay, just for the sake of clarity, >> Glenn has also been talking about in the facilities committee and I believe he presented here at the board um investing in what's called building mapping. >> Right. That's what I'm thinking. >> So there may be I thought maybe that's what Yeah, that is what I'm thinking. >> It's actually something we're doing already. Okay. >> That is separate from this. So, I do want to say that if we're investing, in my view, a huge amount of money and $100,000. I am less concerned with hitting a time frame and making sure we get it right. I want to make sure we poke at every nook and cranny and feel that
156we have a really comprehensive view rather than have our vendor maybe do less fidious work to hit a timeline that maybe we don't even need or want uh because we selected it. Um, that's my view is is I really want to get it right and make sure that we are extremely comfortable and satisfied with um the underpinnings of how we make our next step. I want to feel really comfortable that I've got the information and that now I'm weighing all of my various options or whatever we end up with for our framework and moving forward comfortably and not wondering well if we had waited till December would they have overturned a different rock that we didn't have. So I'm just wondering you clearly you sort of compacted the time frame to four months based on
157some information I assume based on the Kinnabbunk RF >> ba based on seeing how long it took them to get theirs. >> Okay. And so they had a approximately four months. Yeah. >> In in a similar scope of work. >> Yeah. And did they feel like >> this is more than that one but is >> I was say I don't think it's necessarily >> and I think you've named Colin I think you've named what the tension in this is on the one hand it would be highly beneficial to have for us to have this before the budget process gets going. On the other hand that could exclude some people from even bidding if they feel that they can't meet the time frame. And honestly, even if we got this in October, I don't think that
158gives us enough time to build this into the budget for the following year because that assumes I mean, when we talk about a a a robust community feedback in, you know, involvement process, um I mean, it it takes it takes the board a month or two to digest this information and build the plan on how we're going to solicit at that feedback and then so now we're into you know November and December and then you know we have to know what we want to talk to all of the people about and then we have to take back that information and then we have to make a decision on it and then oh look we just adopted the budget. um you know I I'm not I don't I'm not sure I can envision this this report
159um impact I mean other than maybe next steps of this process right financially planning for the next steps of the process of you know do we have to get detailed drawings those sort of things paying for those in the upcoming year I'm not sure um you know the 27 28 year is feasible to hit for any big changes both from getting it done right and the process that we have committed to engaging in with the community. >> Chris, I see. >> Yeah, I would I would say that like I don't want this study to dictate our FY28 budget. The goal of this study is not to dictate our FY28 budget. The goal of this study is to dictate what our district looks like in 10 years. And so it feels silly to rush it now
160when the goal wasn't to dictate the FY28 budget in the first place. Um, and so I feel >> I still I just have one question and is that I still don't know if this time frame is considered rushing it for something like this. Does that make sense? Like I don't know what a reasonable time frame is for something like this. >> Yeah, I think we don't know. That's that's part of the problem. Yeah. Did you were you done with your comment, Chris? >> A quick question. Do we have to have a very specific date for this final report? >> Can we have a general by the end of 2026 or >> I mean or or it could just be an item that they have to provide to us with their quote with their bid, right,
161of like what's your projected and maybe that we take into account, right? If one of them is great and can do it quicker, then that might be more beneficial than one that says, "I need 12 months to do the project." >> Because I think we all want to do this right and we want to do what is best for the district in the long term. Um, and we don't want to rush it. We want to we don't want to put a it has to be done by the state. >> We want it done by the whatever timeline is you're going to be able to do it. >> Yeah. You tell us what you can do it in. Yeah. Lois So, I guess I need to know a little bit more about the finance piece of
162it also because I think it was the first or second meeting when I was on this board, the number $75,000 was put out and I thought, "All right, I can vote for that." And then it wasn't $75,000, it was $100,000. And I stopped and thought, "How many teachers is that?" or "How many edte is that?" or "How many bus trips is that?" Now, I guess I would need to know how much Kenny Bug spent because >> they spent $57,000 >> and they And >> now granted, what they asked for is less. >> Yes. But they asked they spent $57,000. >> When was that? >> So >> two years ago. >> Okay. >> Roughly. >> If we have a supervis I don't know what they're called. A program director and they subcontract out to five different
163places who have specialties in each of these areas. [cough] I can't imagine that it's going to come in under $100,000. I That's my opinion. Yeah. Just the way life is nowadays. They can't even drive here for under a hundred thousand under $100. So, um, yeah, I guess you know where I I can't even put into words this. Yeah. I mean, I think the the whole um I think your point is is a well well taken, Lois, that you know, every every dollar we spend on something like this could be spent on something else, right? So, we need to make sure that every dollar we're spending is worth it because it's a it's a a marginal cost away from something else, right? It's an opportunity cost that we're moving towards this to try and improve the
164district long term, which hopefully allows us to hire and retain fantastic teachers long into the future that make the offset of this year, that one potential teacher, um, worthwhile over time. Um, I mean that that tipping point is different for every board member and that's everyone's, you know, prerogative on their vote. It's why we all get a vote. Um, but yeah, I think it's a good point. Anna, >> I think to that point, it's like we're spending up to 100K for this. like we really need to make it worth our while as we're saying. But what I want to avoid in that is sort of this well it's going to take a really long time and we want as many options as possible like we're just going to get back to square one. You know
165this is money well spent if it's giving us concrete findings. I don't know how many options is a good I would say no more than three. I mean, I'm just throwing that out there, but I don't want it to just put us back into like further debate as a board. Obviously, we're going to have to think about it. We want the community feedback. We want it to be a thorough process, but we also really need to trust this. And in terms of, you know, I think I'd definitely like to see something on cost in there. I understand that we don't need to have it fully fleshed out, but that would be really helpful. Um, and the other question I have is, and I think there's been a lot of misunderstanding about this in communication around
166this, is it sounds like in the RFP we've included some wording about um early childhood requirements with the three and four-year-olds to IEPs, but I know that there is a lot of aspiration in our district for a full day three and four-year-old prek. Um, is that something that maybe we can't put it explicitly in the RFP, but that will be intentionally considered by the whoever it is that does this because >> Sure. >> Okay. Um, so I guess I just I I would encourage us to I guess just trust this because I feel like we're it's like we're getting pushed around a little bit of feeling like that doubt of this is like a major thing obviously happening in our community and how can we make this RFP something that we can trust and that
167we feel like is going to give us concrete answers because that's what we're paying for. Yeah, just a couple things. I mean, one, just to build off what Anna is saying, I think just to be very clear with ourselves, we're doing this RFP um so that we're not um going with the board's best uh sense of things based on what the administrators have presented. That's the other option just to be clear. Like the other option is like we don't do a study and we we hear more like we hear more the administrators talk about it a little bit more. We we get measuring tapes and you know like we like we do that and then like and then we make a call based on that information. That's the other that's the other option that I
168see. So I think to Anna's point, it doesn't like if we don't actually get some stuff like this is a it's it's definitely a waste of money and it is most certainly a waste of time. Um so I think I think my I guess second thing would be my recommendation would be to follow the the the thought that has been given that we as part of the RFP ask them for a proposal for when they would what would the timeline that they would that they would uh give us. Um I think that makes a lot of sense. I think the other thing I would just say though um like I have no I have no interest in in uh in bumping this process earlier um sort of for any reason but I think we need
169to own that if we don't have this information if we don't have any more information about our facilities uh next September we're going to have to make some calls about the budget for uh physical plant uh changes is to accommodate the three the the new kids that were coming in. Like that's not like that's not something that can wait. So we're going to spend some money on that. So like just to note, I think that's also just in our kind of like calculus of like savings and you know and like and responsibility and what's serving the kids. It's just like, you know, are we open to um maybe having to spend $500,000 um next year to rent a bunch of uh trailers to put the four-year-olds in because we have nowhere else to put them.
170And that like we just need to be clear like with everybody with everybody in the community who have all the have concerns about every about all sorts of things. um uh that that is what this means is that if we don't make a decision about this earlier in terms of how to deal with our um physical with our physical plant and making any changes to that um that we're going to start having to buy some trailers potentially. I mean care um I'm based on what I've been hearing I'm I'm wondering if we want to change the deliverables slightly in that we this is a study right as we've said already the original intent was to get information and then as step one and step two would be we make some decisions or we we ask
171for more uh we ask for proposals at that point. So this really seems like you know the first one final comprehensive report with analysis findings and long range recommendations. I think that's what I have envisioned is that we get some recommendations. It might be a a recommendation one recommendation two and three but not the conceptual drawings and plans and not the phasing or implementation of plans. Like this isn't we're not asking for plans, we're asking for information. Uh, and I think it would still be good to have cost projections for those recommendations. So, keeping number three makes sense to me, but removing two and four also makes sense to me, especially if we want to ensure that this is done in a timely manner. I'd like the recommendation to ask them how long they think
172it would take. Um, but if we're concerned about costs and we're concerned a bit about timing, I think simplifying this and and simplifying it to match what many of us have said we thought it would it was going to be would be good. >> Yeah. I just want to put the the emphasis on the one, right? Like I don't want them to sort of gloss over one and give us, oh, these are recommendations in the plan and the beautiful drawings and the what it would look like for your brand new school that could house every kid in the district, right? That's not what we're looking for. I don't think that's what we're looking for. So um I yeah I just want to I just want to focus for me one is one is the the
173primary deliverable and those other things may be sort of you know little uh addendums. Yeah. >> Yeah. I mean I would just I would just steal the the the phrase proposed new construction and renovations and add that to one because I think that is actually what we are asking for. Um, we're not asking for the conceptual drawings or the phasing or implementation, but we are actually asking for um, do you think we should build a 14-story tower on top of uh, more street um, or uh, digging a big hole and everybody in Durham lives in it. Um, and that's where they go to school. >> Why do you get a tower and we get a hole? >> It's just the way things are. Um, holes are cool. Have you seen like Fantastic 4? There's like
174that whole civilization that kind of lives, you know, >> in paradise actually. >> Um the tower was meant as not a thing that we wanted actually just to be clear. [laughter] Uh that was the way I set up that particular anecdote. But yeah, like if we don't have that, then we're not getting something like if we're not getting like build a dig a hole, put a more street in it or build a beautiful tower for Durham. >> Yeah. No, I think the recommendation piece is important. and you know if you know and sort of a budget number for us to at least use as conceptually is a good thing to attach to those right um one thing I noticed that isn't in here you mentioned transportation but I don't see transportation listed anywhere in the
175RFP so if it is something we want them to I mean I guess we say well no we talk about fleet storage that's not really talking about transportation though um so just we might want call that out specifically. >> Um, loses. >> So, to go back to what Colin said a couple of times ago about the buildings and then just recently about the tower. That's excluding the idea that we might end up servicing our three-year-olds, excuse me, our three-year-olds in >> their daycare centers and having that service come to them where they already are. So, we're we're jump my opinion is we're jumping the gun because we we haven't even decided the service model yet. And that was >> we're not going to be building a building >> if we don't know that we need
176it. We're not going to be moving panel kids to Durham to the middle school if the three-year-olds don't need the space because we know we've got the space for the four-year-olds or I believe we know we have the space for the four-year-olds because we're using it right now. I haven't heard a decision be made about where our how our three-year-olds are going to get services and so think we >> Yeah. No, I I don't disagree and that is exactly why I said maybe. >> Yeah. And I think and I think that was that was Yeah. And I and I appreciate you bringing that up. I think like what I meant by that was that like in September we're going to hear what that we're going to hear what that plan is from the smart people
177who know what that is and then in September October we're going to have to respond to that. Well, and to be specific, last year, this was prior to your coming on the board, we convened an early childhood task force to decide in the short term, should we join cohort 3 and if we should, which they decided to do, how should we provide service? That group at the time strongly felt that we should be providing it in our own pro the scope of our own programs rather than outsourcing it. That works for ne next year. We are going to reconvene that group next fall to try to look at how are we going to serve the three-year-olds. >> I imagine this information would help inform that decision. >> Yes. >> But to that point though, if
178we don't have this information in the fall, this information cannot inform that decision. which was was was my point was just that like when we make some sort of decision in September and we realize >> like we need a we need we need some trailers like we're going to have to pay we're going to have to pay we're going have to pay for something if we if that is what >> part of what they're going to do is talk to us about what we want. So that that's part of what we are will be paying them to do is to engage with us in a deep way to find out what our needs and aspirations are. This I think this is a perfect example of how we're bouncing around the constellation right now and like
179what we're trying to solve. It's like one thing touches the next touches the next and and then you just circle all around, right? So yeah. So, I mean, I'm looking at I'm looking at your timeline and I'm looking at the time on the clock. Um, so the the goal is that this goes out on Friday, right? So, yes, >> we need to your goal is to nail this down tonight. >> So, I'm going to take the feedback that you give me tonight and I'm going to sit down with Kelly >> and we're going to revise it and it's going to go live. This is not something you're going to vote on, right? this is something that you already have voted on and I'm getting your feedback on and I'll take that feedback in good faith
180and and get this out as soon as possible. >> Okay, that was that was what I thought you were going to say. Great. Um, so my only other thing that I wanted to to ask, um, because I think you have a pretty good sense of the board's perspective >> on things that we want to highlight, um, is the question about the stakeholder feedback engagement >> piece from um, both the the member of the public who spoke and when I read it, I was curious as well. um like where does that I mean obviously in the in the scope of the process of today to you know our future um there will be stakeholder and shareholder discuss discussions or stakeholder discussions um about what what actually happens. My question was what does that look like before
181we even h sort of when I look at the report as you know what do we have right that's kind of how I look at this like our findings what do we currently have what are the recommendations where I was I guess a little surprised to see stakeholder feedback before we got that piece I was thinking report with some recommendations and then we then we start having our stakeholder conversations this seems to say that that stakeholder conversation happens before the report. So I'm curious like what is the what is the role of that in this? >> I think I'm envisioning it the way you're describing it which is that part of what they will deliver to us as a suggestion for a strategy about engaging the community. Okay. >> As we then take that into
182account to make our decision. >> So so these people won't be doing stakeholder feedback engagement. They would be um that might actually be a Okay. So it might be clear to it might be helpful to clarify that in here of like what the expectation is. So maybe one of the deliverables is kind of a uh stakeholder engagement strategy, >> right? Something like that because I I think I also maybe misunderstood that they would be doing stakeholder outreach. >> Gotcha. >> I think that was one of my concerns with the timeline. I was like, well, they're starting in June when everybody's on vacation. [laughter] One other quick thing is I just I wonder whether uh just for our own the kind of health of our own kind of thinking about this is sort of thinking about
183the um that that that stakeholder process whatever it is as being something that is kind of like uh closely linked to not just this this infrastructure study but like our strategic plan. Um, so that it's sort of a way a way of saying like we have we've been developing a strategic we've been developing a strategic plan for like what should the next five years be looking like in terms of to Lois's earlier point like in terms of service to the kids. Um, and then sort of like that's our like if we've done our job with that document, that's a good document and that's that's pointing us the way we want to be going. And so my sense is that the sort of part of the stakeholder engagement process is taking that document and taking this
184and saying like how do they work together? Um it really is not like I think I just would be I'd be very wary of us to be treating the the sort of a stakeholder process or even our decision-m process um on just this. It's sort of like how does this work with the thing that we said we have we are committed to doing uh for the kids. Um, so again, I don't think that impacts I don't think it impacts the RFP, but I think just to sort of put that I would just recommend we think about it that way. >> That being said, I understand the value of sort of taking what we gather from this the the deliverables here and and then engaging stakeholders. But I do wonder if the process of of gathering
185this information does involve interaction with the administration and the staff and the board if there is some value in some form of stakeholder engagement at that point. It doesn't have to be extensive, but maybe it could inform the the you know what what we what we we end up with our options. So, I'm just wondering if that's something to think about. >> I am going to spitball this just because I haven't been through this before, but what I believe is likely is that when we put this RFP out, we'll get responses. We'll see if any of those responses are suitable to us both in terms of what they're asking us to pay them and in terms of what they're going to deliver and the timeline that they're going to deliver it by. And if we
186actually engage somebody while they are doing the work, part of that can also be giving us suggestions about what to do. Now, >> um I I have talked to some other people and I know that that's part of what some other people have experienced. >> Yeah. >> Okay. Do you have what you need? >> I think so. And thank you for the feedback. I I just want to say as I as I mentioned a minute ago, one of the things I'm really aware of is that I haven't been through this before and so I want to make sure that a big step like this is very transparent for you and for the public and so that you know where we're going with it. Um so I will take your feedback to heart and we'll move
187forward. >> Do we want to discuss the size font for the report? I did notice that was in here. Do do you want to discuss [laughter] the I really hope I do not I do not want to discuss the font. Um Chris >> um so related to this but next on our agenda is a vote a consideration and approval to expand the scope of the facility study to include systems and stabil sustainability. What does that involve? What are we actually voting on then? So there what I'm asking for is conceptual approval to of the of the concept as it has evolved from the first time I iterated it >> because we voted on a facility study last time. >> So this basically just expands that scope. >> Did we vote on a dollar amount? >>
188Yes. >> Do we need to adjust that a dollar amount or we're just leaving it the way it is until we know what comes in? >> Okay, great. >> Right now the dollar amount is a h 100red,000. Was it >> it got we did we did bump it to 100? >> You did bump it to 100,000 and it but it was labeled a facility study >> and this is different from that. >> Okay. So since uh Chris teed me up here, do I have a motion for consideration and approval to expend expand not expend expand the scope of the facility study to include systems and sustainability? Valerie and Anna. Thank you. Any other comments or questions before we vote on that one? Wonderful. All those in favor? Opposed? All right. Thank you. All right. So,
189we have no new business. So, we will move on to item 14, personnel. I will get a motion on the floor and then Tom will share some information. Uh, do I have a motion for consideration and approval to employ an assistant principal at the Durham Community School for the 2026 2027 school year? >> Kelly and Colin, thank you. Okay, I am very pleased to nominate Ben Mcdana who's sitting right here. He is being nominated for the position of AP at Durham Community School. He brings three years of experience as an assistant principal at Hallale School and a wide range of experience in other positions ranging from edtech to classroom teacher to MTSS coordinator. He has a strong background in restorative practices and behavior management systems. He has been described as well-rounded, supportive, always visible in
190the school. One highlight that each of Ben's references shared is how he is consistently putting what's best for students at the center of all of his decisions. And additionally, it is clear that Ben builds strong relationships with students and staff alike and works hard to positively contribute to the school culture and climate. >> Wonderful. Looks like we had a strong pool of candidates and interviews. And this is a a process that um because it's an assistant principal, it doesn't include anyone from the the board on that committee, just for folks that were interested in how this process works. It's driven mostly out of the schools. Um but the second interview process is with you and that was completed and so we have this uh candidate before us this evening. Any additional questions or comments? Yeah,
191>> I just wanted to reiterate your your point about the uh how many candidates we got for this and I think it's always I think it's always helpful for the board to to see that data point just as something to sort of to understand how um how the positions that we are offering are perceived by the professionals that we are hoping to draw. And I just think that's like that's that's awesome and the number of that we interviewed as well. also just really speaks to um I think the health of the RSU and and and also to the Durham Community School specifically um to folks wanting to um to be involved with that uh particular institution. >> He's trying to dig out of his metaphorical hole there. >> And also, you're going to make a
192big hole. That's part of I'm not going to vote for you otherwise. [laughter] >> Did you bring a shovel? Okay. Um so we have a motion and a second on the floor. Uh, any other comments or questions? All those in favor? None opposed? Welcome, Ben. >> Very exciting. >> Would you like to say anything, Ben? >> It is completely up to you. >> Yeah, as Tom said, I'm coming from RSU, too. I've been a principal at Haldale for the past three years. Uh before that I was 10 years in Lewon doing a bunch of different roles. But I do think I bring a a well-rounded approach and a student- centered approach and I'm passionate about what I do and um I really do love what I do every day and I'm excited to start here
193in RSU5 and at Durham Community School with Kate. Um so nice to meet everybody. Thanks. >> Welcome. >> Thanks, Ben. All right. So, um, next 14B. Uh, do I have a motion for consideration and approval to employ a district-wide BCBA for the 2026 2027 school year, Chris and Steph. Thank you. >> Okay. I am pleased to present Jennifer Snow to you as a nominee for BCBA. Um, it is extremely important that we have a certified behavior analyst, a board certified behavior analyst in public school to provide a cost-effective evidence-based way to improve student behavior, academic engagement, and the overall school climate. This is an incredibly important role and it is often very difficult to fill with a qualified person. So, I am very happy to bring forward an eminently qualified person for this role. >>
194Yeah, this is great. I was so excited to see this on the agenda because this is a crucial role that when we first added the position, it was challenging to find someone. So, when I when I saw we were in need of a new one, I was I was a little concerned. So, this is wonderful. Um, any other comments, questions? All those in favor? Great. None opposed. Excellent. Okay. >> All right. Don't get too ahead of yourself. I got to make the motion first. >> I'm excited. >> I know. All right. So, last one. Uh, do I have a motion for consideration and approval to employ an assistant superintendent of curriculum, instruction, and assessment for the 2026 2027 school year? Cara and, uh, Kelly. Okay. I am very pleased to present to you Mandy Lewis
195who is sitting right back there. Mandy is currently a principal, a middle school principal in a neighboring district whom we sometimes don't name around here right next door in Yarmouth. Um Mandy has also worked as a principal in Brunswick and has a wealth of experience as a classroom teacher. Um, Mandy really impressed the team in the interview committee, both levels of the interview committee, and I am absolutely confident that she brings the exact right combination of skills and demeanor for this position that we need. >> Wonderful. Yeah, this was another one that I thought was a this was a board um involved committee, so I know we have some folks that were on that committee. So, thank you to everyone um who participates in these these interview committees because it is a fair amount of
196work. So, thank you to everyone who took that time and and the effort and um super excited to to have a a assistant superintendent to put before you. So, um any other questions, comments? All those in favor? >> Oh, you had a comment. Sorry. >> I just wanted to say thanks to everyone for hanging in to the meet for the long long meeting. [laughter] Although we may not normal, so this is what you're signing up for. >> Come every time. Well, you don't have to come every time. You kind have to come every time. Um, >> she's like, actually, I take it back. Um, all right. All those in favor. None opposed. Welcome, Mandy. Yay. Being last on the agenda, I'll be brief. Thank you so much for this opportunity. Thank you, Superintendent Gray, for
197such a thoughtful process and just observing and listening to the dialogue here tonight. What an exciting time to be joining RSU5. I'm incredibly grateful for this opportunity. So, thank you and I'll look forward to our work together. Thank you very much. >> Thanks, Mandy. All right. >> I'm just throwing my name tag, which means the meeting's over. Um, okay. Okay. So, we do have another public comment. Um, so we are at item 15 on our agenda. If we had anyone who hung in there, if you'd like to speak, we just ask you come up to the to the microphone. Uh, my name is Alan Bradreet, excuse me, from uh, Pel, living on Lawrence Road up in North Pel. And uh first I guess I do want to commend you all for the enormous amount of
198work you put into everything for the RSU and I appreciate that. Um there a couple of comments I would make just to make these meetings more uh useful for people like me. There are a lot of speakers I got to tell you both speakers at the podium and some people in your your board. I couldn't understand you. Others of you are very loud and very clear. Makes an enormous difference. Now you may be able to hear each other quite well. Uh but if you're out there, especially if you're not up to date on these subjects, it's it's difficult. So, I hope you'll work on on that. That's I think is important. Uh just a couple of uh comments on the uh systems and sustainability stuff. Um uh I I certainly I've lived in Panel 50
199years now and I think the this school the elementary school is a critical uh uh part of this community. It's part of the real essence of Poundland. I hope that it doesn't go away as an elementary school. Uh easy to say that I haven't been involved in in all this stuff. I will note that just one observation I will make and that is that um every time I heard Lois speak I I I said to myself nail hit on the head. So I hope that you'll listen to her. I think she was she had some very good points. Um so and I and I thank you for that. One last comment I'd make is uh uh regarding utilizing the community. uh you guys uh really represent about 20% of the population of the towns. Uh
200and you do not do a good job of engaging and using uh the other 80% who have no kids in school. Um whether it's someone like me who never had kids or other people who have kids for a short period of time, there are a lot of I think uh I think you you're not utilizing a lot of assets out there. I will note that many years ago uh Kathy Hogue was uh had a I think it was a stipended position as a community coordinator or something and she tapped me all the time. I was doing all sorts of things in this elementary school. Uh when she left, never heard from anybody again. And I've been to meeting after meeting and I've said the same thing repeatedly and I don't I don't see that happening
201and I wish it would. Um, I'm not going to suggest how you go about doing that, but I'm just telling you that you're wasting a lot of manpower out there that could help you out a lot, I think. So, uh, uh, and I will say, uh, though on one thing, uh, uh, Holly did tap me last fall and I made some rhythm sticks for the school. Now, here's something that, uh, for the asking, I made like 90 sets of rhythm sticks for this elementary school. Um, and it took nothing more than a phone call and it was easy and it was free. So, take advantage of your the community people out there where those resources are people who can supply you with material goods or teaching or or assisting. Um, you you really don't do
202that well and I think you're missing the boat and and money is everything and you can get a lot of help from the community if you ask for it. So, thank you. >> Thank you. All right. So, oh yes, sorry. Hi, my name is Chantel Best and I live in panel. Um, I just wanted to touch on what Holly was saying about the um, Amazing Generation books. Those were purchased through Impact, which was our school PTA. And as impact president, um, we are planning on reaching out to the other elementary schools, PTAs, um, and just talking to the officers about like what we do in general for our school and for our teachers and what they do and maybe collaborate on what we could each learn from each other or maybe do better and possibly
203work together. So, I encourage everyone to make sure you utilize your PTAs and reach out. Make sure the teachers know that they're there and just be more connected with them. Thank you. >> Thank you. >> Good evening. Um, my name is Taylor Steel. I live in Powell. I just wanted to say thank you guys for your time, everything that you guys do. Um, I know it's late, so I want to be brief. Um, Superintendent Gray, at the Panel Town meeting, you had stated and assured our community that the Philility study would include community engagement as part of the process. However, based on what I'm hearing this evening and questions asked, it sounds like that is going to be treated as a something that happens after you get the final study and a blueprint on how
204to engage the community once you receive that study, which is not what I heard at the town meeting and leaving very assured that that piece of the process would be integral to how you guys go about how the whoever gets the RSP RFP um works on their study. Um, I also wanted to reference something looking alongside the Kennybook plan that you guys mentioned. MSAD75 also followed a model that I think would be really relevant to our situation. That's the HARPSwell um five elementary schools and middle school, high school. their district contracted um with an architecture firm to complete a master facilities plan that included a comprehensive review of current facilities future programming needs and demographic trends. Critically, while that data was being gathered, they simultaneously hosted community forums to capture capture public priorities, not after
205the fact. Through that process, the community and board members together developed proposed paths forward and their facilities committee is now working through those options. Then they narrowed it from about 12 to 13 approaches down to just three to four. One theme that emerged overwhelmingly from their community engagement was the desire to preserve community schools in each of their five towns. Uh the Hartswell School is aged. It's going to require a huge renovation and overwhelmingly the community supported um that rather than closing it and busing those kids to other towns. Um, so that insight from all their community members actively shaped their final recommendation. To me, this is the kind of integrated concurrent engagement model I feel our community was told would happen. Um, and I'd really encourage the RFP to get there and have that
206as a part of the process. Thank you. >> Thank you. Are we good? All right. So, um, we do have an executive session for the board members. So, um, I would entertain a motion for consideration and approval to enter into executive session pursuant to 1 MRSA section 4056D for the purchase of dis purpose of discussing support staff negotiations for RSU5. Valerie, thank you. Malik, all those in favor? None opposed. Great. >> Where are we going to go here? >> We'll go in the library and bring your purple folders.