001So what everybody wants me to be right in the front. Yep, front row. I'm going to present. Yeah. I also know I mean we can switch out. I got you. You're ready. I almost wore my dress. Yeah. >> Okay, so we're going to get started. Um, I just want to let folks know if they have the desire to speak at public comment. We ask that you sign in I don't know where Erica Oh, there Erica. There's a blue sheet over there and it'll help us go through the list hopefully a little in an expeditious way. Um Okay, we'll get started. So, good evening. Welcome to the RSU 5 Board of Directors. It is Wednesday, March 11th, 2026 and we are here at the Freeport High School Library. Anna and Kelly are not going to be
002with us tonight. So, this is this is the full crowd and we will get started with the Pledge of Allegiance. >> Okay, so do I have a motion for consideration and approval of the minutes from the February 25th, 2026 meeting as presented barring any errors or omissions? Karen and Lois, thank you. All those in favor? None opposed. Great. All right. Um We're not adding any items, right? >> I I do have an additional additional resignation tonight. Oh, under eight though. Okay, so that's already in there. Um okay. Uh so we will get started with good news and recognition. Maria. So, March is National Youth Art Art Month and this is the annual observance each March to emphasize the value of art and education for all children and to encourage support for quality school art programs.
003And so, March 14th is the Scholastic Award Ceremony. Um this ceremony will be held in Portland High School. There's the address, but yeah, Portland High School. And this is just to honor people that are in high school and that love art and that are very good at it. And the Congressional Art Awards is five of the eight works selected from Maine's two representatives to Congress are from Freeport High School. We have Lila Abbott, uh Nina He, Jayden S- Schultz, Ally McGee, and Luana Sunna. And the Portland Museum of Art Youth Art Month exhibi- exhibition. Each year, Maine Art Education Association um member teachers select one piece of great artwork from their classmates to represent the creative efforts of their students. And this year, my good friend Ally McGee was selected and she is representing Freeport
004High School. Her art is in the Portland Museum of Art. It's really beautiful. You should go check it out. Um and just congratulations to all of the students who have worked really hard and have beautiful artwork in the hallways. So, yeah, that's all. Thank you. So, five out of the eight for the state are from Freeport. That's incredible. Congratulations. Okay, well, thank you for that. Okay, so we will move on to public comment. Um I I didn't do this last time and I apologize. Usually when we have a large group for public comment, I try to read our just some remarks and some ground rules before we get started. I know a lot of folks here have have joined us at before, but just just to be um Thank you. Just to be complete. Um
005So, in order for us to hear from the largest number of different voices, each speaker will be limited to 3 minutes. Malik will have a timer going. Um so, when when you hear the I don't know which one she picked, the ring she picked go off, I just ask that you try to wrap up your comments or wrap up your thought so we can hear hear from from the most folks. For those who have not participated in our meetings before, just a few ground rules ahead of time. At the outset, we ask each speaker to identify themselves with their name and their town of residence. We ask you to try and be brief and not repeat yourself. We know discus- discussions of school-related issues can be emotional, but please remember that our children are watching.
006We are neighbors, so we try to always be civil and kind. We don't permit profanity or shouting, but I don't think that's going to be a problem this evening. Um and certainly no comments that disparage or attack individuals or groups of individuals. Speakers should direct all of their comments to the board. This is the opportunity for the board to listen to the opinions of the public that relate to the school and the educational matters. It is not a public debate nor conversation, so no questions should be directed to the board, but the board as the board will not be responding, but we're here to listen. Um we are not a we do not permit uh complaints, allegations, or specific um comments about specific staff members. These are personnel issues which the board is not permitted
007to hear in public. Um we do have a policy around that, so if folks wanted to share anything, they could go through that policy. Um yeah, so with that, thank you. I appreciate everyone's patience as I go through those uh those ground rules this evening. Um and we will get started with Marsha Wood. So, um what I'll do is I'll I'll put the I'll mention the next person up so that you can kind of queue up behind. So, Marsha will be first and then Aaron Abbott would be next. Hello, good evening, board members. Um again, my name is Marsha Wood. Um I'm currently a high school teacher here, a math teacher. Um however, I reside in Raymond, just moved there. Um but I've been a high school math teacher here for 13 years, one of
008the longest math teachers here um in the high school. I also coach field hockey and lacrosse. Um and I'm here to to express my concern regarding the potential um reduction of a math position here at the high school. So, recently the math department was told that our um by administration that our PSAT scores and our SAT scores were a little low and moving forward, they're going to be an area of concern. So, given this goal, I kind of struggle to understand how reducing the number of quality math teachers would support improving these outcomes. So, a recent study from the Learning Policy Institute states that through interpersonal relationships, teachers can attend to the social emotional development needs of the students. And when this happens, the students are better positioned to engage in math and their learning,
009and making them more successful. So, one of the reasons that um our math scores may be low um is that not all students enjoy math. Shocking, I know. I know. And many of them lack their confidence and their skills and their abilities. But building strong connections with students can help them feel more confident and more comfortable in the classroom, which in turn can improve their confidence. So, as these students have a more positive mindset when they sit down to take those PSATs and those SATs, they are instead of giving up on those harder problems, they now have the more confidence in their abilities, so they're going to try the harder problems, they're going to try to persevere through that. They're feeling better about their math skills. They may not love math. You know, I'm not
010here to make them love it. I make We're here to make them tolerate it sometimes. So, hopefully this would improve our math scores. In the 13 years here, it's very rare that we have found such a quality teacher that is so involved in the school in all the different aspects of it in such a short time here. This person in this position goes above and beyond her duties as a math teacher by being our department in chair in just her third year here. Math team coach, working summer school, homework center, mentor coordinator, math curriculum on the math curriculum committee, JV softball coach, and starting a crochet club as a volunteer. But what is most important is the fact that she can relate and teach kids and get them excited or like I said, at least
011tolerate math. Part of our strategic plan is about making connections, and I really would think that someone that can connect and educate all levels of students from the honors and the AP kiddos to the students receiving special education plans would want to be retained. It's rare that we can find such a quality teacher that fits all of the realms of what it means to be a highly effective teacher. With this potential cut, we would lose one of the best things that have ever happened in our math department, and while I would really hate to see that happen, it would be such a loss for our department, but even more so to our FHS students. Thank you for your consideration. Thank you, Marsha. Erin and then after Erin, uh Haley gets to speak. All right. Good
012evening, school board members. My name is Erin Abbott. I currently live in Yarmouth. Um I have been a math teacher for 20 years, eight of those at Freeport High School. I am here to express my deep concern regarding the proposed elimination of a math teaching position at the high school and the immediate and long-term impact this decision would have on our students. Our department was recently informed that our standardized test scores in math have fallen below the state average for Maine. If our district is committed to improving student achievement in mathematics, eliminating a math position moves us in the opposite direction. Reducing staff will will inevitably increase class sizes, limit individualized support, and make it more difficult to address the very concerns we are being asked to improve. The position currently under consideration is held
013by a young, enthusiastic teacher with an exceptional mathematical mind and of remarkable ability to connect with all students. She has been highly successful in building strong relationships with students across the spectrum from AP courses to to intervention classes. She collaborates seamlessly with our ELL and special education departments to ensure every student has the tools and support needed to succeed. Perhaps most importantly, she has sparked genuine excitement about math and computer programming. Subjects that do not typically generate genuine generate, sorry, enthusiasm. It has been incredible to see our students happy to attend math class. Beyond academic growth, their confidence in their mathematical abilities has increased. Their overall mental health has improved and many have developed a new interest in pursuing math-related careers and fields of study after graduation. At a time when we are striving to
014raise achievement and support students in well-being, removing a dedicated and highly effective math educator would be a significant setback in both now and in the future. I strongly urge the board to reconsider this proposal and to prioritize investments that directly support student learning and success for all of RS U5. Thank you for your time and your consideration. Thank you, Erin. So, after Haley, I have Lisa Blair. Hello, I'm Haley Goodspeed. I'm a Freeport resident. Um I'm here to urge you to reconsider the reduction the proposed reduction of a math teaching position here at the high school. While I understand the complexity of budget decisions, this this particular cut conflicts directly with the values outlined in our district strategic plan. The emerging strategic plan. Uh they'll though still in draft form, the plan was shared shaped
015by extensive community input, students, families, educators, and community members. It reflects who we are and what we value. Belonging, opportunity, strong relationships, relevant learning, and equitable access. I speak not only as a teacher, uh but as a member of the strategic planning committee uh since its inception. I have seen firsthand how intentionally this work has been grounded in community voice and data. After 12 years teaching in RSU 5 and choosing to raise my family here, I'm deeply invested both professionally and personally in the long-term strength of this district. The teacher affected by this proposed elimination is an exceptional educator, as you've heard. She engages students across the full spectrum of learners, as you've heard, ensuring meaningful growth for all. Uh unfortunately, without her, we're likely not going to be able to offer our computer programming
016uh program anymore, um which has been a long-standing cornerstone of our STEM program since well before I started teaching here. Um in that class, students who don't always see themselves reflected in other traditional social spaces, they find a community of like-minded peers, uh a place where curiosity and intellectual passion are celebrated. This course exemplifies our commitment to inclusive learning environments, where every student can discover and confidently pursue their passions. She also provides something we can't quantify but deeply need, visible female representation in STEM. Representation matters. When students see someone who reflect their identity thriving in advanced mathematics and technology, they're more likely to envision themselves in those fields. Her presence directly supports our commitment to diverse perspectives and belonging. Her impact extends beyond the classroom. Um as a department chair, I'm also a department chair,
017so I sit in a lot of meetings with her. She shares research-based practices while completing her master's in education and has led efforts to reimagine the math curriculum through inquiry-based learning. She prioritizes critical thinking, problem-solving, and deep conceptual understanding, skills essential for the 21st century. In doing so, she strengthens the entire department and embodies our strategic plan's emphasis on innovation, collaboration, and relevance. As a district, we have intentionally invested in early career educators to strengthen long-term retention. When we lose talented young young educators, we undermine that investment. Sustainable excellence requires strategic retention, not short-term contraction. Finally, this proposed cut will increase class sizes everywhere, making responsive instruction and meaningful relationships more difficult to sustain. Our strategic plan emphasizes belonging, agency, cognitive growth, real-world world relevance, and inclusive culture. Eliminating this position works against each of
018those pillars. Um I'll skip through the rest. I respectfully ask that you consider not only the financial implications, but the long-term academic and cultural costs to our students and our district. Thank you for your consideration and everything you do for our district. Thank you, Haley. Let's move that down for Lisa. Thank you. Uh after >> to do that? After Lisa, I have Jill Hyland. Okay. Good evening. Um my name is Lisa Blair. I'm transitioning to talk about another proposed cut. And I I'm an English teacher, an alternative ed teacher. I've been teaching for ov- almost 30 years. I've been at Freeport High School for 15 years now. And I have had the privilege of working alongside our community outreach coordinator. The proposal to cut this essential position in half is deeply concerning and truly reflects
019a grave misunderstanding of both its scope and its impact. This position supports students, families, staff, administrators, really the entire RSU 5 community. Freeport High School strategic plan, as Haley had spoken about, is to empower all students to learn and grow. And a core pillar of this vision is community connections. That is one of our distinct goals at Freeport High School. Um, and it commits us to, and I quote directly from the strategic plan, "fostering and maintaining relationships with local businesses, organizations, and community members in order to strengthen student engagement, student support, and learning through extended opportunities." A genuine commitment to community connection requires a full-time community outreach coordinator. Reducing this position sends a clear message that this is not a priority. This position has a wide-reaching impact on students, a variety of students, supporting students
020pursuing job shadows, um, matching students with professionals, whether it's architects, engineers, supporting students who are more interested in hands-on learning and skilled trades through field trips, guest speakers, career exploration, and it reaches students who have not yet figured out post-secondary goals and serves as a bridge to those opportunities beyond high school. Through this position, I have had first-hand experience with, um, the person in this position bringing noted Maine authors, such as Lily King, Lewis Robinson, Monica Wood, um, to our creative writing classes. Um, for at-risk students, this position has helped those who may feel disconnected find engaging opportunities and mentorship to support their success. From bringing Vietnam veterans into classrooms, connecting students to post-secondary programs, and arranging career exploration in a variety of fields, from boat building to heating and plumbing, farming, animal rescue, cosmetology,
021through this position, students find jobs, and students find future careers. Reducing this position would weaken a vital support system. One that directly impacts student success, community engagement, and the culture of Freeport High School. These opportunities are part of what makes Freeport High School special. And I know that as someone who has taught in other schools, this is unique. A place where families want to send their children and RSU 5 is a community where people want to live with this full-time position held intact. I urge the board to reconsider this proposed cut, fully preserve this position. Um I also have sent an email that um goes further into detail about what the roles and responsibilities are. I've only scratched the surface in these 3 minutes and um most importantly the impact of this full-time position. Thank
022you for your time. Thank you, Lisa. So, after Jill, I have Taylor Dombroski. Hey. Good evening. My name's Jill Hyland. I live in Brunswick and work at Freeport High School. I'm here tonight as an ESOL educator and as an advocate for the multilingual students of RSU 5. This fall I stood before the board when the district revised and approved its Lau plan, a policy created to ensure that RSU 5 meets its legal obligations to multilingual learners. Tonight, I'm asking the board to remember that those commitments are not optional. They are grounded in federal law and in the Supreme Court decision in Lau versus Nichols, which makes clear that schools must do more than provide the same instruction, they must ensure multilingual learners can actually access it. The proposed budget includes a reduction of a full-time
023ESOL position across the district. Our team is asking to maintain three educators across two and a half positions, not to expand the program, but to preserve the minimum staffing necessary to deliver the services outlined in the Lao plan, and to remain in compliance with state and federal expectations. The number of student multilingual students in RSU 5 has not declined. We are serving essentially the same number of students this year as last year, and we continue to provide services in five of the six schools in the district. With three educators, the program is proactive, collaborative, and aligned with our Lao plan. With two educators covering five buildings, pre-K to 12, our program becomes reactive, inconsistent, and stretched beyond what is educationally sound or legally defensible. As the district expands programming for three and four-year-olds, these service
024needs will only grow. The reduction would force the services into a primarily pull-out model, directly contradicting our own Lao plan, which states that programs must minimize the isolation of multilingual learners from their peers whenever possible. Guidance from the Department of Education states that multilingual learners must receive language support that allows them to meaningfully access grade-level curriculum with language development and content learning happening at the same time. Instruction must be delivered by an endorsed ESOL teacher. It cannot be replaced by MTSS or RTI. Language is not a disability. There was a comment that perhaps we've worked ourselves out of a job. In reality, we have done exactly what you asked us to do. We have provided and built independence through consistent consistent structured support. At the high school level alone, this cut eliminates dedicated language classes.
025It eliminates co-teaching. It limits collaboration and it replaces a structured, research-based program with generalized support that no longer meets the expectations outlined in our law plan. For the past 4 years, multilingual students in RSU 5 have graduated, gone on to college because they had continuity, structured language instruction, and trusted adults guiding them through complex academic language tasks. Continuity matters, relationships matter, stability matters, and the law matters. Our multilingual learners depend on us to make decisions that protect their rights to meaningful access to education. I want to be clear. I'm not here to protect my position. I have my resume ready. I'm going to land on my feet. These kids don't have that same luxury. They're depending on you to make this choice and protect their access for education. I ask the board to honor your
026commitments that you made in the fall with our new up plan. Thank you for your time. Thank you, Jill. Hi, I'm Annelise. Thank you. And after Taylor, we'll have Sarah Davis. Thank you. Hello, members of the RSU 5 board and community members. My name is Clodagh Brosky. I'm a sixth grade student here at the Freeport Middle School. Last week I was notified that French and world cultures may be removed from the curriculum at the middle school due to budget cuts. When I heard this, I knew I had to take immediate action to try and preserve this important subject, so that's why I'm standing before you today. French is a foreign language that is the fifth most spoken language in the world. In fact, 28 countries speak French and over 320 million people. Learning this language
027means so much to me, especially as I believe that our world is a better place when we have a broader understanding of foreign cultures. In trimester one, I was in world cultures and found I was learning more than just a language. I was learning culture, history, traditions, geography, and art, and so much more. I could list on for days. If we lose French as a subject, this means Freeport Middle School school students will lose the opportunity not only to learn a a language, but also culture and history. Many Mainers speak French, and not to mention so do our neighbors in Canada. I want to go to a school that values creating opportunities, not taking them away. My point is, French is a language kids should discover at a young age and have the choice to
028continue to learn through high school and beyond. Our French teacher is a wonderful teacher who teaches amazingly. She's inspired me to want to learn more about the world around me. We are lucky to have her in our school, and I hope we can find a way to keep her and the subject. I'm strongly requesting that the school board reconsider the proposal that removes French from our middle school curriculum. There must be another way to find money in the budget than to cancel an opportunity for kids to learn about foreign culture. Thank you for your time. Thank you, Taylor. After Sarah, we have uh Jim Donahue. Thank you. Wow, that was amazing. Um Thank you, Taylor. Um my name is Sarah Davis. I live in Auburn, and I teach French and world cultures in grades 6
029through 8 at Freeport Middle School. Um and I want to keep my comments brief. Um I'm obviously devastated by the decision of the administrative team to cut French at Freeport Middle School. I worry that future budget proposals will continue to carve away at world language programs in the RSU. French is the most widely spoken language in Maine after English. And Maine has a rich francophone or French-speaking culture. Ironically, March is the month of La Francophonie, celebrating the fact that there are over 321 million French speakers worldwide across five continents. The main reason I'm speaking here tonight is to thank all the wonderful people I have worked with over the past two decades at FMS. I have been privileged to work with so many amazing colleagues and cherished students during that time. And so I just
030want to say thank you so much for enriching my life. Merci. Gra- uh gracias. Gra- um no willie wonnie. I'd also like to ask that you reconsider cutting the ed tech positions um at FMS. We're stretched pretty thin at the middle school in terms of support staff and individuals whose jobs uh might be eliminated are extremely effective teachers um and their elimination would be a great loss to the community. So, um thank you so much. Thank you, Sarah. After Jim, I have Jenna Shoe. Thank you. Good evening. My name is Jim Donahue. Um I recently retired after 35 years at Pond Cove School as the PE teacher, soccer coach, baseball coach, softball coach. I was a guidance counselor, the athletic director. And yes, I even drove the school bus. Um since retirement, I've had a
031a wonderful opportunity to assist with the ice skating program as well as the cross country ski program with my son Trevor with the and fifth graders. Um I've always maintained that Pownal Elementary School, and this is my strong opinion, particularly when it was K through 8, I always felt that that's the way all children's education should be. Um during these uh kindergarten and first grade skating programs, I always make a point of introducing myself, and I always ask the parents about how their children's experiences here at Pownal, and without exception, these parents are just so enthusiastic and so um proud of what's happening for their children at Pownal School. Um The Pownal School experience, the pre-K through fifth grade school experience includes the ability to establish long-term, often lifetime, personal relationships with classmates. You don't
032have this at other schools. Uh particularly when we were K through 8, children would know each other for eight, nine years. They would they would establish relationships with um with teachers, with the bus driver, with the lunch lady, okay? Uh and again, this is very unique to a to a school. Um at Pownal School, the fifth graders have an opportunity to mentor the kinder uh kindergarteners in the classroom as well um as well as on the playground. Pownal School is a perfect environment for outdoor learning. The PE program that utilizes the outdoors with snowshoeing, cross-country skiing, ice skating, canoeing, and other activities. As well as, excuse me, um as well as swim lessons at the YMCA. I believe these kinds of experiences make Pownal a truly special place. In the past 3 years, unfortunately, I
033have been to a number of uh former students or former students funeral uh funerals or celebrations of life. Many of these student ex-students are 40, 50, 55 years old. And they always make a point of uh touching base with me. And I can't tell you how many times they look back at their experience at Pownal School in a positive light. Um And I'll finish up with this. Excuse me. I am so fortunate to have taught at Pownal School over the years. It is truly the center of the Pownal community. And sending the grade three through five students off to another school would be a disservice to the children of Pownal, as well as a disservice to the wonderful town of Pownal. Thank you for giving me this time. Thank you, Jim. After uh Jenna, I
034have Andy Seymour. Hi, everyone. My name's Jenna Shoe, and I live in Pownal. I have a young daughter who will one day attend RSU 5 schools. So, I just want to thank the board and superintendent for opening up a dialogue with our community to plan for the future. I think when community is involved in solving problems, the outcomes are always better, especially for children. And I have been spending some time researching the early childhood special education mandate. Because the question I've heard coming up again and again is, "Where do we put the 3-year-olds with IEPs?" There's concern there's no space for the 3-year-olds, and there's timing pressure of the upcoming mandate. These two factors are also were framed as one of the primary drivers for the need to do a facility study sooner than later.
035So, again, the question still remains, where do we put the free 3-year-olds with IEPs? And I know that this board has discussed this, too, but I just want to resurface that the main Department of Education is also trying to help us answer this. And they discuss implementing what's called a mixed delivery system. So, what does that mean? So, a mixed delivery system is a system that allows us to partner with other child care facilities and licensed child care providers to support any overflow for children that have IEPs that are 3 years old that the current facilities can't support. So, again, I know it was discussed and I think in the February 11th meeting um about this and uh one of the board members asked what it would be look like to partner with community providers
036if that's a feasible solution to the space problem. And then, the superintendent, you answered that it was discussed with the early childhood task force and confirmed it was possible, but you mentioned it wasn't ideal and it was better to do it within our own facility. But, I wasn't quite sure about like who that's better for, what's that better for, and I just think kids that are 3 years old that have the disability who need individual education programs that need to be served in the least restrictive environment possible, I question like if putting them through to a facility that we have as a 3-year-old is always the best solution um versus like at-home care and, you know, individualized support. So, I do definitely respect the perspective that it's one dedicated facility could be a really great
037as well once all the foundation is set up. But, the DOE published guidance in December specifically designed to address these concerns for many other districts. Um and even my daughter's daycare, they're already getting up to speed on how they can actually better position themselves to accept um students with IEPs. So, really the question is whether the mandate here requires us to to create more facilities to support these 3-year-olds. Um and based on the main DOE's answer is that it does not necessarily require this. And then two, one of the things I've I was researching is that 6 hours per week is the minimum time requirement to support 3-year-olds with IEPs per week. I'm not saying you'd ever want to strive for the bare minimum to support these children, but just to be clear that this
038mandate is not a full-time requirement for 3-year-olds with IEPs. Um so I guess my next thought is that I just was like thinking about if if it's been discussed a lot around I know I can't ask questions, but just like thinking about the process. I think I feel like I'm missing information about if we've talked about a mixed delivery system and what that might entail. Um I know this whole this whole mandate is is amazing for children, but I it's going to be a huge administrative toll um to keep up with all the requirements. The DOE is publishing training tutorials mult you know, every few weeks. There's new information all the time. Um lastly another point I want to make is that I want to confirm when this mandate is happening for our district. So
039I know in the planning for futures proposal on February 11th, it was listed in that document that the mandate deadline was July 2027. And then there was an article put forward recently in the Portland Press Herald um that was written that deadline was actually July 2028. So, if the 2028 deadline in July is accurate for this mandate for us to start uh applying this mandate, then we've been given the extra time, a gift of a year, and there's definitely I think a lot of good road map and resources from the state and our surrounding towns who are of course trying to figure this out together. So, I'm just wondering, yeah, if the just thinking about the the funding of a major facility study and appropriating up to $100,000 for that, if there might also be
040a need to start hiring a consultant or something to start supporting our district focusing more on how we might make this work for the kids. Um might be really interesting cuz again, like these are individual education programs um that need to be working best for the individual. Not necessarily best for administrative burden. So, lastly, I do agree that a facility studies can also and probably will be really important for this and for moving our our district forward for the future and for like improved capital asset planning management, all of that good stuff. But based on DOE's guidance, the mandate for supporting early childhood education for students with disabilities does not seem to require us to come up with more space. And I think that's a really important fact for the community and the board to
041understand in our planning. So, thank you for your time. I really appreciate it. Thank you, Jenna. After Andy, I have Rick Wilson. Uh hi everybody. Uh Andy Seymour. I'm from Pownal. Um be- before you go all shrug and sigh and say, "Oh no, another Pownal angry resident." Uh I come with invitations tonight, so it's going to be positive. I apologize for the sunglasses. I got an eye injury. I'm not going to sing "Sunglasses at Night," but if you make a motion and second it, not totally against it. But um I want to I uh I moved to Pownal because um I grew up in a small town. I want to live in a small town. I saw people starting berry farms. I saw saw people starting farms and farm stores and all the rural things.
042There's open spaces and I wanted to participate in that. Um I also the the 9-year-old woman that runs the gas station refused to put card readers on the gas um machines. So, people would actually come in the store and have conversations with each other. So, what I uh noticed was that mindset coalesces at the school. And there's a lot of intangibles that make Pound Hill unique which uh Mr. D talked about a lot today. And my modest dream when in town was to create a sugar shack. So, it's sugar shack season. And Val's been to the sugar shack if you need an endorsement of that. So, um the first year ever to have a PES sugar shack field trip was the the year my son was in kindergarten. And this year my younger son will
043be in kindergarten. And I've made the commitment to always um to the the lovely and perfect Kate Dawson that will always have PES kindergarten sugar shack tours. And um that's coming up next Friday. Tom, I will send you and everyone an invite to that. So, I'm hoping you will all show up. Um I also learned uh we have poetry enthusiasts on the board. Is that true or not true? So, I I brought a little something that I'd like to to read and uh I think a theme we had a couple weeks ago was uh pedantic. Let's try not to be pedantic about the spelling, please. These are 5-year-olds, so what I wanted to share with if I could. Dear Andy, Heather, and Maple. Maple's the yellow lab, if anyone's interested. I I Very original, I
044know. So, sticky sticky syrup that tastes so sweet. You were fun to make, and you were more fun to eat. Thank you for the syrup, and the visit, and everything. Love, all the kids and Mrs. Dawson. So, maybe next time we could call maybe you could work help work shop the next pollen next Friday. So, uh Tom, I'll send you the invite. Everyone's invited. I want to I want to show why the uh the intangible things, let's make them more tangible so you can understand what makes Pownal a special place. Thank you. Thank you, Andy. So, after Rick, I have Kate Martins. Good evening. My name's Rick Wilson. I'm the uh community outreach extended learning coordinator at Brunswick High School, and I'm speaking from both professional experience and personal conviction about the value of maintaining
045a full-time community outreach coordinator Freeport High School. First, I want to acknowledge the district's vision, because years ago RSU 5 created this full-time position, and that decision has positively impacted the lives of thousands of students. I'm encouraging the board to once again show that same visionary leadership by keeping this role full-time. Central to the vision is the community outreach coordinator. And your community outreach coordinator has served with incredible distinction, um being a model, creating a model program. When I was creating uh Brunswick's program, I looked to here. Um your coordinator is a collaborator statewide has um um an amazing uh amount of respect for from everybody and she wasn't so or they were not so humble, um we would have packed the place tonight with um various colleagues that uh feel the same way that
046I do and I know you've received some emails um today and one for me as well. Um I think of their impact as much like a five-tool player in baseball. In baseball, coaches talk about the rare value of a five-tool player, someone who can hit for average, hit for power, run, field, and throw. They impact every part of the game. A five-tool player doesn't just fill a position, they influence outcomes in ways you often can't predict. That's the impact that a community outreach coordinator makes. And that's the impact this community coordinator makes everyday in Freeport. Across Maine, more than 75 schools have community outreach professionals doing this work. None of these positions are part-time. And I don't know how it can be part-time. Community outreach coordinators are especially valuable because of how interconnected their work
047is. When they help a student find a meaningful opportunity, that improves engagement, it improves attendance and purpose. When they build partnerships in the community, those opportunities open doors for other teachers and programs. When they support a struggling student, they help keep that student connected to school. Reducing this role to half-time doesn't simply reduce hours. It reduces relationships, opportunities, and access for students. In baseball, when you have a five-tool player, you don't take them off the field for half the game. You keep them in the lineup because they make everyone around them better. Please don't reduce the momentum of a program and partnerships that took years to build. I urge you to consider not just a line item, but the long-term impact on the students and on the Freeport community. Thank you. Thank you, Rick. So,
048after Kate, I have Jack Brogan. Hi. My name is Kate Martins. I'm from Pownal. Together with a group of parents who have evaluated proposals to through the lens of educational policy, I've looked at a range of studies on outcomes of rural school dissolution. We were overwhelmed by the research. In study after study, the results were consistent. Closing community schools is bad for students. I want to briefly address the term dissolution. I realize that if scenario two moves forward, Pownal will still have a school, but it will not be the school that Pownal community members are fighting for. It will not be the place where teachers have created a cohesive, vertically aligned seven-year-long curriculum for our children. If scenario two is enacted, the town's youngest students will go to school in Pownal, but they will only
049make up about 10% of the children who attend the program. After 1 year, or possibly two if they qualify, they'll leave like every child in the school. After making the transition into the EC program, these five or six-year-olds from across the district will face another unnecessary transition. This doesn't sound like best practice. In addition to looking at academic research, our group also sought to understand the stated goals of RSU 5, so we examined the official documents prepared and published in 2008. This body of documents laid the groundwork for RSU 5's official formation in 2009, and remains crucial today. In the reorganization plan document, page two presents the primary goal of RSU 5's formation, which is, "quote, to enhance and improve learning and teaching opportunities across the three communities, end quote." I feel it is the
050responsibility of this board to respect and protect this goal. On pages 26 and 27, the wording is precise, "quote, the new RSU RSU board should view the different schools as resources that may help to personalize the education of students. In general, decisions of placement of students in a school within the RSU should be based upon what is best educationally for the child, end quote." Later in that same document, two of the five bullet points on the, "quote, establishment of attendance areas, end quote," were in direct conflict with scenario two. These points are three, maintaining established neighborhood groupings, and four, transportation efficiencies. It is impossible to argue that scenario two, if enacted, would, "quote, enhance and improve learning opportunities, end quote," for Pownal students. If PES students are bused to and absorbed into existing classes at
051Durham Community School, the result would yield more time spent on buses and less favorable student-to-teacher ratios in classrooms. These are measurable, factual inputs, and they contradict the stated objectives and scope of RSU 5's founding principles. Thank you for your time. Thank you, Kate. And Jack. And that was the last person I had on the list, so is that still accurate? Okay. Thank you. My name is Jack Brogan, and I'm a senior here at the high high I'm here to talk about the cut of one of the math positions at the high school. I'd like to preface that I'm not just here to complain. I actually really want to thank Superintendent Gray for coming to RSC5. I've actually saw you at more games this fall than I ever saw some of your predecessors. So, that was
052great. Um but I've looked at the budget cut tiers and it seems to me that Superintendent and the board have settled on a narrative that a shrinking student body justifies shrinking the core staff to students. I think that's a convenient but sterile way to look at a school. Instead of cut, cut, cut, we need to be honest about why that enrollment is dropping so fast. And it's dropping because families are choosing other options. An option my family chose was 4 years ago when we chose to move back to Freeport because it was home. We left Portland because the schools there were a mess and we came here for the stability of the standard this district represents. But I have to be honest, the over 10% enrollment drop cannot be due only to the housing crisis
053that exists in other school districts and across this whole state. I think some families are leaving because they've lost confidence in the day-to-day experience here. They're packing up and choosing to go to private schools like Cheverus and Waynflete that are sometimes nearly an hour commute. And every time you propose to cut a step a core staff member who is vital to both the planning teaching part of this building, you may be giving another family one more reason to pack up accelerating the exact decline you're using to justify these cuts. I had FHS math 1.0 from geometry my first year here. I didn't go into her room as a math person by any means and I'm still not. Ms. McCullen can attest. She turned a graduation requirement into a place where students, and a lot of
054whom were not math people, actually engaged. She doesn't just process a curriculum, she genuinely teaches. She runs the freshman mentor program, she coaches, and she even started a crochet club. She does the invisible essential work that keeps this building from falling apart. Every year on the first day of school, the senior class sits through a graduation slideshow. I'd advise you doing the first day of school when you want to go out and enjoy with your friends, you sit there in the F pack and listen to the talk of one day everyone who starts here will graduate here and one day we will reach that 100% graduation rate. But I think that goal starts to feel hollow if the people in this room that are pushing that idea are also deciding to gut the staff that
055actually build and sustain it. Maybe that sounds harsh, but I really don't know how else to put it put it. Regardless, on June 13th the class of 2026 will be on the stage at Merrill Auditorium. The teacher FHS math 1.0 will be there with us too, regardless of what happens, watching the students she taught including myself walk across. I hope you all be there, too. It's a pretty good setting to see the result of your priorities. When you're sitting there in June watching the class of 2026 graduate, you'll be looking at students who made it through in part because of the teacher you're currently choosing to cut. I just hope you find that view as impressive as I do. Thank you. Thank you, Jack. Okay. Um All right, so we will move on to Well,
056first I want just want to take a moment to say thank you for everyone who came and spoke. I know that's not always the easiest and I know folks have uh im- important things and families and so I appreciate everyone taking the time um and obviously also the emails we received um but thank you. Thank you for the public comment. Um all right, so continuing with our agenda uh item eight, report from the superintendents. So, I have two resignations to report tonight. One is listed on the agenda, that's Amy Broadbent from Laugh and Learn Before Care. And then also not on the agenda um Erica Maceo, the assistant superintendent of curriculum, instruction, and assessment has tendered her resignation effective the end of the school year. Okay. Um So, uh that will prompt a search and
057we'll hear more about that. Okay. >> Yes. Okay. Um all right, so we will move on. We do not have any administrator reports, board committee reports, policy this evening. We will move right into item 12, which is unfinished business for the budgets. Okay. So, I have some remarks tonight to kind of frame the ongoing discussion that we're going to have around the budget. And the audience has left. Um some of the audience. I was going to say there's some people who I had actually I I had um looked forward to a chance to talk to to sort of have present for this discussion some of the staff members who have offered perspective. Um and I I think I want to say again I said last meeting, I write remarks and I kind of like 50%
058follow them. So, I'm not on script at the moment and um I don't think that I heard any invalid comments from the staff. Um I heard comments that strongly reflect that perspective and those are those are valid. Um but as we continue the discussion, what I'd like to return to is a theme that I drew out in previous meetings. Um and to try to connect some dots over the course of time of the discussions we've had because I think that that's an important lens. In fact, for me it's the most important lens through which to view the entire conundrum we're facing. And that is that it is very easy to get to focus on the reductions that are right in front of you. Every reduction actually represents hours of discussion about what are we keeping
059and how are we finding the proposal to reduce that is the least impact to kids. And that's true for every one of the recommendations that's in the 8% tier, the 7% tier, the 6% tier. All of those represent discussions from as many angles as we could think of on the team about we have criteria by which to shape this discussion, largely informed by staff feedback early in the year. Where do we How do we get to 7%, 8%, 6%? Those represent our insight about what is the least impact on kids. Um they None of them were developed casually or lightly. Um they also I can assure you are all sound proposals from the perspective of our legal obligations. Every single one of them. Um they reflect very careful consideration about where reductions might occur occur
060in order to really sustain the core experiences that matter the most. And that is not to say that everything on the table doesn't have value in itself. It's just that if everything is a priority, nothing is a priority. That's really where we are. If everything is a priority, then nothing is a priority. And we have to make choices. So, later this evening I'm going to share some information that helps illustrate what those preserved programs and opportunities look like. Um Kelly has actually passed something out that we've developed since the packet was and and we can turn our attention to that in a bit, but that's in an effort to demonstrate what we will be preserving um even if we make reductions. Um I will also be able to share some thinking about what a budget
061that's somewhere between the first and second tier looks like because I've heard some requests from board members of what what we would do to get there. So, I can talk about that. With that stated, I I will say plainly I still recommend the 7% tier. Um largely because of what I showed you at the last board meeting about where it goes over the long term. I don't know if that looks familiar, but um another connection that I'd like to draw as we talk about this further is just where next year's budget fits into the conversations that have now been started about sustainability beyond next year. Um and I have to admit that as I worked with Jenny to sort of plan out this, I thought about I was a high school history teacher. How am
062I going to plan this unit? Where are we going to start and where are we going to arc and where are we going to end? Um definitely purposefully structured. Uh this is how I would have structured a unit in a high school class because there is a theme. And I'm going to develop that theme more explicitly now. It's been somewhat implicit and tonight it's become it's going to become more and more explicit. And the theme is basically whatever we do with this year's budget is our launching pad for wherever we go next. And I don't think we can lose sight of that. So, over the past couple meetings, I've shared some scenarios that look at how we might position this district for long-term sustainability. Um I and we have used the term long-term sustainability, I
063would actually argue that the ideas that I presented are really medium-term ideas. They're not actually long-term ideas. Though the things that we've talked about now are the things that we'll need to have a solution for within a number of school years that you can count on one hand. But there's also the two-hand stuff that we really have to be thinking about now. Um for example, we've alluded to some of these, but we haven't really put them on the table yet. How long can we really realistically expect all of our facilities to hold up before we have to make a major investment? Morse Street comes to mind right away. I don't think Morse Street's going to keel over right now, but I would bet sometime within this many years, we're going to have to do something
064about Morse Street. That's just a guess, but I think it's a good guess. Is there a point where the discussion about middle school, I think one of the as I listened after I put some ideas out there for discussion, one thing that seems to resonate loudly with many, many people is middle school integration. And I'm also hearing integrating all the middle schools at seventh grade is probably good, but sixth grade is even better. I don't think think we get to sixth grade without some kind of major investment. A facilities investment. Freeport Middle School cannot house 6, 7, and 8 for the whole district. Even if we wanted to do that, and I don't know that we want to, but we couldn't right now. We don't have a solution for that. Um another thing that we
065have to think about, and that in fact I was just discussing today with the Freeport town manager, is our vehicle fleet. We do not have, and this district has not had a good solution for how to house and repair the vehicle fleet for quite some time. Now, has that risen with the the imminent issues that we are discussing? Has it risen to the top of the list? At absolutely not. We are sharing a facility with the town of Freeport. We don't actually have an MOU to do it. We pay, I think, $13,000 a year to share that facility. It doesn't have a lift if we need to fix a bus, so we have to outsource it. It really isn't enough space and what Sophie's comment to me was is that we are getting to the
066point of bursting at the seams. We'll need a solution for that at some point. Um So, those are some very concrete, like literally brick and mortar, things to think about with long-term sustainability. But, it's really more than that. That's where my thinking starts. Sustainability is really about our people. Because that's what schools are really all about, both from the perspective of the kids in the schools and the adults in the schools. So, just to kind of circle back to an original point, we know that one of the biggest reasons why we're facing a cliff right now is because salary wages, salaries, and benefits are going to go up substantially next year due to contractual obligations. And I said it then and I'll say it again that that's actually a good thing for this district. We
067need to be a district that pays people well and competitively so that we are attracting and keeping the best people in an environment where the districts around us are certainly adopting that mindset. Um That's extremely important. So, yes, we have a decision to make around how we cope with that. But I do think, if I look back at I wasn't part of previous negotiations, I think that was a good investment in the district. There is a flip side to it. And that is that if we want to have competitive compensation for our staff, we cannot necessarily maintain every position if we're coming up against it. We cannot necessarily prioritize both things. There have to be choices. And the choices are yours, not mine, but that is a lens through which I'm seeing it. Especially in
068the environment in which we now live. If we look at this through a broad district-wide lens, but also a short-term versus long-term lens, which is again one of the classic ethical dilemmas that I've talked about in the past. We should be looking to be able to ensure that our people are compensated fairly and competitively. And we have to weigh that against what positions we preserve. And we shouldn't be wanton or um careless in striking that balance, but there is a balance to be struck. This also does not mean, and I want to be careful in the way I am very deliberate in the way I say this, that the positions that have been identified for reduction, I am not saying that they lack value. I'm not saying that they are extra. Um every position that
069we have right now does contribute to the work that we do. And there are some wonderful individuals in some of those positions that have been labeled for reduction. I need to go I need to state very plainly we cannot consider the board cannot consider we could not consider as administrative team who is in those positions when we made this these recommendations. We have to follow the contract that was mutually negotiated. We can't talk about people. We have to talk about positions. That is the only fair way to have that conversation. So, what it means is that we have to curate the resources that we have as carefully as possible for now, so that over the long term we can continue to pay people well. And to put that into more immediate perspective, right now we're
070negotiating a support staff contract. Next year we're negotiating the educator contract again. So, the financial decisions we make right now around this budget will determine what we're able to do in those negotiations. They determine what our wiggle room is. They determine what our options are. And when you step back and look at the full landscape, these are only some of the challenges that this district will face in the time before the current kindergarteners will graduate from high school. That's like that two-hand range. So, they're not hypothetical. They're just not right in front of us. And I'm not sure if this is the way budgets have been presented in the past or talked about, but that's the way I want to talk about it, and that's the way I see it. So, that's the that is
071the perspective that I'm trying to bring and I think the team is trying to bring when we present very painful decisions to you. Um and the truth is we there's going to be any number of unknown factors that intervene before in in the years ahead. I mean, I don't even know what price of gas is going to be next week. I'm pretty sure it's going to be high. Um but I I definitely know this. Our future flexibility, our our ability to pay people well, our ability to build the new building when we need to build it, to adapt, to have the right programs that we need, is definitely very much contingent upon the choice that is made with this year's budget. It's not just about balancing numbers for next year. It's about the position we
072are in to go forward. Um and look to the future. That's really what I got. Um Kelly has some information that I'd like to have her share. Um first Kelly, do you want to talk about reserve accounts? What do you want to talk about first, Kelly? We have reserve accounts, we have the spreadsheet of what we keep versus what we save. We >> Yeah, I I think maybe the talk about the spreadsheet. Um keep versus save and do we do we want to project it for the audience and for those at home? >> would be great. Um Sam, can you turn that? I'll just I just kind of want to walk through this the spreadsheet for you. Um we won't necessarily go line by line unless you want to. Um I just want to conceptually
073talk about the sheet, um how to read it, and um I don't know how to fill space when I need to talk about the spreadsheet itself. So Um it it comes at the request. Um I think Anna's asked for it a couple of times. Um it in order for her to to make an informed decision, she kind of wanted to know if we made cuts, what it would look like. I didn't go to all the levels of staffing. I didn't do like office secretary office secretary support, um the print clerk. What I focused on were um educators and education educational technicians. All right. So, start mirroring. I don't see the library yet. Okay, Sam. The library is not showing up today. It's usually right at the top. Scrolling this backwards is throwing me off. No,
074it's the right way. Um Hey, do you want to send this to me and I'll try to send me the link? >> Well, I have multiple that I was going to upload the sheets, too. All right, let me see if I can do it on my own. Little technical difficulty. I'll just for for those at home, I have requested that Jenny put this on the website as well, but I will just conceptually start talking through it for the board. Um So, it's broken down into different categories. So, at the top at the very beginning is general education. So, those are all the general education classrooms. Um and as you've all learned as over time, the configurations at Durham Community School in the middle school are different for when you get into like the 6th, 7th,
075and 8th grades. And so, what looks like it's a duplicate of it's is Durham uses like a 7-8 kind of model and Freeport Middle School uses a 6-7-8 model. So, there's a lot more lines that I would have liked to have been on here, but it was the best way to show it truly what was there. So, um that starts with gen ed. There's educators at the top. It then goes into like um wellness PE, music, band, chorus, drama, art, Latin, French, and Spanish. We then get into general ed ed techs and that is you utilizing the pre um pre-K ed tech, library ed tech, study hall, and what we we call bench sub. There is one left and it looks like Sam I can get it now. Um yeah. Um and then we go
076into what I'm considering more their educator positions within a CBA, but they're more like specialist in the sense of um nurse, guidance counselors, um social work, librarians, multilingual, um gifted and talented, and then the art instructional strategist. And I did reflect JMG even though they're contractual to the district and they're not actually our employee, they are they are providing classroom space in the schools especially in Durham's configuration. So, I wanted to make sure to represent that on here. Um and then we get into um MTSS, which is the RTI type programs. I continued with the same model of educators and ed ucational technicians and I broke it down um for the teaching. So, MTSS the math and literacy for the for the for the teachers, that's RTI A, right? Cuz it's the academic, but it
077is broken down between math lit and then literacy. And then M MTSS behavior is the RTI B program that we have been talking about. It then I then go on to the early intervention team, which are those that we discussed that will actually they'll remain they're on our teaching staff now within our local budget. This is the team that's going to be supporting the four-year-old CDS transition. So, their funding source will move to the CDS money. However, they'll still be part of the education team. So, I kept them on here. And then we move into the Rama special education. We have educators, the educational technicians, and then specialists. And in that category, it's like the special education coordinators, teacher of a deaf, social work, speech language pathologist, OTPT, school psych, and BCBA. So, that kind
078of like walks down through the list. And then by school, as you can see, Moore Street, Mass Landing, PES, DCS, FMS, FHS. And then there's a total column collectively. And then we'll just move over to the yellow boxes. That's 26-27. This is showing you based upon the superintendent's recommended tier of reduction, what the impact actually looks like. It continues in the same flow. It's just And what I tried to do were the items in red. If you kind of like scroll down the sheet and we'll look at the first example at Mass Landing, it was a grade three teacher. So, you can see that it's red because we're going from five to four in that grade level with the recommended budget. Just talk about the the numbers at the top. I mean, probably self-explanatory, but
079I'll just mention that the bold numbers that are like for classroom educators, that is like the total for that whole column within that category. So, those are all the educators within the general gen ed classrooms for those particular schools. The numbers at the very top are combining all of the positions together. So, it's taking all of the educators, teachers, and specialists from all of the various levels and adding that total. At the very top, just just to put it in perspective. Like here here are the FTE for EdTechs and and teachers for 25-26. Here's what it will look like if we move forward with the superintendent's recommended level of cuts. And I tried to make it so you could still see it. Hopefully, it's not too small, but again, if it is, it's available online
080in PDF form, and you can make it a little bigger. So, I just wanted to provide that context. Um Again, it's not every position that we're proposing to eliminate. I didn't because we get we would get into way too many multiple tiers and trying to So, the two that aren't on here are the print clerk and then the reduction of the community outreach coordinator cuz not under the collective bargaining agreement. Um and then um the reduction of the um secretarial support at the middle school. The half-time reduction there. Okay. So, if there aren't any questions about this spreadsheet. Oh, it looks like Karen has one, Michelle. Is it okay if I acknowledge her instead of you? Okay. No, she needs it in the back. >> Okay. Um thanks for this, Kelly. Um I just wanted
081to make sure that I'm understanding the specialists on the second page. We don't have a teacher of the deaf, but we're losing half an FTE. So, that one is actually in the positive. So, instead of a negative, it's a positive. >> Okay. Just wanted to make sure. >> Yeah, sorry. Thank you for pointing that out. Within special education, we were adding two positions. That's where the change is. So, that there we're adding a 0.5 teacher of the deaf. Currently, that is being funded. Um we could not fill the position, so we we're doing a contractual service. Um and that is being funded with special article two reserve. And then we are also um we there is a contractual speech language pathologist that we had posted, but also could not fill. Um that person is also
082being paid out of reserve in but it was proposed to add to this year's budget. Cuz as as we'll talk about, it kind of leads into reserves a little bit, but one thing that we did talk about the establish when we established the article reserves is that if they would either be used for a one-time expense that was not going to continue on, and we wouldn't want to necessarily spike the tax rate for, or it's an unplanned expense that shows up, much like these two positions, um that show up through the year, but they're an ongoing expense. So, they they only get paid out of reserve for 1 year, then we pull it forward to the board to include in our local budget. Chris. Um I noticed that in the ESL category, it looks like
083we we added a need at Pownal for ESL. Is that correct? Based upon So, it's not that we added a need, we built in space for. Cuz currently, there aren't any students in Pownal, but with the current the the model moving forward of two, when I spoke with um Assistant Superintendent this is how the allocation would break out, and there would be room for that person to be in Durham and PES as well, if needed. >> a cushion. Got you. Okay. But we don't have any we don't have any need that we see at this point. Is that right? In Pownal? Yeah. No. Right. But that doesn't mean that somebody doesn't move in like we experienced before. Couple days before school a couple years ago if y'all remember correctly. So it wasn't necessarily in Powhatan
084but um it was in the other communities. Um and so basically what I tried to do is show I asked what does it look like this year? What is it anticipated to look like next year and there is space built in in the event that there's a need in Powhatan. And that represents 0.25. Any other? Valerie? Thank you. I know Michelle can't see me. Um this is a question more broadly that is just I'm just trying to understand. What made me think of it was ESOL but I think there are a couple other shared services site folks. How do we budget the transition time from site A to site B? Is that something that's accounted for anywhere? We we pay mileage and we do account for it but I don't know exactly which line we
085pay for it. We account for them. Well we don't I mean a teacher gets paid for a certain number of hours whether they're traveling to or from our site midday. A lot of times what we try to do in most cases is actually because it will get a little more complicated. School times are all different, right? Depending upon what school you're at times are different especially if it's like the BCBA is one person district wide. They may or may not like visit more than one building in a day. Sometimes you try to consolidate schedules if if speech services are needed at a particular school you would consolidate them all to one day potentially if you could depending upon yeah. So we really try to work to reduce mileage if at all possible and to maximize
086time but that's not necessarily always possible. But the travel time unless it's if if so I'll be careful with this. If somebody starts their day in Pownal and they work in Pownal all day and I'm not like paying them from home to Pownal. But if somebody started their day in Pownal but then had to go to Durham to service students and ended their day there, they could put in for mileage reimbursement from Pownal to Durham. Right. So if you transition from one building to the other um and that's contractual through the collective bargaining agreement um that we pay mileage to those to those staff members and obviously they're getting paid to drive over there because it's during the work day. So if there is a transition such as that. Thank you. I was just wondering
087the mechanics of that. Yeah. Clustering is but usually best though and it's just easier on people's scheduling too. If we can. I get it. I know you think you have a teacher's voice but Um to follow up on that. So if it's a contract if it's one of the subcontractors, what I'm going to call a subcontractor like you said the you couldn't fill the position and so you Mhm. contracted off. Is that person hired on the salary scale or do they negotiate their own salary? And if they negotiate their own salary is it hourly or is it salary salary? No. So um the we're using agencies that these people work for. So it's a contractual agreement with the agency. We pay the agency not the person um and it's typically an hourly rate. Do they
088get paid for their travel and for their full Not by us. By the agency. Got it. But do we pay the agency that? Um I have not seen that travel separate. It looks like it's included in the overall cost. I haven't seen it broken out separately. Thank you. But the particular the two people that I highlighted are at one building. Oh, they're at one building anyway. Yes. Yeah. But I don't see that they're charging us mileage for that person to commute from their place of employment to us. >> Thank you. We always continually post for those positions just in the hope As the superintendent said off of Mike, um we do post for those positions. Just I don't want you to get in trouble tomorrow. Um so um we do have those positions posted um
089and we have kept those positions posted and we regularly monitor whether or not anyone applies because we do have um even though we have a contractual agreement, we do have an out with that contractual agreement in the event that we find a staff member. Because obviously we would like to hire the staff member versus contract. Are we ready to move on to reserve accounts? Okay, so in in your purple packet, there was an a new handbook. But the only thing new in the handbook are the last two pages. So um and we had talked about this um in the the past couple of years, we've established what we call article reserves. Um and articles reserves are set up as I mentioned briefly before. They're they're by article as we'll just back up a little bit.
090Our budget is appropriated by article as we all know when we go to the annual budget meeting when you guys sign the warrants, we have an article regulating instruction. We have article for special education, um student and staff support, school administration, system administration, transportation, facilities. I'm not going to name them all, but um and so in an effort to try and stabilize the budgets for, like I said, either larger one-time expenses or actually, um putting contingencies in, um for the what-ifs or what if pushing us over our class size we we establish these article reserves using undesignated fund balance. Undesignated fund balance is the amount of money that's left over at the end of the year from our budget that we have not expended or we have over collected on a revenue. And ultimately, we
091don't have authority to spend that until it's approved through the budget process and on a warrant article at the annual budget meeting. So, couple of year Not last year, the year before, we established the article reserve accounts. And so, annually, we talk about what the balance is in them, do we want to add to them, do we feel like they're comfortable, you know, comfortable balance. And I like to also report about what we're using them for. Um because at while we come to the board for things and that we're expecting to expend for, um sometimes it's the beginning of the year and we're talking about budget in January or March or April, right? So, I'll just walk you through, um where we're at with our current established ones. Um article one, regular instruction. There was
092no use in 25-26 for that. Um as you remember previous in a previous last year, we used it for a teacher at Mass Landing School that ended up being needed. But the current balance in that account, and we're not proposing to add any, is $416,637. It's about three and a half, almost four teaching positions if we actually needed to add them back or if if there was a need that arose. Okay, and then I will move now down to Article 2, Special Education. Um again, that's one of our um larger items that we've expended from in for the past 2 years. Um there we started a balance this year with $954,081. And I'll just remind everybody the reason that that we we put it almost a 500 600,000 dollar influx into that line last year
093because when we were doing the budget process last year, we weren't sure if we were going to have um ESEA funds or local entitlement funds. So, we actually pushed um the amount that we receive in local entitlement into this, which puts it at the $954,081. Because we had some use this year, we're looking to replenish a little bit. Um so, I'm proposing that we use 200,000 from the undesignated account to refund the Article 2 reserve account. What we've used it for is some one-on-one nursing that was needed, um a teacher of the deaf at 0.5 and a speech language pathologist. Um currently, the one-on-one nursing that this was proposed for, that is no longer needed, so we had a small expense, and that's why you don't see it added back into the budget where you
094see the teacher of the deaf and the speech language pathologist came back through in the budget process this year. So, with those expenditures and the replenishment, it would leave Article 2 around 964,000. Article 5, student and staff support. Um that is has a balance of $6,768. We don't feel that there's a need to increase that, but we will keep and maintain that account. Article 6, system administration. That is where the school board up is is budgeted, my office is budgeted, and the superintendent's office is budgeted within the system administration lines. Um that is where you see the audit. That's where you see if we do um strategic planning or any to those types of things, that's typically running through this line. Um we're proposing to add 140,000. In previous years, we used it for the
095strategic planning um because that was like I want to say it's a one-time thing, it's a every so many year type of thing. Um so we weren't we wouldn't need that money in the budget. But one of the things that has kind of come clear as as we've been through the last couple of weeks is that there may be some professional fees related to whatever we're going to look at in regards to what the district looks like in in over the next 10 years or what the future of the district is. Um and so we don't know if we're going to spend the money. So we also So we don't want to put it in the local budget, but what we'd like to do is to allocate some of that money out of undesignated and
096into this Article 6 reserve in the event that something comes up for the board that we may need to actually expend some funds on that isn't a normal expenditure as part of that process. So that's in addition to the facility study? Yes, it is. Yep, you'll see the facility study a little later in the capital. Um and you know, this this could be this could be a variety of things. We talked about earlier today in the facilities committee when when were looking at the RFQ, Um you know, we may decide from that that we can do the large facility study, but then what if next year the board wants to say, "Okay, let's dig deeper into something at the middle school, or let's dig deeper into something here, there, or whatever." which would require like
097further investigation into. So, we wanted to make sure the board had the flexibility of the funds in order to do that. So, we're proposing to add $140,000 um and saying maybe 150, it's really just trying to put, you know, to to have some sort of fund for you to do that in. Um if we put that in and take it out, it brings us down to about $3,000. Um again, it only gets spent if it's needed. Um and then we had put uh 60,000 in when we established the article reserves for transportation because that is one of another one of those areas if you had an out-of-district placement and you have to transport children, there's an additional transportation cost for that that we don't necessarily that we're currently not budgeting for. So, we have um
098that um reserve account. Just to explain where they sit, they're still considered part of our undesignated fund, they're just reserved for a particular purpose. Um so, if you're looking at our audit, you will you will see on the undesignated, not that all of you are really like doing some heavy reading, but if you look on our audit when it when it gets published within the next few weeks here, you'll see that under the undesignated where it's it's listing out all of the components of undesignated fund balance, it's in the reserved column. It'll show you like article one reserve and show you that it's adding up there. So, the total balance at the end of next year, if we move forward with it as proposed, would the article reserves would have um $1,450,000 in them. I
099Oh, Valerie, sorry. Do we keep so much in special ed or as earmarked to special ed because of the possibility of of a high-need student where we need to place them outside the district or is Are there other reasons? That's exactly the purpose. Um yes, it's So, in the process you have students in referral, right? Um which means that they could they maybe they could possibly end up in an in an out-of-district placement or they may not. We might be able to program within house for them. This would allow for both things, right? If we if we did decide we could keep them if we just added this staff member or this particular service, we would have a pot to go to to tap into that or if we if we strictly had to put
100them out. Um the other thing is the cost of a residential placement is very significant. Um there are districts around us that have recently had students move in with residential placements and they were looking for ways to fund that. Um So, that's why we're we are holding it there um and and trying to replenish back to that level. So, um just so I I understand um this assumes So, there's some additions in the upcoming year, right? So, 200 for special ed to replenish and then 140 into system admin. Um But, the amounts coming out of special ed are the ones in this year, not next year's. Correct. Correct. Whereas the one in article um six is next year's expense. >> It was just why are you putting that money in? So, I'm and so I
101was trying to identify what the thought process was behind it that that's a possibility. The The nurse, the teacher, the deaf, and the speech language that's in this current year showing So, I was just trying to show the drawdown. Got it. Okay. And then, um So, that million 450 assumes we spend all 150 that we Correct. Out of there. Okay. Correct. Thank you. Yeah, it's the total of that outside column. Uh so, moving on to what we um versus article reserves, they're more what we consider facility reserves. This is encompassed by capital projects, tennis courts, and the tennis and track, and then um some fuel reserves that we have for our facilities. Um So, the capital projects balance um at the beginning uh where we ended at last year with the what we put in,
102we ended at at 2,420,000 with the amount that we put in in 25-26. And these are the expenditures or they They're either fully expended or anticipated expended before the end of this year. Or the timing may work out a little weird on the facility study depending upon when we can get it out and get it done and when payments are due. Um but um the PES septic finally got replaced. Um the total cost of that was actually 290,474. And I will say that as part of that, the playground was disturbed, and so we had to replace some playground components. That's part of the number that's included in the PES septic um plan here. Um life safety and care life safety projects, which were camera and door access. Let me um As we recall last year,
103we had brought forward a life safety proposal, and we were initially proposing to use strictly undesignated a fund balance to pay for it. With all of the uncertainty that we had around title funds and um grant funding, The board chose to move particular projects into undesignated fund balance versus spending the undesignated the full undesignated amount on all projects. So it was it was split between local budget and capital projects. The two items that stayed into the capital projects fund were cameras and door access. The expected amount to be expended on that is 483,269. We came to you view this year for track re-striping and turf curbing repairs at on the um out at the track and field. That was 27,495. You've approved a project for the DCS building automation that was failing. That was that's
104up to 55,000. The high school the variable flow pump replacements. You guys had approved 30,000 for that. The FHS tennis court tennis court design services was the most recent um project at 41,500 that was approved. And then one of the things as part of that life safety shift around that we had done. Normally we have about 481,000 that rolls through the local budget. And last year during that time we opted to move some of the life safety projects we were proposing into that slot in the local budget. And then we ended up pushing out the capital projects into reserves. And because some of them were roofs replacing sections of roofs, those those can only be done in the summer. And so because we didn't know enough at the time to in in order to have
105of proper planning, those projects were delayed. So, ultimately, all that was really expended was $81,000 or anticipated out of the capital projects that were scheduled. And then lastly is the facility study um of 100,000 that you voted on at the last meeting. So, if we're not proposing any increase to that, as you can see, because there was a significant amount pushed in last year um based upon the life safety proposals um and the capital projects that got moved into this group. So, we're anticipating to have about 1.3 million, which we feel is comfortable and we don't feel that we need to appropriate any undesignated into the capital projects account this year. I'll now move on to the tennis courts. Um so, the tennis courts, we've been saving for the tennis courts um for several years
106now cuz they've been talked about since I when I was here before, we were talking about them and then I left in 2016 and we were still talking about them when I got back in 2023. Um and so, but in the meantime, you established a reserve account to start putting money away to replace the tennis courts. You did something. You did something. Perfect. Um so, there's at the end of this year, there'll be $190,000 that has been put aside for the tennis courts. Um with some recent very rough draft of um estimates for tennis court replacements. Um and what we've done is we're requesting to add $510,000 to the tennis court reserves, which will make the balance about 700,000. This actually would cover the cost of replacing the courts as they exist. So, that is
107three courts asphalt. That's um the estimates it's about 681,000 right now. We still need to do the the testing the core the core borings for the material under the the tennis court. So, it's like a very rough number, but we were asking for a number so that we could use it for budgetary purposes. Um there are there are discussions about asphalt post-tension. There's discussions about three courts, four courts. What we felt was prudent was to at least budget for what we have. Which is three courts asphalt. So, Just a reminder that the courts are not playable now. Yes. And so, um Superintendent Gray wants to remind us all that the courts have been deemed unsafe to play on. And so, we are searching for alternative alternative right now for our students for the spring season
108for tennis. Um so that they can still continue to play practice and um host matches hopefully on another turf um on another court. I call it turf, but it's a court. Um So, that's the recommendation for the tennis court. Um I and when I talk about the other options, one of the other thoughts, there's potentially grant funding that's being sought. There's potentially some fundraising that may happen. And then, depending upon what the when the when the prices come back and what the board decides to go through, we can remind I can remind you all that we have that capital reserve account as well, that 1.3 million that we might be able to tap into if it goes above if we're above the 700,000. We would use a combination of funding potentially. That's a a a
109few a month or so out. So, I just wanted to know let you know we're preparing for it. We're proposing to use 510. Um to to get where we would need to be. Um I'll move on to the track and field reserve. Um that was also established while I was gone because the track and field came in and started being used. So, annually we put about $35,000 into that. Um at the end of the 25-26 year, there'll be 280,000. We're asking to continue that contribution of 35,000 a year to continue to build for an ultimate replacement of the track at some point. Um so, that'll that would leave a balance of about 315,000. And then the heating fuel reserve of 100,000. That was established when I first got here, probably 2011-2012. Um and we have
110not Well, knock on some wood, we've never had to use it. And what this the heating reserve is really set for is typically we're looking at historical data, we're getting pricing, we're putting stuff into the budget. Nobody expects gas to be $4 a gallon almost right now, right? That affects us as well for heating. So, the reserve was set up years ago in order to give us a cushion for those types that type of expense. So, while we haven't had to use it and it currently holds 100,000 in it, who knows? We might have to use it fairly soon if if um prices continue to rise because we are still heating. So. Um so, with if you add all the columns in the facilities reserve, that's the capital projects, the tennis court, the track and
111field, and the heating, that brings us to 2.4 about a little over 2.4 million. Um and I'll I'm just going to try not to scroll quickly, but I'll just bring you back to the top the in the italicized words there, the reserve account funding. So, we're we're proposing to appropriate $885,000 from undesignated fund balance this year to um to to put into these article and or facility reserves. This is my first year, so I'm going to go back to some pretty rudimentary questions. Um undesignated fund balance is whatever we've collected that we could not spend, question mark? Yes, so So, our revenue sources and I'll I'll I'll just slide up because I'm in the in the budget document itself, right? So, um and I'll just kind of to start at the top your expenses are
112at the top, right? So, so this year's 26 27, we're proposing 47 million. That's the total year-over-year budget. We then start sub-talk sub-start subtracting revenues out. Um so, the first line there is shared revenues, and this is where you usually see the largest flux. Um we're we're budgeting 1.4 million in shared revenues, which means we're keeping that out of taxation because we're expecting this revenue. So, if we slide down a little bit to the bottom of that sheet, and I'll try and make it a little bigger for y'all. Um the shared revenues that we're we're budgeting for are we maintain the Hunter Road fields for the town of Freeport, and they pay us to do that. That is a contractual agreement that we have. Um we are in I believe this is year This will
113be 26 27 will be year three of a five-year agreement. Um We had a historic historically budgeted an expense for a shared employee with the town of Freeport, which would be a like a custodial type grounds position. And then we put this offsetting revenue in. It's never come to fruition. It was there before when I left in 2016, it was back in '23, we've never filled it. I took it out of the expenses and I've taken it out of the revenue. We're not we've never done anything with it with it, so I don't want to continue to show it. Um state agency client um / Medicaid, that's for students that are under the care of the state who we are providing services for that we can actually bill. Um the office of instructional support does
114that billing. Um and so that's a number based on an average that but however, when we bill, it's based on actual students. So if a student moves in, a student moves out, it's an again, which is why I typically try to do it based on an average. Um the next line is interest. So obviously, we have undesignated fund balance which sits in a bank um and we earn interest on it. So um that is a revenue that the district receives, so we offset taxation with it. It again, this has been one of those it's one of the lines that over performs uh that had been over performing and I crept it up over the past couple of years, but I was hesitant to move it this year um based upon everything going on. So I
115did I did leave it flat and felt comfortable with that. Um so as you know, um community programs has a laugh and learn program and which they actually charge um parents for or they get funding from um DHS for particular students. They do do utilize space within our buildings and because they charge for it, we asked them to help cover some of the cost of the space that they're in. So um you'll see that $15,000 is there. That's they're in the same amount of spaces as they were last year. Um and so we've kept that flat. The thing that changed this year, as you know, um we are we will we are we are currently providing to some of the um children under CDS um some of the the four-year-olds, we are providing service to
116the services to them through our early intervention team. We have an agreement with CDS that we can bill for that. But now that we're going to become part of cohort three, their our responsibility we assume FAPE, they're ours. So the funding for that is going to be coming into the CDS fund, which is going to be a separate fund in the local budget, which is fund 2213, not that y'all care, but um so while we see a negative here, as we talked about earlier, those staff members are also going to move out. Um It So um then then we go on to um we call it the aspirations account. Really this is taking money from undesignated it's largely in then we put it align it within the superintendent's budget for $8,600. This This is typically
117used when um a team makes nationals or team makes states, you know what I mean? And there's some overnight expense or it's a doesn't happen every year, sometimes you know, this is the pot of money if they ask the super and they're they've done their fundraising, they haven't met their goal, is there something that the superintendent could offer and the district could support with? That's what this $8,600 typically covers. Um most times it's OM, Odyssey of the Mind, um that end up um going. And then the ultimate undesignated fund balance. So this is the amount of undesignated fund balance that we typically use each year to help offset taxation. Uh prior to the implementation of the vehicle and equipment replacement plan and the energy audit projects, we were running about 900,000 in this line. Um
118and what that means is is we're taking money, we'll just be playing with it, right? We're taking money that has been taxed previously or collected previously. We are then appropriating it and subtracting it out of the expenditures, so we're not taxing for that same money again. Um we've increased it slightly because part of the part of the presentation for taking on the expenditures for the energy audit and for the vehicle and equipment replacement plan, we wanted to try to levelize what was entering the budget annually to incrementally take that on over a 4-year period. So, what you see here, anything above the 900,000 is what we're using to help implement that plan. Um and so those shared revenues of the 1.4 million, if we collect, Valerie, 300,000 in in um you know, interest, that's something
119more than what we budgeted for, that would ultimately end up in undesignated because it's what we've over collected for that. Um the other other way that undesignated fund balance gets increased is at the end of the year when uh when you like settle it all out, what does our budget look like? We budgeted a certain amount, we spend a certain amount, if there's anything left that um lapses into undesignated fund balance. And again, um I will get on my soapbox, which I've gotten on for 16 years now. Well, and I strongly feel that undesignated fund balance should be utilized for one-time type expenditures and not for expenditures that annually run through your budget. Because if you spend it and you don't replenish it, it's an automatic cliff, right? So if we spent all $44 million,
120didn't collect any extra, right? I would not be increasing undesignated fund balance at all at the end of this year. I would remain flat, but I would be spending that $1 million because I've used that to offset taxation, right? So that's not really a revenue that I give myself. What I say What I What I'm saying is is if I need to spend all $44 million, I'm going to pull out of my savings account a million dollars, right? Cuz it gets spent. And it reduces it. And if you continually do that to save positions or to pay your electric bill or those types of things which are annual expenditures, eventually you will run out of money. And then your budget may not go up, but you now don't have a million dollars to use. You
121automatically have to tax people a million dollars more than you had in the previous year. That's why I get on the soapbox for one-time expenditures. Um That's right. I Yeah. Okay. I feel weird acknowledging that Michelle, but >> All right. So an example of what would go into that would be like we have what was it? Five or six open special ed tech positions? >> Mhm. We budgeted for those salaries, but we have not paid those salaries. Correct. >> Right? Correct. >> So that would then go into that undesignated fund balance, is that right? >> At the end of the year, yes. It It ultimately add to it as long as we didn't over expense somewhere else. Right, so it was however many much, 300,000, right? >> Right. Next year would be 1.3 roughly. Well,
122we wouldn't necessarily increase this number that we're using for the budget because again, you don't want to create the cliff. What it would do would it would allow the undesignated fund balance to grow that you could potentially use for these one-time expenditures that we're trying to use it for. Tennis courts, right? We're going to do it once every 25 years. So, you know, that's it's it's really that way of trying to So, if I if So, let's just use the example if we didn't have the reserve account for the tennis courts and we needed to come up with $700,000. If I push it into the local budget, that's $700,000 that then gets pushed to the local taxpayers through the formula. And then next year, we're done the tennis court, so that that $700,000 is not
123in there. Right? So, your rates go like this. And so, for me, it's a method to utilize the reserve account, set those up so that we don't have to tax people for any unnecessary expenditures because typically what we were doing before that, we would put an amount of contingency in in the event that something shows up, we had money to go to. It was called contingency. It was a line item within the budget. That is now gone. And we have these article reserves sitting outside the budget. At the annual budget meeting each year, we go through an article that says we want to put this money in and we want to be able to spend from it, and then we come to you as at the board level and say this need has arisen, we
124have the money here, can we have the permission to spend from it? Um sorry, continuing on that. So, just so I can wrap my head around this cuz this is very out of my wheelhouse. But, if we were to, let's say, all of a sudden fill, you know, $300,000 worth of those positions for next year, um, would then the following year we would then have at that line 700,000? Or is that not right? That line. So, okay, so um I I'm trying to No, I in the shared revenue using of the undesignated fund. >> Oh, yes. So, no, the undes- like as I mentioned before, we try to use a stable amount in the in the revenue side. And the reason for the stable amount is usually we're trying to land somewhere around our true
125unexpended items annually. Um Cuz I think part of it is, I mean, it's a variety of things. Like those positions are one thing that feeds it. There's the other thing, like any open position we assume somebody's coming in at a certain point in the scale, and we make assumptions about their insurance, and, you know, some people may come in higher, some may come in lower. Um, they may take single, they might not take family. Like, so there's there's a variety of things because what what's different about us than, say, any other business is we can't go negative, right? Like, we cannot go below, you know, we cannot spend more than we say we're going to spend at that annual budget meeting. So, we have to make assumptions in there so we don't put ourselves in
126the situation where we get even close, right? Um, we want it's this fine line between we don't want to tax and collect too much. We don't want to take more than we need, but we need to take enough to cover those question marks through through the budgeting process. And because there's so many different things that sort of play into that pool, they tend to even out to roughly the same amount each year. So, it might be this year the positions don't get filled, but next year it's because insurance was less. But, like they tend to even out. Is that fair? And And we don't say, "Okay, I know there was five unfunded positions, so I'm automatically going to increase that amount." Because again, if the higher you raise it, the harder it is to make
127up. So, if we were to truly spend that money, I mean, we saw what a turnkey budget looked like this year for just salary and benefits. So, without the point is is that while it sounds like a viable solution to buy down a tax rate for 1 year, that's all you're doing is buying down a tax rate for 1 year or saving positions for 1 year. Next year, you're going to have to figure out how you're going to have to fund that because you're already starting behind if you don't replenish what you're utilizing. And that's why I say that million dollars that you kind of see on that bottom line, that's kind of the where I've seen the target of where we've been landing um at the end of at least the past 3 years
128that I've been back. So, without if we hadn't had this cushion and we'd had that I think it was a septic failure at Pennell, we would do what? We would have had to send out have a vote? What What would it have been? >> Yeah, so so if we didn't have reserves that we could that we were authorized to access, yeah, we would have to have an emergency town meeting to essentially give us either the ability to This is This sort of came up with the tennis courts, right? When we wanted to to start the design work, we weren't off We had the savings. We called it tennis courts, but we weren't allowed to use it because we didn't ask. So, there's two things. One, it could be that we have it and we're not
129authorized, in which case we have to have a meeting to ask permission. And if we had no reserves and we had a failure and we needed to to basically have a gosh, I don't even know what that would look like. Like, can we do like an interim billing to the towns if we had a town meeting that said we needed to collect another 500,000? >> You could do an assessment, but I don't know how they're going to do it if their tax bills have already been sent out. >> Right. Right. Which is why we don't want to get into that situation. Correct. And the cost of doing an annual budget meeting and then in budget validation referendum in you know, could be Wait, so basically we have to do a mini budget process. >> Right.
130Right. So, this is also more cost effective cuz we're not doing all of the wheels. Absolutely. Yes. Correct. And although they're designated into account, they're still sitting in an interest-bearing account making us the interest. Um they're just assigned somewhere so they you guys have access to them um with the correct vote. Can I ask? Maybe we don't know yet cuz I know the audit isn't complete. Um what is the undesignated or what do we expect the undesignated fund balance to be after we assume we're making these uh designations? It's like I thought you were going to ask that >> I was going to ask. It's weird. Kelly's in my brain. So, um So, yes. Um the actual while the audit hasn't been finalized, there is a preliminary audit that I've been reviewing um and I
131agree with the number, so I'm putting it up here. Um so, the estimated undesignated fund balance um is 4,000,000 10 10,701. Um we're proposing to uh use 1,028. That's the number we just looked at plus the $8,600. Um, that that would be a an assigned use. Um, and then article two replenishing 200, article six 140. We're not giving anything to reserve this year because of the large influx last year. We're adding five proposing to add 510 to the tennis court and 35 to track and field. Here's the number that I was kind of talking about, the annual number. This is where I'm kind of expecting it to land. Um, again just an estimate cuz we're still we haven't, you know, done our spring ordering for you know, like the final semester of the year. So,
132my best guess of 16 years of experience is looking at right around here. Um, which would leave us with what we would consider uncommitted. Because once you say we want to spend it on article, you know, we want to put it over into they're considered committed at that point. So, where we would be looking to land is about $3 million. dollars, which represents 6.76% of the 25-26 citizen adopted budget. There is a state statue regarding how much undesignated fund balance you can have. Currently that sits at 9%. Um, and it's if anybody wants to look it up, it's MRS title 20A section 15689B6. Um, and Yeah. So, Uh, well, I had to look it up and I thought I would share it cuz I did. Um, so, So, we're allowed to have according to state
133statue $4 million right around $4 million. Um, historically the number had been at 5%, which is why I'm showing you that. Um during the Cove If you all remember during COVID, we got a lot of um COVID relief funds. Um and so for several years and we had all done our budgets at that point and then we all got the influx of money. Um and so especially during that COVID year when students weren't in our building, there was remote learning going on, there that expenses weren't as high. A lot of districts were pushing higher than the allowable number. And so the legislature allowed for the 9%. That was supposed to expire in this year, 25-26, but it has been extended. So I'm showing you both numbers because I'm trying to stay somewhere within the target
134so that if it goes down to 5%, we're still relatively close. Now, I will say nobody's policing it at this point, but it is in the funding statute as part of your subsidy calculation that if you are over that, they could potentially withhold subsidy in a in any amount over that. So um it's mixed. Right now, we're sitting at 7.7 6.76 with the recommendations that I'm making to you tonight. Yeah, and that number I mean, when I first got on the board, that statute was 3% and nobody lived within it because that felt extremely tight for districts. I mean, think about a 40 $45 million uh uh a $45 million budget with a million two allowed in your savings account. Like that's not a lot. I mean, you know, that's that's a that's a septic
135in a roof and the world ends, right? Um so, you know, going up to nine, they sort of settle back to five, but back up to nine. So um and just a reminder that the ones that we have sitting in capital in article two, in article one, in tennis courts, those don't count towards those percentages cuz those are considered designated. So, as long as we say what we're going to do with them, we can have as much as we want. Yes. Not that we want to collect more than we need because this is taxpayer money. Um but we can have a a a safe amount. Um rainy day. So. Other questions for Kelly? Okay. Thank you. Okay. That was everything for show and tell, right? That was show and tell. >> Okay. Uh so, now
136we we get to the uh deliberations piece for the board. Um thank you for the additional information, um for the recommendations. Um I guess I will I will put it out to the board of of what's your pleasure in terms of uh where you want to start. Cuz I'll just remind folks the goal um the goal is that we adopt a budget two meetings from now. Uh and in a perfect world at the next meeting, which is a week from today? We have one on the 18th. Um it we would come to essentially the number we're comfortable with. Um so, you know, if if folks have additional questions around what's being recommended about um you know, we do still have our administrative staff here. So, if there were additional questions for them, um now is
137your opportunity to ask those. Chris. You had mentioned that you were going to talk about um like the potential for between 7 and 8%? We've talked about that as an administrative team uh a couple of meetings ago. I responded off I gave a response off the cuff, but it was not really discussed with the team at that time. So, it since then we've had the opportunity to do that. And the short answer is that if you wanted to get somewhere between the 7 and 8% um what I would recommend to adding back in order of what helps kids the most is first is the instructional strategist juxtaposition that is in tier two. And then second would be something that's not necessarily evident when you look at what's in the tiers at first. It would be
138to make that .6 Spanish teacher at Freeport Middle School a 1.0. So, that we can really maximize the degree to which those kids are getting world language. And Pam could talk more about this than I can, but that would mean that we could ensure that um all 7th and 8th graders get world language. So, that would expand it from just 8th to 7th and 8th. >> Correct. And then the third uh add back would be two general ed ed techs at Morse Street and Mass Landing. And and that would basically be what gets you between the two tiers. One at each. I think there's only we're only pulling one from each. So, it would we wouldn't yeah. What is the number between those two tiers with those Yeah, cuz I feel like we're we're saying
139between 7 and 8, but really 7 is 6.5, right? According to here. So, maybe maybe understanding, you know, what the Yeah, the impact of So, I can Kelly can I'm I can get Kelly to be more exact with this probably, but I can eyeball it for you. So, the instructional strategist, the rough cost of a teaching position is $105,000. And then with the Freeport Middle School Spanish position, the current the way that's currently structured is that it's a .6 teaching position, .4 ed tech position. Um we feel that the .4 ed tech duties could be absorbed. So, really we'd be adding and then ed tech is basically half the cost of a teacher. So, we'd be adding in .4 of a teacher, but losing .4 of an ed tech. So, we're really adding .2 of
140a teacher to make that teacher whole. So, $21,000? Yes. And then each of the two elementary ed techs is about half of $105,000, so 52.5. So, another 105. What I don't know, uh which we haven't just haven't had time to work out yet is just in terms of this long-range projection, what that does. So, off-the-cuff math, 105,000 out of 47 million is .22%. So, it's a call it a quarter of a percent per full educator, full-time teacher. Roughly. All right. Yep. you. So that gets us to about That gets us roughly to that 7% 7.1 7. >> Yeah, and this recommendation doesn't get you exactly halfway between 7 and 8%. It's closer to the 7. Um that's what we would recommend adding back. So just just so I'm clear, the ed techs are more street
141and mass landing even cuz presumably the the idea well in my mind, I guess I'll preface this with how I look at this conversation around these sort of what you would add back first um to avoid the ala carte version um is you know, if the board feels like we could support something a bit higher than 6.53, we would be looking to add back the instructional strategist. If we felt like we could go a bit higher than that, we would add back the we would increase the Spanish and then so we would do them sort of down the line. >> That's how I would get you there. Great. Um so then my question is between two and so we wouldn't get to three unless we had done two. Um and my I'm just asking the
142question around um maybe I should look at this to confirm my thinking before I say it. Um the ed techs at Freeport middle are dropping from from what in the proposal the current proposal? Mhm. And then we would be losing another point four essentially. That's right. But you you're the recommendation would be to add back at the other schools not to keep one of the ones at the middle school? That's right. And we talked about this extensively the other day in our admin team meeting and the strong sense from the school administration is that they will be okay without those positions. Um and that the positions have greater impact in the lower for grades. Okay. Those So, I hope this is okay to ask. You'll tell me if it's not. I've read the contracts now,
143both the EdTech one and or the one Support staff. >> Support staff, yeah. And for the what I call teachers, but you call educators. So, it's just semantics, but um I can't find anywhere what it the increases from this year's salaries to next year. I know that the the support staff is being negotiated right now, but I don't know what the increase is. You keep referring to but we have contractual obligations, and I can't imagine, but I may be wrong, that the contractual obligation is 6 and 1/2% increase next year. Can you tell me what it is? >> that. Kelly, can you help me on that? >> For the educators? For the educator contract. >> contract next year. Yeah. It's 6 and 1/2? Yeah. It well, yeah, because So, contractually in the agreement, it says
1445.5, but it there are steps associated with that, so it's more than the 5.5 when you add steps. Right. So, Total wages the total wages is 6 and 1/2. >> individual. But the increase is a 5.5% increase. For someone at the top of the scale. That was the contractual agreement. For someone at the top of the scale. >> grew by 5.5% for a line item. Yeah. Thanks. For year over year. Yes. And I did kind of push the numbers in, and it brings us to 7.05. For year over year. >> One, two, and three. For what the superintendent just recommended if we were to add them back. Yes. >> That's for the two ed techs, the coach, and making Spanish full-time. Um yes, the strategist. >> Strategist. Yeah. So, um I am interested to hear
145why that was the first um why that was the first suggested add back from the tiers or eliminating that that cut um Yeah, stop my question there. When we discussed it as a team, what the strong feeling was is that the instructional strategists are having a multiplied effect and that they're really working very closely with the administration to help teachers improve their practice and that that is showing up in student data. And so, the impact we're getting from having those people is very strong. And so, right now we have five strategists. The recommendation the initial recommendation was to go to four. Um so, it's not it's not necessarily as easy as one per building. Do they they split? The The original recommendation was to go to two at the elementary level. Okay. So, so FMS
146and FHS had no change and then the other ones essentially currently have one at the high school. And if I mess this up, somebody raise a hand. Will, I'm looking at you. It's on the sheet. I was saying it's right here. >> Okay, got >> you. Yeah. So, right now we have one at the high school, 0.6 at the middle school, and those two are recommended not to change. >> Yes. Durham has 1.4 recommended to go to 1.06. I don't know how you figure that out. And then, um and then the elementary schools two, and those each two individuals and each dropping to 0.67. Yes. Okay. You figure it out because Durham's a K-8 school. And one strategist is middle school 6-8. So, 0.6, 0.4. Oh, I see. Got it. Okay, so they one person
147splits their time between Freeport Middle and Durham. For the high for the middle For the middle school. Yep. Okay. So, it's really the the multi- the amplified effect of one position across multiple schools and and grade levels. Okay. Um Sorry, Lois. I didn't mean to preempt you. Can I ask what your fourth choice would be? Is there another one? I have not gone that far with the team, so I hesitate to go out on a limb with that. Yes. >> Um I could talk to I could come back to you at the next meeting. I would like that. I mean, if we're not going to make a decision tonight. If we're going to make a decision tonight, then I'll have to make a decision tonight and decide how to vote, but Right. We we don't
148Okay. >> the decision tonight. >> Okay. Um I would like that. Okay. May I say why? Of course. Jinx, you owe me a Coke. I'm very concerned about that math position. The high school math position? >> Yes, I am. And I know we've had this conversation, but I just want everyone to know that I am very concerned about putting out a math getting rid of a math position. Um especially when I heard that that particular person is the person who does all of the what I call I think it's coding, but what the computer stuff that I don't know about, but you know what? Somebody who's 17 does. And so I think it's really important that we look at what the impact on the long term is by getting rid of a math position. My
149opinion. Yeah. I I guess um since Jen's here I would be interested in either from you or from Jen um I I can I can certainly see the perspective around our concerns about scores etc. Um I also see you know that the point in time where that position was added relative to where we are now from a population standpoint. Um you know those are sort of on opposite sides of the scale. Um but I I I found our last speaker this interesting this evening very interesting around like are we perpetuating a shrinking uh population by what we're by what we're contemplating. Um I I I don't think it's quite that simple, but you know it's an interesting it's an interesting concept to think about. Um and you know when when we say that we're concerned
150about math scores um and then this is the proposal um I'm interested to hear how how in my brain I can um reconcile those two things. Good evening everybody. Jen Guckel from the high school. Um, I also have this cough I can't get rid of, so if my voice goes down, I feel like that's every time I'm at this microphone. Um, I think one of the things that I want to make sure um, that I'm re- reiterating that Superintendent Gray said is that um, this our decisions that we're making about the budget aren't about an individual teacher's strengths. Um, it's about or or their impact on our school. It's about looking at what's in front of us and managing what is in front of us and and and what's responsible. Um, I think that in
151the past I have come to this board when we have felt that class sizes are too big. And I, over the time that I have been the principal here, I've asked for multiple positions that we needed when we found that um, we didn't think that our class sizes were manageable or other reasons why we were asking for uh, an increase in staff. Um, when we look at class sizes across the district, that's one of the things that we always have to consider. Um, all of our work that we think about in math is K through 12 and that includes staffing that we're thinking about at the schools and and where the needs are. Um, and all of us have the goal of connect making connections with kids and building their skills. And so I think
152we're thinking about that across all schools, not just one at the high school. And certainly our math scores are things that we are consistently working on. We're really excited about the work that the K-through-12 math committee, who's meeting right now, is working on and thinking about uh, that uh, the results that we want for our graduates of high school. We start those conversations in pre-K and kindergarten and math and think about what we're doing all the way up. And that those may mean potential changes that we're making at all those different levels. And so when we think about class size, it's certainly one factor that we're always looking at. But when we're thinking about improving scores, our teachers at the high school, I've had the opportunity to meet with all of the teachers 6 through
1538 when we had our February early release day, and I've met with a number of teachers in the K through 12 math committee. Everybody is working on this and thinking about how do we make the best experience for kids. And so when we're looking at class sizes at the high school specifically, these are the numbers that I shared a few weeks ago. The average size class in our Algebra 1 right now is 14.8. Average size in our geometry classes is 16.6. Um in the honors level of those two classes, the average size for Algebra 1 honors is 12.5. Uh the geometry honors is larger, 19.5. Algebra 2, the average size is 15.4. Honors is 15.3. Honors precalculus is a larger class size, that's an average of 22. However, calculus is an average size of 14.
154And um computer programming is a class size of 11.5. And when we uh looking comparatively just at a a few of our other classes, our average size in ELA 9 is 18.25. In chemistry, it's 17.5. In American history is 20.8. And foundations of art, which is predominantly ninth graders and beginning with their visual art is 18.25. So, on the whole, right now, our math classes, as a department, have the smallest averages across the entire department. There's other classes at school that might have very small numbers. I explained this before, something like AP music theory, it's one of our smallest classes, also one of our most challenging classes in this building. And that's a very niche study, and we're fortunate to be able to to offer that class. That teacher also runs the band and has
15560 kids in band. And so, that's what we're looking at, and those numbers don't always um appear as even as they seem. Across the board, we asked for an increase in our math teachers a few years ago, and our populations have gone down. Even with the there's always an impact to us with the reduction of the of a math teacher, these class sizes and the um the the decrease in the total number of students at the high school, these class sizes will increase, but not to a point that we feel that we I would come to the board and say our class sizes are too large. Even with the reduction of a teacher, these class sizes may not get to where American history is at 20.8. Um and so, those are some of the things
156that we are looking at. We are certainly always trying to improve achievement in math, and I think we are are working on that so hard. All these teachers that I'm seeing seeing do exceptional work and thinking about how to enhance their instruction in math, and it's not just dependent on class sizes. Thank you for that, uh, Malik. Yeah, thank you for that explanation. That's really helpful. Um, I'm curious about the we heard about um, computer programming and some STEM offerings and will those offerings be affected by a reduction of one a one full-time teacher or will those offerings still be available? So, specifically computer programming, there is no other there's no teacher in the math department who teaches a STEM course other than computer programming. Computer programming used to be a part of the science
157department and then we shifted it, um, 2 years ago to be a part of the math department. And so, that what we do every year is we, um, adjust teachers' schedules and we base that on teacher strength and student need. So, we look at that. So, it might be that a teacher's teaching geometry one year and then the next year they're teaching, uh, precalculus. They might it's maybe not a surprise that it can be very challenging to actually teach pre-algebra more so than honors, uh, honors precalculus or calculus. And so, in some years we've rotated who is teaching pre-algebra. Um, and so, we are just, for those of you who have a middle school student, we are just right now in registration process. So, we haven't determined teaching assignments yet. And so, we look at
158the number of course sign-ups. Um, as I said, there's a, um, a average class size of 11.5 in those classes right now. And so, we'll look at what, um, the sign-ups are and then determine, um, who is able to teach that class and how we would provide that. And if, for instance, and this is just a what if, the honors calculus, the AP honors calculus, were to reduce to I don't know, six next year. Six kids sign up for it. Is that the person that then Is that I know it's it's not the person that's ripped, but is it Does that class go away because there are only six kids or or are there other opportunities that you provide online, at Bowdoin, whatever, for someone who's so gifted in math that they're that they don't
159need precalculus. They can be in honors calculus, God forbid. I can't even imagine. And we have some awesome mathematicians in this school. We do have some ninth and 10th graders who are in our AP classes, which we'll have to do that already. Whether we offer that or not, we are um incredibly fortunate to have so many different opportunities for students to access early college classes. Some of those are for dual enrollment credit. Um we also um part of my budget lines each year is to make sure that we have some funding for online classes, for classes that we can't offer, and that a student has gone above and beyond. So, that is something that we've been able to offer since I started at Freeport. We've had students do um linear algebra and differential equations. If
160you're ever looking for something super fun on a weekend to look at, check those two courses out. And they've done them through online at MIT, they've done them through USM, through Bowdoin College. But when we have a course that only gets down to six, um we do our very best to still offer that. So, right now, AP Calculus BC, which is the second level of AP, so that is the in the building, that's the highest math class that we offer. It depends each year on how many students are ready for that level. This year it's very small. So right now that class is at five. Whereas our class that's just before that, that's the prerequisite to it, AP Calculus AB, that's a larger class. So it depends on the cohort that comes through and what
161their readiness is, but I don't anticipate us having to eliminate a course. Okay. Yeah, this is an area I'm struggling with as well. My initial question has been you know, if if we are um having concerns about scores, how is this going to help um scores and student uh experience in in this subject. And I know that's not really how we're looking at this year's budget, that none of these reductions are really intended to help the students. It's really more what what is the least impact. And that's helpful to kind of reframe. Uh at the same time I'm still struggling with how um that this is an area that is already impacted. And so how is how is this a an area that has the least impact? I know you just walked through the class
162sizes compared to the other class sizes. It does seem that to me that math is one subject that would really benefit from those smaller classes with the individualized teaching that can really be required. And I I know that all of the subjects would the teachers would prefer to have smaller classes with more individualized teaching. Um I'm I'm just I'm I don't know if I have a particular question other than I guess I do want to better understand how will will help to reduce help to increase the the scores and and the student experience in math with with without that teacher. So, I think that what I had shared before is that this work on the curriculum that the teachers are consistently doing that we're doing it we've been doing that for years at the high
163school where they're looking at assessments together. They're looking at like what's the most powerful type of learning that we can provide for students in class in math which has changed very much in the last decade of how how kids think about math, how they are doing math by hand, technology, all sorts of things. So, I think that curriculum work is really powerful and collaborating with the grades levels that that precede the high school. I think that that work also is what we're really focused on. How do we take that and and make sure that our students are achieving at higher levels. In addition to that at the high school, we have now had this um I'd have to look back, but I would say at least 5 years and this was based on our our
164pre-COVID math committee that we have a class that's called math support. So, that's a half block class. It's very small sections. I think the largest we've had is 11 students in that section. And so, that's an additional 40 minutes of math that students in algebra one or geometry who are struggling take in addition to their math class. We had it for algebra two. We didn't have as a high of a number of students who were enrolled in that. And so, that's led by a math teacher. And so, the way that at the high school that we have 75-minute block and then we cut them in half. The intervention blocks are cut in half. So, that teacher will see um you know, fewer than 10 in the first half, fewer than 10 in the second half.
165And what we have also added this year that I spoke about earlier in the years what we call Falcon Lab. So, that's any student who's struggling in any class. We've we've set the threshold of a 76 or below in any class is then shifted into one of these intervention blocks where they can focus on any of their classes, but we it's with either a math teacher, social studies teacher, science teacher, or ELA teacher, and we try to prioritize the class that they're struggling the most. So, then they are in that class. They could potentially be in their algebra one class plus in a math support class plus in what we call a Falcon Lab. So, they would have 75 minutes of math instruction with their class, and then they'd have 75 minutes of support in
166some way, shape, or form. Looks different for each student how they're accessing that and utilizing that. We use those as interventions. Then we also have our advisory system, which our advisory system is academically focused where we use our callback system where teachers can reserve kids and call them back. So, those are all of the different ways that all of our teachers, including the math teachers, are using to help enhance uh skills and understanding for the kids who are struggling. Um so, that that's some of the ways that we will still do that while we we're regardless of what the class size is. I don't anticipate with the numbers overall numbers of our school going down and the projected enrollment goes down for the next 3 years that uh that these sizes I I do not
167predict that they are going to drastically increase. They're going to increase, but not drastically so. So, you say projected enrollment is going to go down the next 3 years. But and maybe I just don't have these numbers in front of me. When I do the quick math on how many eighth graders we have, our average is 147 where our current average at the high school is 138 per cohort. And then after that you have a slight drop and then you have 157 and then you have 156. And it seems to me like our projected numbers are actually going up not down. So on the projected number on the projected enrollment scale right now we're at 570. I was looking at the totals. So when you look at the totals for the high school, um then
168uh we are at 570 right now which our highest since I have been here was at 645. We're at 570. It's projected to go to 555 and then down to 543 and then come back up to 555. Those are the numbers that were the last time that I looked at the projected enrollment. I didn't look at it this week. But those are the numbers that we see because um in some years we've had these bubble classes of 160 um high 150s that when you look at the chart that is not what's predicted to be coming to us right now. So from what I can kind of see here is it it looks like that's not predicted to come to us the next call it two or three years. But it is predicted to come to
169us in the next 5 years. Because we have in our current sixth grade we have 157. Our current fifth grade we have 156. So like those are our big classes. Mhm. Big cohorts for for that. So in 3 years we might not but in 5 years we might and I guess one of my this is more of a statement. Um one of my worries is that we we are firing and hiring and firing and hiring and especially like you You the the Jack's comment the student we had he mentioned stability um and I think that not only is that stability for our kind of tax base, but it's also stability for the teachers we hire. And that that's important to kind of project as a board. And some one of my worries is okay, so
170for the next 2 years we decided we have we have small class sizes, but then we're going to have to hire again in 4 years. Right? Yeah, I think I I think you're right. Um you know, so then it becomes like what's your time horizon that we want to carry you know, it it's hard to it's hard to judge. Um and and I will say um and maybe maybe this isn't true. It's just something that floats around in my head. I also think that it's not a one-to-one move from the middle the high school is where most people are regardless of kind of why like people will switch at high school. They may go through their local schools and then choose to go to a private school. Um so you know, I don't think if
171we went back to you know, some of the smaller classes and looked at them at in the fifth grade would it would have been the same number of kids, you know? So I don't know if there's a normal number that we sort of expect to divert off to to to a different high school or not. I don't maybe someone knows the answer to that, but um but yeah, I mean it's you know, we certainly don't want to and I I totally understand your point Chris. Like if we knew that you know, next year would be an unusually small year, but there you know, it was coming right back up the next year, I would 100% agree with you. But you know, 2 to 3 years and then you know, everything gets fuzzier the farther you
172go out into the future, right? The ability to predict goes way down. Um so you know, I would be hesitant to say that I wanted to necessarily keep the status quo because 5 years from now we might need it. That's what I do with my closet. It never works well. Like, I keep things way too long. Um I think along those lines, like when we got to 645 students, I was prepping to come to the board and say, "This building was made in the renovation to add another floor, and we're getting close." You know, we were pressed for advisory. Everyone was sharing a room. That's just not the case right now. Most teachers do not share their room, have their own room for advisory. Like, we feel the the the impact of the numbers, and
173I think that um we then we are responsive, and I have come to the board to say, as I did for the math position, and said, "You know, we're at this point where we feel like we need to increase staffing right now." And I think that's what we look at closely every year. I certainly hear um as Michelle said, I I I hear what you're saying. I think that um if we were in this place where we thought 645 was the number where we were staying, that that's a that was a a a press on this building and how we were offering all sorts of structures that we had put in place. And now next year it it will be almost 100 students fewer than that. Yeah, I appreciate that. Thank you. Weren't they eating
174lunch like everywhere in the building? They used to. It was crazy. Lois. Can you tell me in the anticipatory numbers that are for fifth and sixth and seventh and eighth whether or not any of the future growth in apartment buildings, for instance, the one that's going in, I think it's down on Depot in Freeport, there's tons of buildings that I see in Pownal, um in the last couple years has been a lot. Um Durham, I know we don't encourage building because of whatever for whatever reason and so the numbers in Durham it doesn't seem like there's so much building going on. But when you figure the numbers, are you figuring in the numbers of possible families that are going to move in to various new housing? So yes, I mean I think we when we
175meet with the towns we kind of talk about where their housing starts, um where have they been historically. Uh I think Freeports have kind of gone up because of some of that housing. Um but what they have told us and what seems to bear out since some of those um housing um projects have come online is that most of those in Freeport anyway aren't directed towards um families with kids in school. Um they're either like brand new out of, you know, very young professionals, young families that that aren't in school or young couples that aren't in school yet, or they're retired. Um they're not, you know, they're not targeted towards families with little kids. So we haven't seen a huge increase in that, from my understanding. Um and in Pownal and and Durham, um there
176it what it seems to be happening, certainly more in in Durham I I'm not as familiar in Pownal, but um they've been clustering into subdivisions, but really the number of housing starts hasn't really gone up. Before they were sort of scattered throughout the town, but the total numbers haven't increased um as much. Um you know, it's one of those things that I think we have always taken a look at. Um we have done enrollment studies in the past. My personal opinion is they are a complete waste of money because they just make things up, but um cuz they won't tell you their their strategy on how they come up with their numbers. Um so clearly I don't believe them, but um But we yeah, we haven't Sorry, that's It's Um Yeah, I know. If can't
177show your work, I don't believe it. Um but, you know, we haven't seen sort of the growth in the towns resulting in huge spikes in the schools from my understanding. Is that true? Yeah. What I can say is in the projected enrollments that we enrolled when I first presented the budget that are in the slideshow from gosh, January 28th. Those projected enrollments take into account as best as we can, as well as we can, the growth that we would anticipate. One piece of data that I can collect, I don't have it at my fingertips, but I can certainly get it is over the past if it's 5 years or 7 years, how many people how many students in the eighth grade have chosen not to come to the high school. We could do that data
178point. What's hard is that there's so many factors that are in that. A student who moves, who loses housing, who chooses to go to private school, who's um parents split and they go to school in a different town. So, there's a lot of factors that we would not have. Um so, but it's certainly data if that's something that the board wanted. We keep all of those records of who did not um enter the high school, who went to FMS and DCS. The other flip side of that is how many students are transferring in, which this fall was incredibly high. Uh more so than usual. And so, those are the numbers that we can look at, but again, we don't have how many of those kids were originally RSU 5 students and are returning, how many
179are brand new. There's some kids who've moved here from Florida. I can very sorry. This is not the winter to do that. But, um we don't have that context in the numbers, but I'm uh if that's something that the board was interested in, we keep all of those records. Other questions? Okay, I want to take something back I said. Um Um I was I was making a joke about keeping things for 5 years and this is clearly not something that's, you know, funny talking about positions. Um and it's just sitting on sitting on me that I said that and it wasn't intentional around positions. As you said, every single one of the positions is important and valuable and I appreciate every single person who works in this district and you probably didn't care to hear
180that, but it it was just weighing on me and I wanted to say it, so. Um other questions? Oh, hi. Hi. Um I just wanted to piggyback on something Jen said and I know probably now it was she made the comment 10 minutes ago, but it it got me thinking um a little bit differently and she she started by talking about math instruction is really 13 years of math instruction. So, we can talk about high school math, but I think we work really hard as a principal and administrative team to think about the instruction kids are getting from age 4 until when they graduate and thinking about what that picture looks holistically. Um and it got me thinking about the question about the instructional strategist and why that had come up as something the administrative
181team decided to prioritize and Julie's probably going to give me a look cuz I'm going to put her on the spot. Um but the instructional strategist awesome. I gave her a little forewarning like, "Hey Julie, I'm going to throw you under the bus." But the instructional strategist in her building has been working particularly hard to think about early math instruction to build the foundation that benefits kids across that span and I think it will be helpful for you to hear a little bit about what that work looks like both so we can continue this thinking about math instruction being pre-K to 12 and also to illustrate a little bit more about the value um and also just like what that role looks like when you're thinking about an instructional strategist. Yeah, you've heard from me
182before about like our goals have been math and really trying to improve our math instruction. And with an urgency of you know, we need to not let gaps form. Um, because the bigger they get, the harder it is to fill. And we see that just from children moving through our grade span up to second grade. That if they're hitting second grade with those gaps, it's just so much harder for them to maintain and keep up. So, the work we've been doing the last two years with our instructional strategist has really been to develop our um, math understanding of the development of the early numeracy progression. And so, our strategist has led our whole staff through understanding um, reasoning at the K2 level. And um, and I we just have finished our kind of mid-year math
183assessments and I we have every kindergarten class at 89% or above meeting or exceeding the benchmark at that time. We haven't had that data since I've been the principal there. Um, so it just kind of speaks to the impact that the strategist has when providing professional development and working with our teachers. And we're working together like it's not just individual teachers getting coaching, we're working as teams to really build and embed deepen our understanding and our strategist is leading that work with with everybody. Tom joined one of our staff meetings recently where our strategist was running exactly that. So, there's a lot of deepening teachers understanding, but then practicing the skills together and then bringing those to to classrooms. And that is we're just seeing this tremendous impact. So, you know, when we when we
184came back to the table in terms of what would we add back, we value our strategists so much because of we just see the direct impact they're having both on teacher instruction and then the impact on on learning, too. Thank you. That's it's helpful to sort of zoom out a little bit and look more district-wide, which is why I think we appreciate the feedback of the admin team so much in these discussions. Um to be able to kind of look at it from from that lens. Steph. Um yeah, I wait, I guess I I have like zoom out thoughts and I just wanted to make sure that that was okay with everyone to share at this point. Okay. Um yeah, so I feel like part of the pain of a decision like this it happens
185when we zoom in and understandably so. Um and so I don't know if you all have the same thing where after board meetings you just keep thinking about them over and over again, you can't stop, but um in the spirit of trying to help myself stop do that, I um sort of ask I asked myself what do I need to ask or answer to make myself comfortable in supporting the recommended budget. Um and I came up with a list of questions that I thought that I would share. So these are the questions that I uh I'm asking myself. Do we have administrators, teachers, and staff that are experienced, skilled, trustworthy, and dedicated to providing the best we can for our students? I believe the answer is yes to that. Was the budget created with thoughtful,
186transparent, and collaborative processes involving administrators, teachers, staff, and the board? I believe the answer is yes. Was the budget created while considering the board's input to the amount it believed the towns and taxpayers could or would bear. Answer is yes. Were appropriate and adequate time and care put into the creation of and the decisions around the budget? I believe the answer is yes. Was the budget created while thinking of children first and were decisions made based on how they would affect children and their education? Also yes. Um Is the budget fiscally responsible and sustainable for the district and does it consider long-term impacts of current year budget decisions? I believe we were talking about that a lot. Um has the impact of any budget cuts been thoroughly investigated through the lens of how it impacts
187students and the district's ability to manage any associated impact? And that's what we're hearing a lot about tonight. Have those potentially impacted by budget cuts been treated with kindness and respect and will these cuts be communicated with transparency and timeliness? I think that continues to happen and has happened so far. Um has time and space and openness and compassion been provided to and for those who question or disagree with the recommended budget? And are we considering those opposing opposing voices and perspectives? I believe the answer is also yes. And then the last one that I considered is would supporting this budget be aligned with my role as a school board member to not operate the schools but to see that they are well operated and to leave the administration of the schools up to the
188superintendent. And I think supporting the a tier of the budgets that have been presented to us would also be in alignment with that. So, that's been how I've been thinking about it lately and I just wanted to to share with you all and um offer those as potential questions to consider, too. Thank you, Seth. Chris. I feel like I'm the only one with questions, but um can I ask a >> That's usually me. Feel free. Uh this is a question that is is not specifically related to the fiscal year 2017 budget, but um is related to the the projected that we talked about. Um can you give us an update on that process? I know you talked about doing that. I'm not sure if this is an appropriate time for that, but Sure. Uh so,
189we just came from a facilities committee just before this at which we presented a draft RFQ to put out to bid. Um to to call for, you know, people to do that facility study. Um the the facilities committee has not yet chosen to advance it to the board um because we we want to consider it further. Um the language in that draft was specifically aimed very broadly so that it did not give any impression of um predetermining an outcome. Um and that's a very conscious choice. Um there were some members of the public there who, great, I'm really glad turned up to just participate in that discussion. And so, the next steps are to continue to refine that draft of an RFQ. And the intention is to once it clears the the facilities committee to
190bring it here to the full board so that it can be presented publicly in a fully transparent way. And then to put it out to bid. And that process will take a long time. Um our current estimate is that we wouldn't even get a we wouldn't have the facility study in hand until December of of this year. So, that's a long process. And in the meantime we are um creating space to just let this idea of change sink in and to listen. I went to the Durham Select board last night. I haven't a I'm arranged to go to the Pownal select board later this month. Um and to Freeport in early April. Um I happened to land at the Durham select board at a really good night because it was dump night. And trash night,
191dump night. Um Lois and Steph were also there. Um so and gratefully they put me first on the agenda um for which I was really really happy. Um but that meant that there was there were quite a few people there. I mean, there must have been like 50 people there who had lots of questions. And I didn't give a I didn't give a presentation. I talked for a little bit about the background of all of this with what we're doing with our budget and the ideas that have been presented about possible long-term stuff. Um people asked lots of great questions. I would say that lasted what? Half an hour? 45 minutes? Something like that. Um The trash conversation lasted longer. >> I bet. Who doesn't like to talk trash for a long time? So So
192um and part of what we have put in the RFQ actually is a communication and community engagement strategy. So I think, you know, right now obviously we need to do everything we can to listen and be forward-thinking and and seeking out seeking input. But when we get further into the process, there is tremendous value in having these kinds of steps originate from outside my office and be moderated and and curated in some degree by an objective party. So the short answer is there have been some very concrete steps recently. Um the but this is not a pro like no major decisions are going to happen for a very long time. Because that's how long it takes to do it right. So, I hope that helps. Mhm. I also actually want to say um along those
193lines, I want to be really clear about this. There is obviously one of the problems we have to figure out is what to do with 3-year-olds. And there was a public comment earlier about ambiguity about the date. So, I that is understandable and ambiguity. The state's mandate for all districts to take on the responsibility is July 2028. But now that we have committed to cohort three, our deadline is now July 2027. So, there's two deadlines, but the one that's for us now is 2027. And my major point though is that yes, we want we need to solve that problem. And we cannot precondition any facilities reconfiguration decision on needing to solve that problem by a certain time. We have to give that process as much time as it takes. We cannot try to shoehorn a
1943-year-old solution in you know, within we we just can't do that. So, I want to be very very clear that my intention is to point out all the problems we are trying to solve and not to conflate the time these are two separate timelines. We will figure out what to do with 3-year-olds no matter what happens with our buildings. We will have a solution. And the solution that was mentioned about using partnering with community providers was discussed at length by the early childhood task force. Um and there are problems with that solution, but it also has possibilities. So, that we We need to do that for 4-year-olds because we already have pre-K and our pre-K has the capacity to absorb any new kids that we would have. 3-year-olds is a different matter and we have
195next year to figure that out. Oh, I appreciate that. Thank you. Yeah. Um shifting a little bit. Um am I correct in my calculations that the budget that we will make for next year I'm sorry that that we will make next year so the fiscal year 28 budget is the budget is the budget uh that will be impacted by the new collective bargaining agreement with the um educator tier. Okay. Has that negotiating process and anticipated um requests from the union been taken into consideration in the estimates we've made in terms of the impacts over the next couple of years? It has for the support staff contract which we are currently negotiating. Um it's too early to do that for the educator contract for next year. So I think what Kelly used um to roll it
196out the years that I think we had 2 years that we don't have a contract yet. I think she assumed the last year of the contract is what would be the increase for those 2 years as well. The last year of the contract so that it would it would continue on that it it would continue on that curve. >> Right. So we didn't assume it was flat like there was going to be no raise. We just assumed the same raise for next year would be the raise in the following 2 years. Right. Yeah, that's super helpful. I guess I guess as I'm just trying to um uh I'm very much this evening finding myself thinking about um that document that I don't have anymore cuz I lost it. Um the uh just uh Uh, the
197the scenarios in terms of what the impact will be um the next couple of years on the on the budget as it's anticipated at the I guess it was the 10% and then the seven. Um, yeah, that that beautiful that beautiful baby. Um And I think I'm just realizing that I'm I'm I'm putting a lot of weight on that um in my thinking about things. Um you know, as as I was listening to the conversation around the um both when you said that the um you know, what the first three um positions that would be uh added back in um or I guess it would be four positions, sorry. Um that and then the discussion of the math uh position at the high school, um you know, what my thought just kept going back to
198was um yes, but what is the impact on the future years? Um and um I don't think that's a wrong thing to be thinking about. I think that's uh um that's why we asked Kelly to to put that together because that we we wanted that information. Um but I guess I'll just own that I don't know how much I don't know how much to weight that. Um and um And so I guess that doesn't I guess all I guess all I mean to say is that in that that's not I think um I think avoiding getting into sort of what we were referring to uh as horse trading in terms of that like adding like like uh positions back in at the at the will of the board. Um I guess these questions that we're
199raising for example around the math position. Um I guess I just don't know how much really to take into consideration the benefit that we get from a budgetary perspective by not having that $105,000 on average for that position um, and therefore having that not compounding over the years um, versus the potential benefit of that. Um, what I don't want to do and this is to your point about we can't, you know, as as we get further out in time it gets fuzzier and fuzzier um, I guess I just want to be really clear with ourselves whatever it is that we decide um, next week um, just that we're owning we're owning the estimate of the impact next year. Um, and that we're owning if we if we say yes go to 7.05 um, and then
200we run those through that just again knowing that that's not a that's not gospel but just sort of like owning that that's sort of it at least probably at least that, right? Um, and um, I guess I just want to be really clear about that because I think in the conversation about the math strategist again all the everything that we're talking about and everything we're saying both in terms of the the concerns about it but also the the um, the rationale for it um, I mean it all it all comes down to me like to okay, if we keep the math strategist who else do we lose? Like is it the is it the uh, the health teacher at the middle school? >> that's really what I meant when I said >> No, I know.
201>> if everything's a priority >> No, I know. No, and that's but that's but that's what I mean is that that is sort of to say if we're if we're okay with in both increasing like it's either we're okay with increasing budget and therefore we're increasing the percentage and therefore we're okay with that this year and then we're okay with that for the years to come um, or um, we are asking for it another choice to be made either one that was that's currently in the 6% to be moved up um, or um, some poor person that currently isn't um, even uh, doesn't have this on their radar at all. Um so I guess I don't know. I guess I just wanted to sort of to to articulate that as the way I'm trying to
202approach this evening and um and just I guess in terms of the math position um I I understand the logic for the proposal. I think the like the the the class sizes totally make sense. Um I think Jack's well-articulated point and others about sort of what the the impact is on um our ability to perhaps um increase scores. Um I think we just got to own that maybe like we're not going to be able to do that. Like we're just saying like that's like we that's not something we can prioritize right now. Um and not uh because I otherwise we say no, it is a priority. So like get to work, math department. We're taking away one of your staff members and also you've got a lot of work to do. Which again, I don't
203know. That's not to your point. That's not our responsibility really, but but like that would kind of be what we'd be saying, right? If we're um So I don't know. I just wanted to sort of put that out as we're thinking about this. I think I'll just say for myself, I think the I'd love to know what the impact of adding those four positions back in. I think for me the um going from the 0.6 to the one uh 1.0 for Spanish is a is a must. Um because I'm just not comfortable cutting the language program to that um to the extent where it's only for eighth grade at FMS. Um but I just would really like to know what the the impact of those other choices would be. Um So basically that colored spreadsheet.
204So maybe Kelly could come with that layering in the those This one here. Yeah. So the the roll forward. >> Yeah. And then and just know I mean again and then and then know all right for saying 7.05 like we're owning that for this year and we're saying that we believe that we can pass that in our um in our district and then also owning whatever the impact of that is next year knowing that um I mean I guess all that we would probably also be saying to ourselves and sort of in advance of the contract negotiations is like okay unions you know kind of what we are kind of what we're wanting to hit like this is sort of where we are and if it's going to be over that there's going to be
205downstream impact of that. Um which again is not bad like that's like being perfectly it's being perfectly transparent about it exactly. So like I'm I'm fine and I'm fine with that. Um yeah. Steph. Colin I I don't know like I it's hard to know that weight I think of the future but sometimes when when I have thought about like the future implications I'm also thinking about what would what additional flexibility might we gain in the future by making a tougher decision now and so I that's just a concept that I'm thinking of as well as like we know we've got a lot of tough stuff coming down the pipeline and so would making a more difficult decision now that we don't want to make give us more options to consider when we have to make
206bigger bigger choices or like choices of wanting to like grow or expand opportunities or expand offerings because if we're constantly in this tension of right at the cusp of what we can ask taxpayers for we're we're not going to be we're not going to have space to do those things um so that's just my thought. Yeah I just say I think I think that's a really again I think that's a really smart way of thinking about it. I guess I'll just also own that um uh here in public and on the internet that like I don't see any I don't see any way in the next 5 to 10 years that uh this like budget increase is going to be flattening out. Like like we're not I'm not anticipating we're going to have any like
207really true flexibility in the next couple of years. We could have more that if we if we again, if we're if we make some tough decisions now, but just like um just to be clear, like I'm expecting it to you know, remain around six or seven because of all of the factors that we're talking about. I don't I don't see a way that that would that um at least again, in my in my experience historically on the board, which is limited. Um even though I now realize I'm one of the older people on the board. Valerie. Well, to Colin's point uh to Colin's point, I read a really thrilling news article yesterday in the Portland Press Herald, where there's a bill in front the legislature that would actually reduce Freeport's funding Mhm. by quite a
208bit. Mhm. So, um that's also in the back of my mind of potential legislature changes that would not be favorable to our district in particular. Um we were in the I think the top 12 Mhm. schools that would see cuts. So, in the state or not schools, districts or units. Um which I think is really eye-opening. Um and something that is unfortunately making me feel more toward the seven or whatever I don't even know what it's called these anymore. Um the Tier two? Yeah, um legacy tier two. Um only because as Colin said, like this isn't going to get easier. It it it's not trending that way and I think we have to be really eyes wide open about our cuts that we for many of us are painful and horrible, um, but I think
209potentially necessary if we're losing potentially almost 200,000 with a new model. Um Could you share the article? I did not see it, so Oh, yeah. I can I'll email it to the group. >> For for those who are uninitiated, the state is considering, um, a new modifications to the funding formula, which are really long overdue. Um, but there are new factors that they would consider and one of the most prominent is to consider, um, income versus just property valuations. And the attempt there is to try to better account for communities where the property valuations have skyrocketed, but people's incomes have not, which is a lot of communities in Maine. So, that's it's a different calculus and based on the way that shakes down right now, it looks like this district would would get less. This
210is not law yet, but it is before the legislature and it's supported by many um, important groups. Um, it's going to be supported by the Maine State Superintendents Association, um, for which I don't speak. I'm a member, but I don't speak. Um, and also I believe by the MEA. Um, and I just want to point out as we're thinking about the long-term impact of the budget that I believe it's next year that panel's town property reevaluation happens. Um, and I think that we will see an an increase in that. And I think Durham's is coming up soon as well. So, um, so those are town valuations. Those are completely separate from how the state does their valuations. Um, So, it will have no impact. >> Mhm. No, it it Well, I guess I can't say
211it will have no impact, but um, the state are because towns, and I will own that my town has a I don't even know the last time they reevaluated properties in in Durham. It's a long time. Anyway, we don't even get the full like homestead exemption because our percent our equalization rate is so low relative to market value. Um, and because there are towns like that that haven't reevaluated in 10-plus years, and um, they're putting them in the same sort of funding EPS formula as as cities that revalue, you know, basically do an adjustment every single year to market. Um, they do their own valuation of all the towns. Um, which is why if you look at the ED 279 and look at the valuation for the three specific towns, it's different than if you
212looked in your tax commitment book. It's because that's what the state says is the current market valuation of your towns. So, the towns can individually make their own decisions, but um, the state has their own I mean, not to say they're not tied in some sort of way, but it's not a direct connection like that. So, yeah. So, these these numbers, right? Yes. These are not the town I mean, Those are the town numbers cuz that's your comes from your tax bill. >> The like the Durham state valuation, the ED, the Freeport state valuation, the Pelham state >> Yes, those are those are from the ED 279. >> And so, whether whether Pelham, you know, reassesses or Durham reassesses, it doesn't change any of this. Is that correct? Uh, that is that is correct. Doesn't
213necessarily mean So, like if you looked this is a good actually a good example. So, um So, if you look at Durham on that page, right? So, the Durham evaluation for for the 8279 is $692,816,667. That's an average. They average over 3 years um to prevent spikes and valleys. Um but so, that is the average of the valuation according to the state for the town of Durham. Go down below to the line that says estimated impact based on the 2526 mill rate of $33.58 and the taxable valuation. The town says the property is worth 389 million versus the state saying it's worth 693 million. So, they're they're not tied. Thank you for pointing out that page. That's a good example. Whereas if you look at Freeport's, Freeport town says it's worth 2.6 billion and the
214state says it's actually worth less, but that's an average of 3 years. So, it could be could in a rising rate environment 2.5. So, they're a lot closer. Okay, so I'm hearing one request for information for next week, which Kelly will pull together for us. Yes? At the direction of Susan Fenrich. We'll talk. Um any other questions, comments? All right. To be continued. Just one thing. Yep. I'm just I'm just um I'm just going back through my notes and I just I know there were a number of um number of comments this evening that were that were about um sort of meeting our legal obligation and you you did say that you you uh assert that we are, um but I guess I would just uh I will also go back through my notes and
215if there's anything there that I think is uh that I can't think of right now, I will forward that to to you, Tom, just to sort of confirm that we are I have full faith we are doing that because um of my trust in the administration, um but uh I just want to make sure that we honor those concerns. Absolutely. Okay. Um So, uh item 13 is new business. Um Lois got herself uh is looking to get herself assigned to the curriculum committee. So, do I have uh a motion just because um she's currently for official members of the committee, we do take a vote. So, um do I have a motion for consideration and approval to appoint Lois Kilby Chessley uh to the curriculum and program development committee. Cara and Karen, thank you. Any
216comments other than thank you for volunteering? All those in favor? You can vote. Unless you wanted to vote opposed. You can do that, too, if you want. But too bad, you're on it. The vote passes. Okay. Uh so, that was 13A. 13B, uh I will get a motion on the floor and then we'll have a discussion. Do I have a motion for consideration and approval of the plan for use of remote school days to offset cancellation of school due to weather? Is that a motion, Colin? Yes, yes, definitely. Okay. And Steph, thank you. Um so, as I've discussed it a few a few times now, um we are we did officially get permission from the Department of Education, from the Commissioner, to repurpose March 13th, that's this Friday, as a half student day. So, that
217means, technically speaking, we have not we have used four snow days, but we've offset one of them. So, we're three Thank you, folks. That puts the last day of school at um Monday, June 21st. It's the Monday. 22nd. It's the Monday of that week. So, um in Yes. So, in an effort, because we're already well into June, in an effort not to go beyond the marked days on the calendar, which had been already indicated as potential storm makeup days, um I present to you this plan to keep remote school days sort of in the back pocket in case we use them. We would not invoke this unless we were going to go beyond um the Wednesday of that week, which is the 24th. So, that means we have two more regular snow days before we
218would go to this plan. And I will unapologetically say that we are intending this to be a a serviceable, but very easy and respectful plan all the way around, both for the staff and for the families at home. The highlights of this plan are um for all grades, educators will be available by email during the normal school day hours. Course, that's different, depending on which school you're in. And that during that school day, educators will offer an hour of Google Meet office hours, which will be at different times, and that will be decided at the building level. Um for grades pre-K to 5, we will actually send physical materials home. For grades 6 to 12, it will be online through Google Classroom. Um and we're asking students to check in using a Google Form that
219um we will send out for attendance purposes. Um service kids who receive special services will access those services remotely during the course of the school day, and those teachers and service providers will work that out with the parents. We'll be available by email and through office hours. And parents or guardians will ensure that students are engaged with the remote learning activities as assigned, report attendance promptly, and support students in learning and accessing services remotely. Um moving on. I don't I don't intend to read this whole document to you. I'm just trying to give you the highlights. We've tried to make reasonable exceptions that fit within the collective bargaining agreements for work hours for both the educators and the support staff. Um and for administrators, um we've noted that there are some positions that simply require
220the person to be present um unless it's really extreme weather and we close the buildings. But for example, you know, fields and grounds people the people who shovel the walkways, etc., they would need to come to work. Um The one um one thing to be mindful of is that we have to to for a day to count as a remote day, we have to supply lunch. And that means, realistically, we have to send lunch home the day before, or we have to send out drivers in the middle of the weather event to deliver lunches to everybody. We're not going to do that. Um so the plan would be if we call a remote day, I will call it the day before and I'll call it by 1:00 p.m. Does this increase the likelihood that I'll
221call it and then it'll be beautiful sunshine the next day and it'll be a JK? Well, yes, it does, but that's just a risk we'll have to run. The paper says 11. 11. I'm Yes, it is 11. >> Okay. a.m. >> Sorry. 11:00 a.m. If it's a Monday, we'll have to call it on Friday. >> On Friday. >> Yeah. Yeah. But we have two more days before we get there. >> I know. Well, so I guess the question is is this something that would be in place next year? Yes, if you approve it, then we just we have this in our back pocket. And we don't have to invent it again unless we change it. Uh I am extremely unlikely to vote for this. Um to be I mean, I think you already knew that.
222Uh I just wanted to explain my thought on it uh for the rest of the board uh from my personal experience as a parent. Um earlier this year we had a snow day where I had to go through one of my hospital sites and my husband had um a site visit for his job and it was a snow day and so I can't bring the because of HIPAA, shockingly, I can't bring my children with me to the hospital. Um so they ended up going to the job site with my husband, which would make this totally untenable for us. Um 2 years ago we had a late snow storm in April. We lost power for 3 days. Um which is uh a no-go for internet. So, um um that would have been impossible for us as
223well. So, I'm really concerned about the equity of this proposal um in terms of folks where there are two working parents that can't par- parent actively making sure that they're educating um while also doing a job that maybe they can't not do. Um I also have concerns about our support staff that maybe have to take PTO um to cover these days where others are not. That that's how it works now. Is it? Well, for vacation like on a snow day, they Okay. Yep. Um yeah, from a parenting standpoint for me, this would be um maybe not impossible, but for sure um a barrier. And it makes me concerned especially since one of those storms was in April. Um and would have been almost impossible. Um that wouldn't be me electing to not send my kids
224to school. I mean, I guess technically it would, but um there's a cost barrier for me. Whereas anyone who's unwilling to extend into the summer, they can elect to not send them at the end of the summer and that's a different election in my view. Um we can discuss the differences and quality of education that's of home days versus um versus a late in the year in person day. Um but for me, I I just particularly since this would carry into future years, my qualms and I said it when we discussed the calendar in January is that we are too far away from camp time, from we're just off off cycle. We've we've gotten too late in the year start and now we're going too late in the summer. And um that's that to me
225is what needs to be fixed and not not teaching from home. Chris. Um I will tend to agree with with Valerie on this for probably different reasons, but um just cuz we have different situations, but I as a as having a second and third grader I would see them getting significantly better education going for another day in the summer than having a blizzard bag type of situation that would happen. Um And I also worry that we're then setting a precedent for that going forward. I I say all that uh acknowledging the work that's gone into this and and really appreciating the work that's gone into into this idea, but I I really struggle to see that kids would get a better outcome from having this versus having another day in the summer. So. Yeah, I'll
226just say reading this did give me some real flashbacks to COVID. Um at the same time I I would I do think that you know, every family's going to have a different situation, every every child, every age group. And if we're if we're talking about our own children and what we're thinking, I think my kids would probably probably learn more in a remote day than they would in the last day of school that's end of June. Mid to end of June. So, it is something that I would like to see as an option. Um though I'm I'm hearing what you're saying Valerie, too, and I'm um it's it's a concern. Question. Is this is um the intention is that it wouldn't be our policy for snow days in general in the future. It would just
227be if we exceed a certain amount and then we would shift to this. Is that >> current thinking is that yes, we would only use this to keep us from going beyond the days marked on the calendar as snow makeup and they're five. Because we love data, do we know how frequently in the last ish years we've gone over five? I don't. The good news is that with climate change this is becoming less and less of an issue, so uh Right. We're going to start having tornado drills. >> lost her job working on that, so I don't know. I don't know. Maybe uh you know, so it's all up in the air. Luckily next year's calendar looks a bit different. Um so we're not extending as late into the summer night. Right. Yeah, that's that
228was one of the things I was going to point out is is this was sort of an unusual year with we started later than almost we ever do and then the way the holi- the the winter break fell, um it was two full weeks, which we haven't had in I can't even remember the last time. So I mean all of those things pushed us farther and farther into June. Um you know, to to Valerie's point, um that is, you know, that was an unfortunate this year that that's the way it happened. Um you know, that that varies year to year with how the calendar works and and trying to get that squared away with with the other two districts that we have to align with. Um you know, I I definitely wouldn't be supportive of
229this being our, you know, instead of snow days we're going to do this. I don't think this is, you know, should be our our go-to plan. Um I am curious if this has to be approved by the DOE to count or if there's a certain number of kids that have to participate for it to count? Like if we have a plan that says we're going to do this and not one kid checks in, does it count? Uh the DOE does not need to approve this plan. It this the school board needs to approve the plan. But they get to decide we have to to provide food, but they don't have they don't care about the rest. >> a federal regulation. Okay, so to count as a school day you have to provide food. Yep. Okay.
230You have to do lunch. Um so the school board as long as the school board approves the plan we we are set to use it. Um and to my best understanding, the regular uh requirements around attendance would apply. Which is what? I don't remember the cut-off off the top of my head. So like there could be a random Tuesday where no kids showed up and it wouldn't count as a day? Yes. Like maybe a June 23rd or something like that. That's a great point. What happens the last day of school? You got to keep coming, guys, until someone shows up. Valerie. If a child can't attend a remote day due to access, is there a way to get that excused? Oh, I'm sure. I Yes. I mean, I would say that's probably similar to on
231you know, on a storm day if we have school, but there's families that don't have power. If they call and say we don't have power, like I think that is an excused absence. Is that something that could be added to this? So I mean, the state mandates something like that. >> Yep. Yeah, cuz I I think you're I mean, there are will be scenarios where that that's just not workable. Um So, Lois. So, my perspective on this is this is a lot of trust. I don't really see Tom randomly calling the day if it's just going to snow and making it a remote day in April. If it's a blizzard and they're predicting 17 inches of snow like New York got 2 weeks ago, I would hope you would make it a remote day, but
232if if it's just a s- just a storm, we have to look at what the ultimate outcome of that storm might be. If it's 2 inches, maybe it's not a remote day. >> I mean and I can tell you exactly how that process works. I'm up at like, you know, 4:00 in the morning, but Jeremy and the road commissioners are up an hour before that and I get a call and say, "How's it look?" And they say, "We got to cancel or we got to delay." I I just take the advice of the people on the ground. Except you now have to decide before it even started. That's true. So, that would be sitting with the team and making a call. Well, yeah. I mean and and I guess that's the other thing, right? So,
233if at 11:00 in the morning it's looking like 2 inches, you're probably not going to call it, but if we get 20 inches, sorry guys, it's an extra day in June. Yeah, cuz then I really would call it a normal remote day. We don't have to use this, No. >> but you could cancel school for any number of reasons, right? I mean, >> just cuz they want to. Well, just cuz they want to. Exactly, Tom. That's why we hired you for that kind of that kind of whim uh whim-based supervision of the schools. Uh yeah, that was just what I was going to ask is like, yeah, so like if you didn't call it on Friday cuz it was, you know, it was supposed to be beautiful and then we got a foot of snow,
234you would just >> we're still We're just like we're not going to we're not like we're just it's going to be a snow day. Um yeah. I think the only thing I was going to add is like I think this I was going to back to Stephanie's questions and I was like how many of these questions apply to this and I think it's you know it's it's is very helpful. I think they're they're great questions and I think I think at the end of the day I guess where I'm falling really appreciate the way Valerie and and Chris talked about it. I think for me I think that I don't think the administrators would have brought this to us if this was bad for kids and their families. Like I just I think this is
235the this is the best option they could come up with based on the factors that are there and I think to again to Stephanie's point it's like we either trust that they can run the school or we don't. At at a certain binary level again when it gets to be your sort of whims of just sort of like Oh, my whims are so bad. It gets starts to I'm starting to doubt doubt my doubt myself and decisions I've made in the past on hiring committees. But yeah, I think again that's the way that's the way I'm thinking about it is just that I think that is that we wouldn't have been brought something that would be bad for our kids especially given what all of the teachers know about the experience of children during COVID.
236Um that would be something. That'd be really something if they did that. And it's you know back to the question of flexibility. It's not financial flexibility but it provides an provides an avenue in the appropriate scenarios. It doesn't lock you into using it but it gives you the opportunity if it if it fits, right? Yeah. Can you explain is this a district guideline? It's not a district policy. >> It is not a policy. >> So what is it? It's a remote snow day plan. Plan. Okay. It's on green don't you see It's obviously, it's on green. I don't know, Tom. I think I think we kind of like to see it. It's the policy committee. I think it'd be really fun. Take a Take a look. Oh, sorry. >> don't. Um I get I guess
237that I was under the understanding that the DOE had requirements for how to use remote school days. And maybe they don't anymore. I checked with the deputy commissioner and he said, "No, you just need your school board to approve it." It's crazy, but okay. Um Okay, any other further comments or questions? We do have a motion and a second. Before Cara leaves in case she wants to vote. Oh, she's just getting a cookie. What? We have already have the motion on the floor before 10:00. We can finish whatever we're talking about. We just can't start something new. Yeah. Um Any other comments or questions? Nope. All right. All those in favor? Opposed? All right. That passes. Um Okay, so now we have to take a a motion to take up business after 10:00. I really
238hate this motion. The fact the number of times we've had to use it. There is only one more thing left on the agenda other than public comment. So, um So, I'm I'm thinking it's going to be pretty quick. So, do I have a motion? Thank you, Chris. Second, Colin. All those in favor? You could You can vote no, it's okay. Kate Brown always used to vote no on this. Okay. Um Okay, so one more motion here. So, do I have a motion for consideration and approval to write a letter in support of the town of Pownal's construction of a joint fire and rescue station and public works facility. Cara and Chris, thank you. So, in your packets is a little letter on blue apparently it's for letters um that we received um from a consultant
239that's working with the town of Pownal. Um they are um they are applying for some uh I think some match funds or grant funds to help support the construction of the project and they are asking for a letter of support from us as the school district saying that this would help the community and you know that as we're the students are part of our district. Um the back is the uh the sample letter that she was kind enough to provide to us. Um generally I I would I I am supportive of this. Um but they sent it to us last week with like a quick turnaround and I felt a little bad because I you know Tom and I didn't have the authority to say that the board wanted to write this letter without talking
240to you all. So, Lois. So, because all of them like questions were not answered in this I called the town of Pownal and I talked to Becky who's their town administrator. >> yeah. And I asked several questions that I was concerned about. I don't need to go over every every one of them unless you want me to, but she assured me that this had been talked about for 4 years in Pownal, that the community is familiar with the topic cuz I didn't couldn't tell whether this was a bunch of people just coming together saying, "Hey, let's ask for a letter of support." I didn't know who these who this person was or who she represented. Becky assured me that it's been on the table. It's going to go to the town at the town meeting
241as a warrant. They're actually getting the warrant language approved by the lawyer as we speak. Um and so having had those questions answered I'm thinking that this is a good thing to do because yes, the date may have passed for Pingree for Chellie Pingree. >> Right. But it is not passed for Senator Collins who holds the bigger pot of money. So, Senator King and Representative Pingree both hold money, but because Senator Collins is, I believe, the head of Appropriations she has a huge pot. And so they that deadline for that pot of money is April 19th No, it hasn't passed yet. Is it I think that I think it's the 19th of March, although I just said April. Now I Now my brain has gone blank on whether it's April or March, but we haven't
242gotten to that date yet and they can get that letter attached to their application for Senator Collins in the hopes of being able to access Collins' money. Yeah, I I Yeah, I read her letter is that she was contracted by the town, but thank you for confirming that. I just I mean, I don't know who >> I guess she could have just said that. True. and I don't know who's representing who anymore, so >> Um Yeah. Well, thank you for doing that extra legwork. It was my pleasure. I had a chance to talk to Becky. >> Yeah. So, you feel comfortable with this after that conversation? Yes. And if anyone has any questions, I do have the answers written on a scrap. Any questions? Comments? All right, we have a motion and a second. All
243those in favor? Great. None opposed. Thank you. All right, so we will get that letter drafted and over to them ASAP so they can attach it to their project. All right, so that is all of our new business. We have no personnel. We do have public comment and we do have a few folks who who hung in there so we will provide the opportunity if anyone's interested in speaking. Same rules apply. No one's diving at the opportunity? Okay. Well, then I will take a motion to adjourn. Cara and Steph, all those in favor? Thank you. See you next week.