February 4, 2026 – School Board Business Meeting

001All All right. I we are still working through um setting up some tech stuff, but I believe we are streaming now. So, um while we will um let Chris do whatever he needs to do around us, um we are going to call this meeting to order at 6:33. Um, and we take responsibility for this delay by um, making poor Chris be at a curriculum meeting instead of setting up all of our tech stuff. So, sorry about that, Chris. Um, we have everybody but Lauren tonight. She is ill. Um, this virus is running through the whole town. So, we have a quorum and please join me for the pledge of allegiance. Check, check, check. >> All right, thank you. Upcoming meetings, we have quite a few exciting events in February. On the 4th, curriculum committee will

002be back here. That was today. We already did it. I was like, how is this happening again? Today, we're here. Great. February 11th, personnel committee at 5:30, followed by facilities committee at 6:30 at the Dun Library. Uh we will not meet the week of February 18th uh for school vacation. So, enjoy your little break. February 25th, we have the finance committeeschoolboard workshop at 5:30 here in the high school cafeterium. That will be um a joint extended meeting um where we will do really kick off the some substantial budget work. We would really encourage folks to attend uh with us that evening. And actually, as a reminder, moving forward, we will um have our schoolboard business meetings for the foreseeable future right here at the high school library. We're just finding the feedback we're getting on

003the way the technology is working and the microphones and the all the things are better here at the high school. So, we'll continue to have committee meetings at Dun. So, we're spending time in both Grand Gloucester. Um we're going to have our business meetings here at the high school. All right. I would entertain any uh actions relative to additions or adjustments to the agenda. Uh I have a just a minor one in that we have in our excitement about the science curriculum put it on the agenda twice. So we will take it up on the um where it appears earlier in the agenda and will not revisit it again uh for section E. So that will be removed. Fran, did you have something? I think it's more question I don't know if you have any

004consideration or something like that >> for our participation by Zoom. set up for that type of situation. >> We actually have a policy on remote participation in meetings which I am talking slowly so I can try and find it. EED Um okay. So we do have uh a policy for this for the purpose of that policy um when participation is not practical. I believe we have historically done this for um things like COVID where we have a broad emergency um we would deter make that determine determination in advance. Um, and we do have, it does have some pieces about, um, folks participating individually if there's prior notice um, and communication between that member and the board chair. I we have never activated this since I have been on the board. Um Sam, do you have

005any historical insight or Gary as to how this came to be and that we don't >> So um >> uh during COVID we uh were asked by the state to come up with a remote participation uh policy and we did so and it's fit for purpose and people can read it. >> Okay. So it does exist. Um it's valid and if folks want to take a look at that and consider its use then >> so I I I yeah I understand but my question was do we have a physical ability of doing that as we move around and now does this system right now uh entertain that kind of participation from home through Zoom? That was my question is the mechanics of it. We have the capability to the capability to address our policy. Yes.

006>> Yep. >> Okay. That's what I need to know. >> Yep. >> Great. >> All right. Anything else that is um an adjustment to the agenda? All right. Great. I would now open up to comments from the audience. None. All right. Moving on to recognition. We have a few exciting recognitions this week. Uh the first and very important, and if I'd been more organized, I would have done it last month, but I was not. January was schoolboard appreciation month and I wanted to take the opportunity to talk um in front of the community about how much time and effort all the people sitting at these tables here and Lauren at home put in all the time um to help us keep our schools running and serving kids. Um it is reading packets ahead of time.

007It's participating in meetings. It's a lot of late nights. Um and it's a lot of work. And so people who take that on, we just really really appreciate it. So I wanted I couldn't let it go by too far without taking a moment to thank you all uh for the your service to the board. Maggie made you homemade chocolate chip cookies and packaged them very beautifully [laughter] for you as just a small token of our thanks um for everything that you do for the school system. >> Thank you Maggie and thank you. The second uh is related to schoolboard appreciation month. Um we wanted to take a minute and talk about Miss Culage and her uh international Mrs. USA crown that recently happened. We're super uh proud of her. Um and any of you who

008have worked with Misty at all um know about her passion for food and security and that was a big part of what she did here and a big part of the work that she does in our communities and you hear her talk about that in her schoolboard service as well. So we're super proud of you Missy. Congratulations. >> Thank you. a little out. >> I finally added it up and I have put out in just three years over 300,000 pounds of food to neighbors and families throughout the country. >> So 300,000 pounds of food. So it's been amazing. >> Congratulations continues. >> Uh and finally I wanted to share uh the selections for the allstate vocal competition. We don't know about band and and strings yet, but we will let you know when those results

009come out. But all state vocals has come out. That is a statewide auditionbased honor. Um, kids have to go and and perform a rehearsed piece as well as sing scales um and that sort of thing in front of a panel of people who don't know them. Um, and that's a really great learning process for kids. And then you have to earn a certain score to be allowed to participate. And so we have four students who were selected for all state vocal. Isaac Colby, Asana Bell, Kaylee Marty, and JD Varilla. We are so proud of you guys. Congratulations. The statewide vocal festival this year will be May 14th to the 16th, and that's at the University of Maine. They go up and spend a few days rehearsing all together with kids from all over the state

010with um coral directors that they bring in special for this. They get to spend some time learning and then they do a performance for the community. So, congratulations. And that concludes my recognitions. >> All right. Thank you. Moving into old business. Is this actually picking me up? Okay. I would hear a motion to approve as printed the minutes of the January 7th, 2026 regular business meeting. >> So moved. >> Second. >> Anybody find anything of interest in those minutes? That was wanting attention, right? All in favor. Great. New business. So, next up is um taking a look at updated curriculum guide for science standards. Um on January 7th, the curriculum committee voted to recommend updated standards, sending them here to us tonight. Um, these standards are due for review as part of our regular cycle.

011Um, to keep this going in the right order, I would hear a motion to approve the updated curriculum guide for science standards as presented. >> I move we approve the curriculum guide for science standards as presented to us in our packet with any adjustments that might be made during discussion. >> So moved. I'm so second. Sorry, not moved. [laughter] Seconded. All right. So during discussion uh we would love to hear more. >> Can you hear me? >> There we go. Can you hear me now? >> Um, so the science curriculum standards were started to be reviewed last year and we picked it up this year. Um, a lot of the work needed to be done uh vertically. So we needed like done to work with middle school and middle school with high school. Um, so

012we took some of those early release times to do that work and finalize um the curriculum guide. There wasn't a lot of adjustments that needed to be done. Um, so the state didn't had minor adjustments the last time and we have minor adjustments here. A lot of the adjustments were um at the middle school determining which grade we we moved some of the standards um w amongst the grades. It was the conversation that was really important. Um a lot of the science folks actually met with the math uh departments because one of the issues that we're having with meeting our science standards is that our students didn't have the math skills which with our math curriculum we're going to be addressing that as well. Um we actually also had some visits. So, our middle school

013teachers went down to Dunn and actually saw math classes happening to kind of start bridging those gaps between math and science and also looking at some of um looking at the curriculum that we have to then see u what are our um resources that we're using to meet these standards. Um in looking in preK4 uh we all use mystery science and so in the budget you're starting to look at um some of those um consumable products that we will need to be purchasing each year to um implement this curriculum. So, very minor changes in this curriculum guide from the last edition. Um, but for the work for this year was just making sure we're really aligned pre-K12. >> Fran, um, did you have a question? >> Um, [clears throat] so basically what has changed? Um

014you let me start off by the state sets what the courses should be in for particular grades. Correct. >> Yes. >> And then um um then the state decides that maybe some adjustments need need to be made and then we adopt whatever they say. That's basically what you just said, right? >> So the state does uh has their review process every five years. Um, and once they go through legislation and decide their uh, review and what's been adopted, then as a district, we go through those new additions and kind of crosswalk what's been old and what's been um, changed and what we feel like we can take on um, and and adjust in our own curriculum and also using our instructional materials uh, to determine what's best and then we put it and update the

015curriculum guide as needed. I would just add to Fran that this what the state puts together is put together in a grade span and part of what we then have to decide is which pieces will we do in each individual grade. So the state doesn't necessarily say these are the standard for each grade. They put a group of grades together. So a part of our work is figuring out which things we will do in which grades >> or in high school which courses. So they'll say here are the high school standards and we had to determine which standard will be taught in biology and chemistry and physics and and IB courses and things like that. >> So uh to follow the the the standard set for the testing is based on what the state yes

016uh has. So, is that maybe some of the problem why our testing isn't coming out quite high enough because we're selecting maybe courses that uh would not be included in the testing of the students? >> No, all our all our curriculum guides are completely aligned to the main learning results. Um I think the issue that we're seeing with the science is um we really haven't seen we don't see the test um we haven't seen what the test um questions are and we don't know which area of the science data that we're really struggling in because we get it so far later and also it's not like math and reading where we get a lot of information that we can use to inform our instruction. So it takes a lot more unpacking to figure out like

017do we need to spend more time in earth science versus physical science. So, we're still working that through. The data that we have for the MEA is not as intuitive as our math and reading. So, it takes us a little more time to kind of work it. The first step is to update this curriculum guide to make sure we're aligned with the state standards. And then we'll continue to look at our instructional materials as we're starting that process. Now, >> um the other question I had was um how many students are in the IP level of science? I mean roughly um what percentage of participation of the IP students that taken advanced sciences and stuff? >> I wouldn't have that that number right now, but I could certainly look at it. I I only prepared

018for the curriculum guide, but we can certainly get that. >> Yeah, >> it might have been in um Sadi's information last workshop. >> Oh, I think I saw it >> because I believe the IB data was in there. So, it probably isn't that slide. I could probably pull that up. >> Jim, >> uh, yes. Could you kind of give us an appreciation of what kind of, uh, leeway or flexibility you have to deviate from the state standards because, you know, the state's not always right. >> It's local decision, right? So, in Maine, we're really big about local decision. And so you hire our teachers for their craft and understanding um how also like in the you know prek um five world how to integrate right you know we were having the conversation at the middle

019school we have math and science teachers and we have ELA and social studies and there's great opportunities to make sure that our content kind of is if we're teaching social studies we're also using the same skills in English. So like if they're learning about western expansion then they're also learning it how to read and write it um in English class as well in social studies. And we're doing the same thing in math and science. Um we haven't done a lot of work between math and science in terms of what math skills do kids need for their science units. So I think there's a lot of flexibility in terms of what order are we teaching our science skills to make sure that they have the math that they need in order to be successful in the

020science units. Especially with our new math program um at the middle school. We're realigning. So, a lot of times there are really good things, you know, in the um elementary, we all like to teach um life cycles. I was in a science class today at the middle school and we're doing animal and plant cells and kids are used to getting that content and that's like embedded in the state standards and it's one of those things that our science teachers absolutely love and it's essential for them to be successful at high school. So, there's not a lot of deviation, but it's choices about what is essential to us. So, if what what do we want every seventh grade um student to learn and be able to move on to get to eighth grade? Every teacher is

021kind of looking through that in the lens of the state standards to then figuring it out in their curriculum guide and then we're kind of looking at what is the assessment looking like, what is our instructional um resources. So, all of that's kind of in that guide. We kind of start with the state standards, but it's really a lot about the teaching craft. And that's why the vertical alignment is really important because that kind of like makes sure that we're I think doing what right by our MSAD15 students not just what the state says this is a great idea. Um the science standards are really a national they come from um they're national standards that Maine adopted and tweaked a little bit and added our guiding principles to it. So they are standards that are

022used nationally. Um there there's not that it was like Maine decided these are the best standards. So they've kind of adopted the um the national standards and then we're making minor changes at the local level. >> Okay. Thank you. >> Did you find it, Janda? >> There is data in the pi in the uh presentation that was done on the 21st about the number of kids that have participated in IB testing for science but not the number and the number of kids that have participated in IB classes, but we did not break it down by subject area. Um, other questions? Well, >> Fran, >> I guess I'll just be frank. I'm not known for that. Anyway, um it it it's very disturbing to get those results of of the sign testing and um you know,

023when you're below state standards, you really should be addressing what is the reason for it. I mean, if you haven't been coordinating math with sciences all this time, all these years, I mean, that that's that's alarming, number one, but number two, I mean, um, are we just going to hope and wish that next year testes will go up and things will improve and and that type of thing? I mean, that's a big gap you have to fill. And to me, uh, I I'm I'm alarmed by the results. So, >> I might That's my opinion. Sorry. >> That's my opinion. Thank you. >> I might remind the board that um at our academic um achievement workshop, we we talked about the science standards and that there were a series of things we're going to be doing

024to address uh that gap. The first was the curriculum standards, the second was the investment in the curriculum materials and then the third being professional development and analysis of student work in the coming school year. So I would say there are multiple things that we have put forward to this board that we are working on. This is one of those three things. This one in particular requires your action. >> I also would um mention that the state is also below state expectation. Um so if you look at our data and actually look at um where we're performing, we're not that far off. Um so yes, it is our weakest area in terms of our data in literacy, math, and science. However, the state is also not meeting their own standard. So um we're doing very

025well for our region and we're doing um we're keeping up pace with the the state. We have work to do. We understand that, but it's not like the state is up here and we're we're down there. So, I just want to be very clear about that. Um, I did update the slides and the annual report as well as we have a voice over of my data presentation so people can go through and get some information as well. So, that's been updated since my presentation in January on the website. >> That is useful to know actually. Um, Maggie, could we put a link to that updated rate in the minutes for this? You know what I'm saying? Um, so folks are following along, they can find that. Um, any uh additional insight from curriculum committee on

026getting us here today, Gary? >> Uh, no. Kathy presented this to us uh earlier and we liked it a lot. It's not I mean, it's not a lot of detail I can put to that. There's so much detail in this. I mean, it's a pre-K to 12 guide. This is not something I don't think you can like casually remark. Overall, I think it looks great. Uh I think Kathy is the source of real information on that, but it was presented to curriculum and and we all liked it. We we thought it was a great an enormous amount of work that seemed moving us in a good direction. >> Great. Anyone else? All right. All in favor of moving forward with these standards opposed. Wonderful. Thank you, Kathy. Thanks, Kathy. Okay, so we have a science

027standards curriculum. Now, moving on to our school enrollment and staffing report. So, the finance committee um got a chance to see this on January 28th. Um our enrollment and staffing report gave some feedback, had some great discussion. Um the admin team has gone back, I think, and and added a few points to it, and we're going to get the latest and greatest version here tonight. Oh, there we go. >> There it is. >> Uh, so I am projecting here in the room um the handouts. So those this is exactly what is in the packet. Um I know folks who watching from home it's a little difficult sometimes to see what it is we're projecting in here. Um so I just wanted to let folks know I am just putting up what is already in your

028packet. Um it is available on our website linked in the agenda. So um nothing new or different. it is what we um what's already in there. Uh so the school enrollment and staffing report uh was given to the finance committee um January 28th. So this is the um they gave some feedback on some of the data and requested some more data and so that is what is coming to all of you tonight. On the first page what you will see is our total enrollment uh going back to 2013 2014. You can see that steady decline um from the 2013 year that we've been talking about for a long time. And you can also see that we're kind of landing in the place where our enrollment is is really um leveling out. If you then scroll

029to the second page, you'll see um the enrollment overtime at each school for people whose that data is helpful. Uh but more importantly, I would point you towards the current enrollment by grade. Um because what you can see is that our grade sides are very similar going all the way back to kindergarten. And what that tells us is our current school enrollment is likely to be about where we are for the next decade or so. Um short of any significant changes, major development, we are likely to be at about steady enrollment uh for the foreseeable future. We do anticipate that there may be some decline at high school. Um it will be minor uh because of Raymond choice. Uh right now students uh go to their middle school years at Jordan Small uh middle school.

030It was Jordan Small Elementary School when I went there, so I had to stop myself. Uh Jordan Small Middle School in Raymond. And then uh when they get ready to go to high school, they can go to Windham High School or they do have the opportunity to choose to come to Grey New Glouster or Poland or a couple of other different places. Uh in the not this coming fall, but the fall after, we anticipate Windham's new middle school, a 5 through eight building will open and the Jordan Small Middle Jordan Small Middle School, yep, will close. Um and then so students starting in fifth grade will start going into Windham just down the street from the high school into a new comprehensive middle school. We are predicting that based on that we may have fewer

031students choose to come to GR and Gloucester because they will already be in a larger school environment. They will already be commuting to Windham. We still think some kids will choose to come here. We just wonder if there might be fewer. So we're just we're just keeping an eye on that. But those numbers are not so large that they should make significant differences. Should I pause there or just keep going to questions after? >> Any questions on so far? Great. Feel and feel free to jump in. >> All right, press on. So, another data point that uh folks have been asking about for a couple years, so I decided to include in here was homeschooled students. Um, this is data that is available from the state. Anyone can look it up at any time. Uh,

032but this is our local data. This is data that u Maggie and I track because we do have a and and read that it's mostly Maggie and I she tells me what's happening. Um she does a really really good job uh because it is our responsibility to um keep documentation of all students who are being homeschooled each year. Uh we have a lot of kids that come in and out throughout the school year. So this 116 number that you're seeing for the current school year is the number as of the date the report was published. we actually anticipate that that number generally as the year goes on goes back down again. Um so based on that and then just kind of looking at the data over the period of time um our numbers really have

033been steady that is not necessarily in line with data we're hearing about nationally and in other parts of the state where home stu families choosing to homeschool are going up. Uh here in green glosser it really has been pretty steady. um it went up a little bit during um those co hybrid years, but now it's kind of dropped back down and been, you know, really hovering right around that 100 student mark uh for a number of years now. Some additional data that the finance committee thought would be helpful was uh similar to homeschool uh data on charter schools and private schools. So charter schools is our first set of data. Charter schools are public schools, but children from any town can opt to go to them. So, examples would be um the Fiddlehead School here

034in town, um Baxter School for Science and Math, Baxter School for Science and Technology. Thank you. Sorry, I knew it wasn't right. Um in Portland. Um those are publicly approved charter schools that that students can choose to go to. Um again, our numbers are really very steady. Uh we're seeing about the same number of students um going back 10 years uh choosing to go to charter schools uh who live in Grey Newer. Private school data is a little bit more difficult because the um the obligation to report is not quite as high. So this is the data from the state of the number of students living in Gray or New Gloucester who are opting to enroll in private schools. We know this is not all comprehensive of every student um who goes to private school.

035So we suspect these numbers are probably just a little bit lower than they actually are, but I do not think they are dramatically lower than they actually are. Um but just know that private school data just is not quite as good because they don't have the same level of obligation to report as charter schools and public schools do. As you can see, we don't have very many students um opting to go to private school. Um I will note there is that lovely little 30 spike. Uh that was uh one of our hybrid years as we called it coming back from COVID. In that year we had 23 students uh choose to go to the wayfinder school that at the time was on the Pineland campus. So that is a private school uh that uses certain

036educational methods. Um and at the time they were at Pineland School. they are they are no longer there. Um in the year before in 2021 in 2021 we had one student go to Wayfinder in 2122 we had 23. The following year we had two. In 23 24 we had one and for the last few years we have had none. So we went for kind of having no kids there. That one year we were in hybrid. We had a big group decide to go. Um that dropped right back down. And now and they've moved out of Pineland too. They're they're much farther away I'm sure as part of it. Um but that number is now now zero for that particular school but that is the one outlier year. So before we switch to the staffing side

037um any questions, feedback, thoughts about the student population piece. Good. All right. All right. Moving on to our staffing report. Uh so what you have here in your packet is the number of core instructional staff we have at each grade level or grade span in each school and based on our predicted enrollment for next year the approximate or average size um classes we'll have that gets more difficult when we're talking about high school because kids choose to take different classes. So it's not you know whereas kindergarten you can take the number of the kids and divide it by the number of teachers and you got a number and that's your number. it doesn't work quite so simply at high school. So we do do a calculation in that way and then we compare it to

038our average class sizes as we look at our actual classes in powers school assuming those numbers are relatively the same. We assume that the data is appropriate and actionable. Uh essentially what I would tell you uh as we looked at this as a staff is that our current staffing levels along with our predicted enrollments tell us that we have appropriate class sizes for next year. We have no need to increase we see no need to increase our instructional staffing. Um we know that decreasing our instructional staffing would create significant crowding issues um in our classrooms. Additionally, we provided to you um a a teaching staff over time going back to the uh student enrollment. We have seen a decline in enrollment um over the last 10 years. And we anticipated that that was going to

039be the case. And we took advantage of retirements or other reasons for attrition to not fill positions so that as we got to the place where our where we didn't need as many teaching staff, we wouldn't necessarily have to fire or riff anyone or reduction in force is what it's called in the contract. Um, and so I wanted to share with you what that looked like over time. So if you look at the student enrollment data over time, you'll see that our student population in the last 13 years has declined by 10%. If you look at our teacher um instructional staffing over that same period of time, that has been reduced by 11%. So again, that's another indicator to me that our staffing is probably about the right size because we're seeing um a teaching

040staff that declined by approximately the same percentage as our enrollment over the same period of time. And that is our school enrollment and staffing report. >> Thoughts? Sam, >> just as the uh chair of the finance committee, just want to kind of reiterate uh Chana's conclusions there that there's nothing in here that really suggests any sort of major changes. It's a very much stay the course report. You know, we're in a nice sort of stable period. Um and you'll remember we had a demographics report uh provided by the town of Gray who had done a you know as part of their work that they gave to us that said they don't expect any you know large scale changes in their population or student population or children or anything. So you know I think it gives

041us confidence that you know sort of a we are not a district in turmoil. we are a district that is uh kind of going along and chugging along and doesn't suggest any major changes one way or the other. So, you know, it's helpful to see be nice if uh our health insurance plan thought the same thing, but um in general um you know, doesn't seem like we need any major investments or cuts. >> Thank you, Sam. Uh anybody else? Misty, >> are the class sizes on your staffing for 26, 27, that one there, is that pretty average for numbers per class per per teacher? Like is that standard normal? Um I know that each class has helpers too or aids. >> Some do. Yeah. Yeah. So, so generally speaking, um, and and we provided this

042in a much more detailed report a few years ago that we certainly could make available to folks, but generally speaking at kindergarten, we're looking to keep it at 15 or lower. Um, the needs of kiddos coming into our schools for the first time are just much higher than they've ever been before. Um, so having that opportunity to have that smaller group is really important as they enter our school systems. um as they get a little bit older um we we look to get a little bit bigger but not too big. As we're really trying to deep dive on that early reading and math and make sure that they're really well set up for the future, we try to keep those groups a little bit smaller so that teachers can really dive in with kids. And

043then as we get to sort of middle school, high school, um generally speaking, 20 to 25 is what we're trying to trying to be within the range. 2425 in our facilities with our students is really difficult. Um I think when you stand in a classroom by yourself, you think, "Wow, this space is so big." But then you put 24 uh you know, 14, 15, 16, 17 year olds in a room and that room starts to feel real small real fast. So um generally speaking, we're trying to keep it somewhere between 20 and 25. Keep in mind, particularly for high school, that average of about 22, we have classes that are smaller. for example, you know, our high level IB classes. Um, we generally demand that they have at least 10 students in them to run

044them. Um, but those are generally going to be smaller. So, as you have classes that are that size, you know that if the average is 22, then we also have classes that have 25 26 or more students in them. Um, because that's how the average that's how averages work. Um, so 22 is our average. We have classes that are bigger. We have classes that are smaller. >> Awesome. Thank you. >> Yeah. I was just looking at the >> I was just looking at the uh uh the graph earlier where we have the total number of students and then comparing and then dividing it by the uh the teacher in the in the current graph we're looking at. And I'm getting around 14.7, you know, upper 14s, which, you know, if you was to just look

045at the uh the the graph earlier, the the the staffing report table earlier, you'd think, just looking at that, eyeballing it, you'd think you'd have a number that was higher than that. I was wondering why why how could that be? You know, >> say again for me. So, you took which numbers with which numbers? Compared them to which numbers? >> I went up to your to the uh total enrollment over time and I grabbed a year. let's say uh 2425 it's 1826 divide that number by the 24 2425 of uh 124.2 two and you get, you know, I think uh what does it say? 14.7. >> Okay. >> But when you look at your the table just above that where it has the uh staffing report, you'd think by looking eyeballing that uh studenttoteer ratio,

046you'd be higher than 14.7. I'm just curious why that is. >> It's it's very complex. Um what we're trying to do is take a incredibly complex concept and break it down into simple math and it and it you can't. So this is the best way we try to represent it for you. >> Um things that come into play that you're not seeing when you do simple division. >> Um when we get to high school, how we're looking at these numbers, we base it on the contract obligation for how many periods we can ask each teacher to teach in a day and then how many classes that kids need in those areas. And then and then we divide it out that way. Again, we then compare it to what our actual average class size is. Um,

047so that becomes a dynamic at high school that you don't necessarily see at the other grade levels. What you're talking about in that simple math works great for kindergarten, first grade, and second grade. >> We talked about that in the committee, and I understand that, but I'm just saying if the whole if overall it averages out to about 15, then we we the lowest one we have here is 14 for for kindergarten and Russell and everything else is above that. So, >> so I would I would caution you though what you're talking about for an average number was a couple of years ago when you're comparing it to next year's >> I use the same same >> age the same 24 25 >> so what >> and you pulled the 24 >> yeah so what

048we're So is it true what we're saying here is that across the whole district if you laid put everyone out every 15 kids or so a teacher is there Um what an average class size on any given day does not exactly match how many adults are across the entire district supervising children. >> Yes. >> Correct. >> Yes. >> Yeah. I understand when you get to the high school and to some extent the middle school you have you know specialy courses where you can where it's not as uh the math is is different. The other piece that this doesn't capture, so at at pre at K and I don't include prek in this because that has its whole separate like the state mandated class sizes that we have to have. We don't have that at the

049other grade levels. >> Could that be what's cru what's messing the numbers up? >> So, so prek is included in the staffing numbers and in our total count. So, that's part of it. The other part of it is at K1 at K through four. Actually, this is true of K through eight. So K through four, this is classroom teachers. So you're seeing four kindergarten classroom teachers at Memorial School. If you take the kids, divide them by that. >> In addition to four kindergarten classroom teachers, we also have music teachers and PE teachers and art teachers and library teachers and other teachers in that that don't necessarily have a classroom that aren't in this count >> that are in the other count. Now, I'll tell you that the PE teachers at Memorial School have classes of

050about the size you're seeing because how the schedule work is, you know, Mrs. Montgomery's kindergarten class goes to PE at the same time. So, their class sizes are about the same, but those teachers are counting in the total instructional teacher count compared to the enrollment. And so, that's why it sort of artificially deflates it. How many kids are each teacher seeing at a time would this is the more accurate number, >> right? I was just to say that another way. This teacher staffing is everybody who's on a teacher contract and there are people on the teacher contract like the uh social workers are on a teacher contract. Right. >> Correct. Right. So there are so there are you know >> in any building there are you know a handful to many people who are on

051a teacher contract that aren't necessarily standing in front of the class. So I think that's most of where the difference is. >> All right. Thank you. And I uh to to Jim's point, I think what might make it clear up confusion too is on the chart we say students to teacher on that um staffing report per grade. And I wonder if that's a more accurate is uh class size per class. >> The average class room has 14 kids in it. Those kids are going to see a variety of teachers. you know, it might draw less of a direct line if we um put it that way. Does that make sense, Jim? >> Yes. I think particularly uh uh from Dun up, you know, it is a it's truly a a class size average there. Uh

052and less so on the high school and middle. So, all right. Just, you know, I'm sure people, you know, layman would look at that and say, "Geez, what's what's going on here?" So, I just thought I'd uh >> Yeah, it was a really good point. It took me a minute to get there, but [laughter] I got you. >> Yeah. >> Okay. Anyone else in that? >> Well, I just want to build on that point a little bit because we do also have the edte staff and the support staff. So you know that that is also affecting student uh you know instruction in ways that you know you when we have response to intervention you know we have someone on a teacher contract that might be just working onetoone with 10 students during the day or

053you know so not every uh you know edtech you sorry not every response strategist is an edtech not every you know teacher contract is, you know, not every person in front of students is on a teacher contract. So, you know, our staffing is much bigger than just those 123 people, too. >> Yes. All right. Great. Good discussion. Thank you. Um, now moving into maintenance of effort report. So, again, the finance committee uh reviewed this. Nope, sorry, I just repeated my own notes. So, the maintenance of effort report um has already been to finance committee. This is one of the earliest steps in forming our budget. Um I also think it's one of the more conusing concepts we talk about. So, I want to make sure we take some time with this and explain um what

054it is and how we use it. So, we'll invite um Dr. Turner to walk us through the report and then um would like to hear from uh Sam with any additional insight on that and then we'll open it up to a discussion. So >> Dr. Turner >> absolutely. So maintenance of effort I think this is only the second year that we have used this data point um as a touch point um as a starting discussion for the board. Uh maintenance of effort is something that we provide to kind of just give you an idea of what we're up against in the upcoming budget cycle. So please no one walk away from this saying, "Oh, the superintendent has proposed this budget. I have proposed nothing." What I have in front of you is an estimation of

055if we change nothing for next year. if we moved forward with everything we have exactly as we have it with our best guesses of increases um what would it what would the expense increase be? Um and it's it's just a touch point for us to kind of know what this is going to look like and know what we're up against in the coming budget cycle before we start talking about get getting excited about what we might want to do or what we might want to change just to know if we were to change nothing where are we going to be. So, there are a lot of assumptions that have to go into that. Um, and these are things that will become facts later on. And the facts may not be what we've guessed here. Uh,

056Sam was alluding to health insurance earlier. That one is a big one. We don't even have the range yet. Usually, they'll give us a range and then we'll know how well we did. For this particular estimation, we uh used an increase of 10%. Our increase last year was 13.7. So, we're we're we are optimistic that it's not going to be that again. Um, but we use 10 for this particular math. Um, we are assuming a 3% inflation on all of our costs. Um, I wasn't going to put this one up. Um, and this document is in everyone's packet. Um, so we assume a 3%, we are assuming 4% on dental. A lot of this stuff is things we don't know. But if we were to move forward with that um with our best estimation of

057contract con contractual obligations, benefits, salaries, all of that, um the increase would be a 6.7% expense increase. Now, I want to make a clarification of something that in talking with folks after finance committee, I think we walked away with some different um different assumptions about what it is. So I wanted to make sure it was very clear that 6.7% figure includes the air quality bond expenses. So all of our expenses for debt are in that 6.7% including the additional debt payments that we will be responsible for in the coming year. To give you a frame of reference, if we were to not include that new debt that's coming coming due next year, that percent would actually be 5.23. And if we do increase the debt, but we remove the 275,000 that the board opted to

058remove last year um and move into capital reserve, that number would have been 5.92. So you can see where 6.7 is an interesting data point. I think it's a great place to start talking um to give a people an idea of what is driving our budget. Um, but then you can also see how big of an influence that has. As we get into the budget process and we start looking at specific expenses and then we start talking about revenue, these things can move quite a bit as evidenced by um 6.7 versus 5.23 depending on where if we were decide to put our debt payment someplace else. >> Uh, no. I mean, I think, you know, there's not a lot to expound upon here. It's pretty straightforward. Um, I can't I think you said this, but

059I'll just reiterate it. Um, we also are negotiating a teacher contract at the moment, and the teacher contract represents the single largest expenditure we make uh in any year. So, there is some variability there. Um, and we have to finish the negotiation of that contract before we have confidence in our number. uh but we did factor in a a guess in this number at where that might uh wind up. So it's not like we are you know covering our eyes and pretending that there isn't a new contract to become um and uh you know I think um this is a new thing um and I appreciate it. Uh in the past, one of my um sort of criticisms of the budget process is that we would wait a little bit too long to talk about

060the numbers, right? And so we would hear about the needs and we would hear about, you know, all these issues and then we would be really late in the process and it would be like, oh, and now it's 7.9 and you know, surprise. Uh so this I think just at least gives us a frame of reference, right? We just run it all back. This is what it costs. things go up in price, you know, that's how it is. Um, and so I I appreciate just the straightforward nature of this and, you know, if you want it to be less, tell us what you want to get rid of. If you want it to be more, tell us what we're going to add. U, but at least we know kind of what our starting point looks

061like. So, I appreciate that. >> Thank you, Sam. a question I actually didn't or something to point out that I didn't think of during our um finance committee, but this assumes all vacant positions will be filled. And I know last year we have had a thing a bit where we have a lot of vacant positions that are like really hard to fill and we're we're putting them in. We're assuming we're going to hire four bus drivers. There's like no universe in which we're going to hire four bus drivers and 12, you know, edte. And we made some adjustments there. So, is this assuming um we've we've sort of corrected for significant vacant positions that this isn't actually going to be an area to like magically pick up um budget this year? >> No, we we

062reduced positions pretty significantly last year um to exactly what you're speaking to, particularly special education edexs. Um and we do have fewer openings than we've ever had in the past. Um, we do have a few openings that have persisted throughout the year. We have a a special education teacher here at the high school that we have not been able to fill all year long. Um, other than that, we've our teacher staff has been full. We we have had no other teacher contract position open. Um, and that it's been a long time since that's been the case. So, I think that's very exciting. Um, and even our edte, we have had a couple of times where we have filled almost every position that we um had available to us. those do turn over um a little

063more regularly than some other positions. Um so it definitely comes and goes, but um it so this does assume filling of all vacant positions, but the number of vacant positions that we're talking about this year are fewer than we've ever talked about in the past. >> Thank you. Um other thoughts, reactions, questions? >> Yeah. Um I I'm not sure that um I'm not sure this is a recommendation maintenance of effort reporting. I think it was I I assumed it was just um um um an introduction um you know at the finance committee meeting. Um so I'm not sure this year we adopted this method yet. Number one. Number two, uh is there a possibility, you know, find out what the difference would be if we use um you know uh base our budget based on

064what was spent last year and uh go from there and see what needs to be added and subtracted from that. >> So a lot of school districts do do that. They go by what was uh actually spent and they start building their new budget based on that. >> So how we build our budget is done how you're talking about it. how we are working on building the budget that we will bring forward to you as a recommendation. We do exactly what you're talking about. We go line by line by line through the entire budget over a series of months and we look at three years worth of spending plus whatever we can predict to come up with our best. That is the number we are working on right now. This maintenance of effort number is

065a number we create only for the purposes of this board to have that information because it's an information we have been asked to provide. I don't use this number in my budgeting process for the budget that I will bring forward to you at all. This is only for the purpose of the board because it was requested by the board. So I completely agree with you. We should be building our budget based in that way and that is how we buil how we build our budget. I don't use this number when I build my budget. >> Okay. >> All right. >> So, >> I got one question. >> Yeah. >> The paid family medical leave implementation uh I think I've seen a number but I can't recall is that and hopefully you can share it publicly

066but do you have an estimate of how much that affects the budget uh this year? Is it you know >> the dollar count? I can't give you at this moment. Uh what I can tell you is that paid family med medical leave law is 1% of pay and that you then have to negotiate with your various groups as to how much the employee is going to be responsible for and how much the employer is going to be responsible for. We have negotiated that with many groups. The groups we have negotiated that with it's 50% responsibility of the employee and 50% responsibility of the employer. So that is just the basic basic how it's going to work. Now if you enrolled in the state plan, you had to start making those payments last year. We decided

067to go with a private provider as you may recall that was part of our budget reductions last year. So all this time we have been making no payments. So we have made no PFML payments yet this year. Um we will start when the pro the program is supposed to launch later this year. Mhm. >> They're saying it's still going to I hear rumors here and there it might not. We are we are operating as if it's going to. >> Um and so when that starts uh we will start doing our the contributions that we need to. Now the teacher contract has not been negotiated yet. So they are not part of PFML until we have negotiated the new agreement. So any agreement in that place will start uh with payments on September 1st when that

068new contract comes into play. Um, we will, I'm sure, once we have a budget to propose to you, we can certainly identify what what part of that is related to paid paid family medical leave. Um, but that's sort of like the big picture of how it works. >> Does that does that answer your question? >> I I guess so. I mean, it's I'm just thinking from an order of magnitude. This is not this is something that's, you know, mid six figures or something along those lines or >> so just back of the envelope, right? Our >> Yeah. Our salary obligation is about so our salary and benefits are about threequarters of our budget. >> Okay, you just do it that way. >> And our salary is about half of our budget, right? So that of

069that you know it's about >> 50% salary and 25% benefits. >> So if you take half of our budget times 0.005 which is half a percent you get about 82,000 bucks. I think it's between 80 and 100 grand. So it's in the lower end of the six figure part. Okay. Cool. Thank you. Anyone else? Great. All right. Well, we look forward to pressing on in this uh forming of our budget and that brings us to the ET ED279 which is an annual report from the main department of education. Uh this details how essential programs and services which we refer to as EPS funding applies to our district. So um there is an initial report for FY27 that was just released on January 29th. Um so we'll hear from Dr. Turner on that. And then I

070also believe Sam sat in on a virtual meeting um and may have some additional context for us on what the talk about the ED279 is. >> Dr. Turner. >> All right. So, um that this is why you had an amended agenda. Um we had been told to be prepared that the ED279 would be late. Um and then they is so we had put out the board agenda without it and then it was early so um happy surprise. So we reissued the agenda so that you all could get that um and so we could make sure that we talked about it uh tonight. So the ED279 is the report that essentially at the end of the day tells us how much of a state allocation we are we are predicted to get next year. Um so

071I'm going to just draw your attention to some highlights in the report um and as it compares to the report this time last year. So I would just remind everyone that when we look at these reports um the ED279 changes continuously throughout the year. Um so when I'm when we are comparing our ED279s we generally talk about our predicted at this time last year compared to our predicted at this time this year. Um because for budgeting purposes that's what matters the most. Um so we are looking at FY26 our original predicted ED279 with our current FY27 predicted ED279. So overall our state contribution for MSAD15 um is estimated to be uh 12 a.5 million give or take um and that is up and that is up about $185,000. It's about a 1.5% increase over last

072year. So, when it comes to how much money the state is giving us, more is always better. Um, this lives on the revenue side of the like we were talking about earlier, how this is all going to work, expenses versus revenue. We have flipped over to the revenue side of the of the coin. Um, and there's about $185,000 more than we were predicted to get in the current year. So, I say more is always better. Uh, in section one, it talks a little bit about how they got to those rates. What you might notice is we're getting slightly more per student for our for our kids in those grades. As you move into sections two and three, it shows how baseline cost allocations um that they use to calculate our subsidy. Our allocation total, which

073is in section two, is up about a half a million dollars with adjusted operating allocation, which is section three, up over a little more than a million dollars. This is partially due to the increased rates, but we've also worked really hard to make sure our data such as disadvantaged and homeless, foster care, special services, our staffing experience, all of those things that impact this number, we worked really, really hard to make sure they were accurate as possible. I believe that this all has supported having an increase in a year where we saw a student enrollment decline. Usually, when you see a student enrollment decline, um, you can expect to see an ED279 decline. So the fact that ours has gone up um is is a testament to that that that work was worthwhile. Um as

074I talk to my colleagues around the state uh there are some folk a lot of folks like us where it's you know up just a little bit or down just a little bit. Um there are other folks where there are big swings. I think Portland is down four million I heard. Um so I I'll take our 185 up. Thank you. Section four then starts to go into the state contributions by municipality. The state contribution by municipality is based on the state tax valuation. We in the school district have zero authority or influence over this data point. It's an incredibly important data point, but it is one for for which we have zero control. The towns report this data to main revenue services and then the department of education uses a multi-year average of the reported

075valuation to determine the minimum required contribution for each town which then is how they calculate how much contribution we will get for each town. For 2627 the funds that the state have given us to subsidize education for the town of Gray is down by about $50,000. uh the 26 27 predicted funds the state will use to subsidize education for the town of Neloster is up by just under $250,000. So the total state allocation by municipality is just a little over $12 million. Um and that is what is about $185,000 more than last year. Finally, in section five, we see adjustments that the state makes to our total contributions. For thus, it's an allocation for our participation in a local education service center or the Greater Sebago Education Alliance. Um, this allocation is down about $3,000

076um but not significant in nature. And so that makes the total adjusted state contribution um to be 12,441,000 $441,864. Um an increase of about 185,000 from the estimate at this time last year. Sam, do you want to add some color commentary or what you learned on Sure. your call? Uh what I want to sort of point out since we have this in front of us is how some of the recommendations that we made as a board uh would affect this report. And um I sat in on a hearing yesterday uh where the people who created that report that we all looked at in the finance committee and uh was in our packet uh for the business meeting when we made our recommendations on how to adjust the EPS formula. uh they gave their presentation to

077the education committee of the legislature and so they kind of tried to uh make recommendations based on what the legislature asked them uh once they saw the report. Uh so for example um and the one of the funniest parts of the meeting was um you know the some result of this uh recommendation is you know 40 to 50 million more dollars going from the state to the schools and one of the legislators asked you know do you think we're going to do that this year and the people who created the report said oh well you know most schools are in their budget process right now they'd probably be pretty annoyed if we changed the ED279 now >> to to give us more money. >> Yeah. And I said, you know, I think we would we

078would take more money whenever you want to give it to us, so that would not be an inconvenience. No. Um, so I thought that was sort of funny. Um but anyway, so one of the one of the big ways that uh more money would come to schools and I I do think it would help us quite a bit is they base their uh multipliers for how much we are reimbursed for our teachers on salary data from 2005. Uh so for instance right a a first year teacher gets a multiplier of one right and so each year of experience and level of education that your teacher in your school gets you get a little extra multiplier and it ends up being like 1.3 for uh your most experienced teachers right well that one is based on

079an average firstear salary of $40,000 because that's what it was in 2005. Now, that is quite literally the legal minimum that you can pay and no nowhere near your average first year salary. And obviously, that ripples all the way through their grid. They have their most experienced top of the of the food chain teacher making $67,000 a year. We know that the top of our salary scale is not $67,000, right? So, if they would just update their multipliers from 2005 to 2026, uh that would result in 38 million more dollars alone going out from the state to the schools. Um we would, you know, I don't know what we would get there, but 38 million divided by 140 districts or whatever it is is still like, you know, $300,000 or something that we might get.

080Uh and I also think be you um uh would be rewarded in this formula for um being sort of center of the pack of of your because uh they also consider uh the cost of living uh or in this proposal they would consider the cost of living that you're competing against. Right? So in Cumberland County, we have the highest cost of living uh in the state and we are in the center of that pack uh because that's what we always do when we uh sort of negotiate with our teachers. So you know we would get the benefit for the uh cost of living increase little extra multiplier but we wouldn't be penalized for being above average with our salaries. Um so we would likely get slightly more than the average amount on a percentage-wise from

081the state. Uh, another thing I would point you to and this is something that we uh talked about in our recommendations. If you look at this formula, right, it's based on this studentto staff ratio. So they say uh, you know, you should have, you know, 15 students for every one teacher and therefore they think that we should have uh, 38.76 teachers, right? Or 1.09 uh, guidance counselors, right? That's obviously nonsense. you either have one guidance counselor, maybe you can figure out a way to have 1.5, right? So, if we smoothed out those uh multipliers, um that would at least give us uh a little bit more uh reality check, you know, because you know, the difference between 1.01 1.09 and one is obviously we go down to one, you know, so smaller districts are much

082more likely to have these 1.09 or 1.23, two three you know if they rounded those up to something where you could actually hire we would get uh a lot more funding uh that way. So um so then the sum of all of these recommendations which largely I agreed with uh I think our largest problem is that our legislature largely has no clue how schools are funded. uh when you listen to the questions that the education committee puts forward um they were particularly focused on okay well if we increased that salary scale would the money go directly to the teachers and the people making the report were like well no there would just be more money going to the district well could we ensure that it goes directly into the teachers pockets well how what would

083the me you know it it didn't really so they spent about 45 minutes on that question actually which is insane but um you know so I it's upon us. That's, you know, one of the reasons that I was so uh animated about making these recommendations is that I think it's really important for municipal level people who work at the ground level uh to advocate to our legislative staff and say, you know, this is what we're experiencing on the ground. Could we please see that reflected in lawmaking? Uh, and so that my biggest takeaway from that was that we need to do more advocacy and make sure that our representatives understand the pressures that we're under. >> All right. Well, thank you for um attending that. >> It was thrilling. [laughter] >> It sounds like it

084was great. Um, I do have a question and I I not to put you on the spot, Chanda, but there was some early sort of confusion over is our adult education in here? Is it not? Is it maybe not in here? Is this maybe >> I can't believe I forgot this maybe the single most important part of the ED279. >> Great question, Penny. So, previously adult education was part of our ED279 allocation. So, there was a there was a line and I forgot to write down what page it was on because I forgot my note. I had it in my head yesterday but lost it today. Um where it would say adult education and then it would give a certain amount that we'd be allocated and then depending on because you know they would take

085our percent receiver and then that's how much we would actually receive um as part of the so that so that $12 million give or take amount included an allocation for adult education. um part of some ED279 changes they have now made um they are no longer including adult education as part of the ED279 formula and instead are going to be funding the adult eds with that funding directly. What we don't know yet is how exactly that's going to work. Um, according to uh Stephanie, uh, who has been checking in with her statewide colleagues and such, um, it looks like maybe the Department of Education that handles adult ed also didn't know that that change was going through. They know that it had been proposed, but they didn't realize it was happening this year. So, they're

086sort of scrambling a little bit also to understand how that funding will be allocated differently. So, as we go into the budget process, um, adult ed lives as its own article because of part of this, but they do have a tax base impact. So, um, figuring out what that means for adult education as far as the funds we're getting, um, from the state around that, I think I think is still to be determined, but I think, um, something important to point out is that our ED79 did go up $185,000. And that's with I think it was around $40,000 we would get in that line of actual contribution. Um that's with that being taken out. So um if adult ed had so the theory is if adult ed had remained in the formula our increase would

087have would have been even higher. So um so in theory that might mean even more total sort of like if you look at where the revenue comes in the expense it just means the revenue is kind of coming into that department differently. Uh but there's a lot there are more questions than answers at this point and we will be ready to have a thorough uh explanation as we get deep into the budget process and ready to to kind of vote on those. Um we'll make sure we understand the implications but the state at this point doesn't totally understand the implications. So we're going to give them a little time to get caught up. >> Okay. So we still don't know but potentially could be an upside. We just don't know. >> I am choosing to

088believe it will be an upside. >> Great. Anyone thoughts? >> Oh, sorry, Fran. >> So, so when um they um take over a program, you know, fund the program, is that permanently to the legislature? Is that, you know, for the current year or is it for a period of time? How does that all work? >> Great question, Fran. We don't know. >> Oh, well, okay. >> I'm not convinced they know. Um what we don't know yet >> traditionally what has happened >> so traditionally adult education has always lived in the ED279 formula. It's always been for other types of programs that maybe had been you know >> I am I do not I don't have any experience with any program that's come out of the ED279 formula in my career. >> Okay. Yeah. All right.

089Well I was just >> Yeah. It it is outside the norm for sure >> because it makes it very difficult for budgeting processes if you keep on switching back and forth back and forth back and forth. >> Couldn't agree with you. There should be another item on the agenda tonight. Yeah. >> Okay. >> All right. [clears throat] Well, we'll choose to take it as good news uh for now. Next on our agenda is um sad news actually. The uh an update on the school revolving renovation fund selection. So, as a reminder, we had applied for an air quality grant at Russell School. They were the uh first project out of bounds uh the year that we got the grant to do the air quality at our other schools. We tried again this year. Um once

090again, Russell School was the next in line out of making it. So the the projects at Russell scored a 51.5 on their um scoring tool. All projects with a score of 52 and higher were funded. Um so again the the um bridesmaid in that list. Um this we're meeting tonight really ahead of facilities committee has not met since we got this um news. So, I'm sure more to come on now, you know, how do we group regroup and where does this um leave us at that school? Um, is there anything else we want to say about that other than it didn't happen? Didn't happen. Uh, we're working on getting the actual scoring sheet so we can see what parts of our proposal the um committee was thought was really strong and what areas they thought

091were weaker. Uh, we're hoping to have that in time for the facilities committee uh next week. And um otherwise I I will say we were runner up again, but we we had company this time. We were tied with someone for runner up. So I don't know, misery loves company maybe. Um but we are we are disappointed. It's an important project and we were hoping to get some state support with it and disappointed to have come so close yet again. >> Yeah. And do we know I know we have the the list. Um, I didn't do the math on about how many were funded. Like does it continue to be a very slim I didn't compare like the count of projects last time this time, but but part of the challenge is essentially they have a

092certain amount of money available. They then score the projects and then they go down the projects until they run out of money. So in theory, they could approve a project that was extremely expensive and only fund three or four if they run out of money before or the highest, you know, could be 22 very small ones. And so then they're going to fund, you know, a whole bunch. So it it kind of depends to on how and then again like schools are only eligible for a certain amount of funding every certain amount of time. So um it depends on how many schools have kind of maxed themselves out in a given time period, what your competition looks like. I can't remember off the top of my head, but I want to say it was something

093like 26 projects that got funded. Do you remember? It was >> 27 this year. >> It was so sim so a similar so a similar amount. Um there's not much we can do about this other than continue to try to keep it in front of our conversations with our our legislators, with the state. Um you know, the way that we fund schools and school construction is a major major problem. um is going to continue to be. So, um >> I'd like to advocate for having like a moose permit kind of situation where you get extra points for the years you don't get picked. >> Puts you up to the top. Let's see what we can do about that. >> Love it. >> All right. Well, we'll make that recommendation. >> We I say we just

094keep sending a letter a month. We'll make that be our next letter. Um so, more to come on that. Does anyone have any questions or thoughts on that? It's that's kind of just anformational piece that there's not not much for us to do with so sadly. Um but we can um look at hiring an early childhood coordinator. So um in January meeting the personnel committee voted to recommend this new job description um to the full board. We'll hear a little bit. We have everyone has a link to it um in their materials and we'll ask for a little context on that from Dr. Turner. But first, I would hear a motion to approve the job description for an early childhood coordinator. >> I move that we do approve the job description for an early childhood

095coordinator with any adjustments made in discussion. >> Second. All right, Dr. Turner, say more. Oh, >> I was just checking to see if Holly was gonna jump up. She's very excited. She is very excited about this. >> It's been a long week though. It's been it's been a week here. Um so essentially this is relates back to the CDS transition or the child development services transition we've been talking about for a long time. Um we get outside funding from the Department of Education to support that transition for three and four year olds. Uh we have taken on four year olds this year and we are getting ready to take on three-year-olds. Uh we we knew when we went into this we probably were going to need some sort of coordinator position. Someone that could oversee

096all the transitions of the IEPs for the 2-year-olds coming into the three-year-old program, coordinating services for three-year-olds, overseeing IEPs for three year olds and four-year-olds, transitioning our four-year-olds to kindergarten, etc., etc. But we didn't know exactly what we were going to need. So Holly very bravely jumped in and took the reigns herself this year and she's been doing all of that work herself. Um and was and the nice thing so she's very busy. However, the nice thing about that is she really has a very clear idea of what kind of support we need in the district to be able to um support that. So uh we are moving forward we'd like to move forward with um hi with the hiring of an early childhood coordinator position. Uh we have received approval from the Department of

097Education. Those folks that oversee that separate funding that we're getting have approved it. Um within the money that we are getting, we can cover this position at 100% um for a full year right now. Um in addition and we get new money every month. So uh we think it's really important that we move forward with approving the job description and posting this position. Um if we get someone great during the current year, we will move forward with hiring them. Um if we don't or if we have someone come forward who's really great and we want them and they say but I really want to finish out my year wherever I am I can start with you next year then we will we will be flexible with that. The important part is really looking for the

098right person who has the right skill set to do this work. Um but we would but we are planning to uh post that right away and and hopefully get a great candidate at least before the new school year starts. >> Did I miss anything? Any feedback or questions about the position? >> Frank, >> I think in prior discussions we talked about collaboration with other districts and that type of thing. Um, what impact would that have if we shared a coordinator? >> Um, because I would suspect you're not going to have very many students. I mean, uh, >> coming in under a three-year-old level. I mean, >> so what happened with that discussion? Number one, >> so we're >> go ahead. Go ahead. >> So, we are still in discussion with the Greater Sebago Education Alliance.

099There's a subcommittee just dedicated to this work. Um, so far what we're finding for those of us that have started the work and for those that have been doing it for a little while is that each district really needs a person who's doing the individual IEPs of every child that's doing the scheduling of the services. Particularly with three-year-olds, we're talking about going where the three-year-olds are. Um, so having people that are coordinating those schedules, doing those sorts of things that it's really important for each district to have someone that's doing that level. the services we're hoping we're sort of playing with as a as a cohort as as a greater Sobago Education Alliance is is there a role um under the Greater Sebago Education Alliance that could then support these coordinators. So help them with

100reimbursement not just through the state formula but other like Medicare and other billing areas where we could potentially have revenue to support this kind of work. Um being a liaison to the Department of Education. They've been super responsive to us so far, but as more and more districts come on board. It's going to get harder for them to do that. Um we've also talked about um having that Greater Sebago Education Alliance house um access to certain contractors. So if we find right back to back to Sam's point earlier, you know, we need like a 0.09 speech person like we just really need someone for one hour a week. Instead of us trying to go out on our own and find someone for an hour a week, we'd use the Greater Sobago Education Alliance Network to

101kind of knit together someone that multiple of us could use when we only need someone for a little bit of time. So, we are still having those conversations. Um, and we're still trying to work it out. There are a lot of hurdles to work through. First of all, uh, education service centers as they are built are not allowed to have direct employees. So, we're having to work through the state around that to get some special permissions about how that process would work. Um and really getting because so many of our districts are so different and we're all at different uh we were the first group in Greater Sebago Education Alliance to move forward. We've got a couple more coming on in the coming year. Um and a bunch are waiting till the very end. So

102um we're kind of waiting for folks to get on board. So very much still in the works, but it would be for bigger picture work. This position is really about the on the ground um for two-year-olds because we have to start the transition when they're two uh full service for three-year-olds, first service for four-y olds, and then the transitions to kindergarten. >> Uh I don't think I heard a figure what the state is going to pay for this program. >> So, we can provide you those financials. They give us a per student um reimbursement. They give us per a per student payment monthly. So every month we they do a report that says how many kids that we have and they write us a check for a per student amount for that number of kids.

103Right now uh the amount we're getting in compared to the amount that we're spending uh we are getting more from the state than we are spending. Um and um and also uh back to uh not back to but in line of what I talked about earlier about the states participation and you know enticing us into the program I mean stable but um you know the first year you mentioned and then what happens in the second year and the third year and then when will it become a responsibility of the district uh to be paying or footing the bill in the state you know walking away from it. >> Right now, there are no written or orally communicated plans for it ever to be the responsibility of the local school districts >> would be like the

104special ed program then it stays continually and funded continually. Is that's what the idea is? I didn't read the law so I should have maybe before I asked the question. Uh so so currently so how the services have been provided for years is through child development services and so that organization has done all of these services for birth through five uh or birth through kindergarten um for as long as I can remember and the state funded those folks directly >> right and so essentially what's now happening is some of the responsibility is shifting to the district but that funding cycle is staying outside so they're saying that we will get a per student um in the amount and if our expenses ever go over, if we contact them, they will consider it and help us

105out if we can. So far, they have um and the intention in the law and the intention that every all the guidance we've received is that is how it is intended to stay forever. Um I think there are a lot of folks who are a bit skeptical about that and are concerned about the state's ability to maintain that in the long term. Um, I might infer that I'm hearing from from you and I think you are very much not alone. There are a lot of people that are skeptical about whether this really can be maintained in the long term, but we have to operate with the information in the law as we have it right now. >> Right now, the money we're getting is more than covering our expenses. >> Do you have a general

106idea? Has anyone mentioned how much the uh cost per student would be you know typically or I know there's needs and special you know costs associated with >> you know but we know how much uh the state feels the cost per student and how teachers and all that have they discussed that at all when they created the bill and do we have any idea what >> so my point is that um is this going to be >> um I mean if we're talking one or two students it wouldn't be a big burden on this district even if we had to take the program over but we're talking 30 40 kids I mean that which seems in my you know seems out of whack I think in a sense because there's only a limited number of

107students that would be coming to this so um um uh a lot not allowed uh u >> eligible for services >> thank you so right now is that it will be funded at 100% of cost. >> That's all we know. >> Okay. >> Do we know um and it may not be a safe assumption, but we know a lot of the work that CDS is doing and now, you know, we're moving to district. Do we generally know on average how many kids in our area are >> are being served by CDS in that age group yeartoear? That would be like, okay, you know, heads up. >> They have been providing us that data month by month for a number of years now. so we knew what to expect and what our allocations would be. Um

108and then as we have been doing just four year olds, they've been giving us that data for three-year-olds um every month um all along so that we would know what to expect. >> So we're not being surprised. >> We're not being surprised. No. >> Okay. >> And a number of school districts shared that came on early. They shared that they saw a huge influx once they took over and kind of warned everyone to be prepared for that. um that there were parents that maybe were frustrated with the CDS system that once the school system took over they were more interested in engaging. We haven't seen that here. Um we were sort of like braced for it, but so far >> so far that hasn't happened here. It doesn't mean it won't. >> Um but so

109far we haven't seen that big huge um uptick that a lot of the other districts reported. >> So the numbers they have given us have been have been pretty accurate. >> Okay. Anyone else have that? >> I have a quick question. Uh about a month ago when this was discussed in committee, there was kind of a discussion that was kind of a uh a unicorn syndrome with between the uh various certifications and the experience required. There wasn't a lot of overlap in the ven diagram. Has anything changed in that regard as far as uh what you think the available pool of uh uh people for this position will be? >> It so so yes and no on the unicorn rate. um you're looking for someone who can do sort of like some administrative type work

110but also have classroom type work, right? So you're you're kind of looking for someone in between. Um what we have going for us is that there is an entire organization in the state of Maine who has a whole bunch of their work being moved to another two local education >> agencies. So in that >> we'll poach somebody from that's nearby. I mean, I'm not saying that we will, but but I will say that being out in front and being one of the first districts in the area to be posting and looking for an early childhood coordinator will be in our best interest because many other school districts will start looking for them pretty quickly. >> Okay. Thank you. >> Yo, hope hopefully we are able to do that. I mean, I actually know people that

111I'm like waiting for the if we pass this I'll send the link to. So, I think I think they exist. Hopefully, we can get them first. Okay. Um, anyone else? Gary, did I see your hand or did I make that up? No. >> Oh, okay. Thank you. All right. Uh, all in favor? Great. Wonderful. Next up. All right. So now we're going to move into our policies series here. Uh a number of policies recommended by policy committee. Um so let's take these in turn. We'll get a motion on the table and ask um our policy chair for any clarification or exciting details as needed. Um so first I would hear a motion to approve policy JA compulsory school attendance as presented with any changes made during discussion. >> So moved. >> Second. >> Um first

112can you hear me? >> Awesome. [laughter] Um so this was a policy that got updated due to actually what we were just talking about with the age changes. the language had to um be aligned um with some of those statutory requirements. It wasn't anything too um substantive and as far as the changes, but that was why it was why came forward. All right. Questions, thoughts, feedbacks, feedback about compulsory school attendance. We love kids to come to school. Yeah. All right. All in favor? Great. U post. And we're just missing Hunter Maggie. Um next up is our um do we have a policy and procedure? Yes. Together. So, do we want to take them? Sorry, I'm just looking at my >> You can put I think it's fine to put them together because it's the same

113the changes, >> the policy and the procedure. >> Yeah, I pausing. Um so we'll start with um entertaining a motion to approve policy JF D education of homeless students and JFABDR the associated procedure for the education of homeless students >> with changes made in discussion. >> So moved. >> Okay. So this came up um to be reviewed because they have gone from McKenna Vento to homeless students. So the policy has been updated to align with that language change to sort of make it easier that if families are needing to look for these policies, they're easier to find because they may not know to look up. They can't even tell. That makes a lot of sense. Anything on that everybody? M sense everybody. Okay. All in favor? All right. Great. And then related I see that

114we are looking to uh hear a motion to eliminate policy JLG admission of McKini Vento eligible students. >> Period. >> So move [laughter] changes made in discussion. How can we make any changes? >> No changes on this one. Um, this one just got removed because or eliminated because of the new policy. It was redundant. >> Sorry, we got excited. Did we get a second on this? >> Oh, sorry. >> We did, Misty. >> Sorry. Yes. >> Okay. >> Um, okay. So, this, um, so this we don't need this policy anymore because it >> we have a new one. >> All right. All in favor? Perfect. Next, I would hear a motion to approve policy JHB truency to the school board with any changes made during discussion. >> So moved. >> Seconded. >> All right. On

115truency. >> So, um, again, nothing very significant on this one. We removed the header part of it that um has been actually eliminated on most policies. It usually starts out with something like the board believes it's been eliminated on most policies. This one just still had it. So, we've eliminated it. Um, one other thing on this one, we did have a pretty lengthy discussion about the um prevention committee that the policy mentions and just um the importance of it. So that was really this one. >> All right. And do we have >> that committee? >> We don't seem to. >> Yeah, they seem to be that was part of the issue. [laughter] >> So you're being very nice about it. Yes. So the discussion was we are supposed to have it for policy. We're going

116to need to make sure that we >> there was a previous lens of practice that the teams that we have in our schools focused on attendance over the last few years fulfilled our obligation under that. Um we moving forward would like to take a different lens and just be right within the policy parameters and have a committee that we call that so we don't have to get creative about how we meet the law. >> That would be great. I would love that. So, um, anything else on that, >> Sam? Just really briefly, I want to draw people's attention to the H that got added. Um because this does le lend a extra level of transparency that I like, which is um if we get to this point where we have an actual truency and the

117superintendent has made a good faith effort to meet the requirements and we still do not have this student available to us, it actually makes its way all the way to the board. Um, but one of the things that we talked about in policy is we really need to figure out what the procedure is for that notification to the board. Does the whole board get notified? Obviously, it can't be in open session. Do we have an executive session every times that happens? Do we roll it up once a quarter? You know, I I I would recommend as we pass this, we ask our superintendent to just develop something we can look at for process so that we know what's coming. >> That makes sense. Anything else? Great. All in favor? Perfect. And lastly, I would hear

118a motion to approve policy JFC dropout prevention with any changes made during discussion. >> We just did that. >> Sorry. >> No, I don't think so. >> We did true and see Oh, I was ahead. I'm sorry. I thought we um So, >> wait, hold up. So, moves. >> Oops. >> We are moving that. Yes. >> Moving forward. Yes. Second. Okay. So, now let's talk about dropout prevention. >> Okay. This was the one. I apologize. I clicked on the wrong link. Too many J's. This was one that had the paragraph that in the beginning that we were getting rid of. All right. So, we continue to sort of seek and remove those um editorial uh essays on why we think something's important and just get to the substance of the >> I have a question

119about that. >> Yeah. >> Okay. >> Why do we feel it necessary to get rid of these little preamble things and do we no longer believe what it says? I'm gonna repeat for the mic what Jim just asked which is stop me if I am not uh summarizing correctly which is why have we decided to get rid of belief statements and do we not believe that anymore >> we don't we don't believe it anymore doesn't seem like it's doing >> yeah this was this was a thing that has come up over the past couple of years in policy along with the you know getting consistent cleaning things up. Um, getting our grammar and language correct. And some of them I think are are more sort of benign than others, but essentially we have we had

120a great number of policies that have these, you know, additional multiple paragraphs, lines, so on um with these statements that just frankly aren't necessary. Um, not necessarily that they're not true. I think we probably all do believe that a high school um diploma is important. Um but the policy is just supposed to direct you know kind of what is the what's what's the what's the role thing I think of it as almost like the core of like business writing it's not a belief you would stick with what is the meat the substance of what what are we doing >> and uh some of them have been >> yeah and some of them have been a little more out to sort of the fringe than others like I think this is >> a a very like

121plain one of of course we want kids to graduate, but I they're not always so um they can be very fluffy. Yeah, they can be pretty >> I understand. It just seems like uh we could have used another policy for this time that was spent on it, you know. That's all. >> Um you mean we're talking about it too long? >> Yeah. >> Well, and this is uh your point made, Jim. [laughter] >> We could have just skipped it and done another one. That's exactly why we're cutting them down. Save some time. Um, all in favor of dropout prevention policy. Wonderful. Okay. So, we have gotten through our policies and now to turn our attention to committee reports starting with Adam and facilities. >> So, facilities met uh almost a month ago. We kicked it

122off hearing from Miss Ordway uh going over our school nutrition program. Uh we went through the annual report. Um collaborated with ADMID on um pretty much all things surrounding the nuances of our district and some of the challenges uh and difficulties we face uh in our buildings. Um, we had test uh ourselves as a committee to kind of define further what our new role in the nutrition program as it pertains to facilities so we can um appropriately advocate and also kind of plan some near and long-term capital improvement plans around potential solutions. Um, we then headed over to do some policy work. Uh we had a good discussion around the community use of school facilities and the overlap between it's like a tiered um pay schedule and if a if a feeder program is also

123charging admission fees, how that which where do they fall and is there a maximum that we can charge? Um we pretty much send it back to admin uh to hammer that out a little bit. Um, and then we kind of brought two policies into one surrounding uh our school resource officer and how we work with um law enforcement authorities. Uh we then moved into a discussion [clears throat] around kind of our year calendar as it pertains to short long and longer term capital improvements and how that's going to affect our upcoming new strategic plan. Um, we kind of added like a standing agenda item uh just to kind of hold our own feet to the fire about a ongoing discussion about um what is the long-term plan? Uh topics to include like how are we

124going to use our general fund, our reserve, other funding sources and uh if we were to look at bonding, when do we need to start looking at that? Um and then we ended going into executive session around school safety and security. All right. Um, uh, just a little add-on on on the, um, if anyone from policy is sitting here wondering how on earth are we going to be talking about, um, fees for school use again. Um, now that we've we did put a lot of work into that and now it's sort of been in practice for a while and it's, you know, things are popping up of like, oh, is that really what we meant now that we see how it's playing out? So probably see that back potentially um back through policy again, but

125not for lack of good work being done on it. Um other facilities questions or thoughts? >> Okay. >> Um I I did have one. I wasn't sure why that I did have that question on executive session. It was on the calendar and I just he just mentioned it. Um, what kind of security are we talking about? I mean, that would go in executive session. That that I'm not sure what that means. >> School emergency plans by law can only be discussed by the board. >> School emergency plans, >> okay, >> in the law are discussed in executive the by the board or discussed in executive session because the details of our emergency response plans are not things that should be public. >> I see. So, it doesn't mean a safety emergency happened. It means if

126we wanted an update on how are the plans looking, we'd always have to be in executive session. And that will actually ultimately come to the full board at some point as well. And we'll have to do it in executive session, >> right? >> Yeah. >> Okay. >> Yeah. >> All right. Uh, is could there possibly be anything left to talk about in finance committee, Sam? >> Uh, yes. There's one item I'd like to draw everybody's attention to. Um, we definitely don't want to tell the bad guys what our security plans are, but we do want everyone to potentially chime in. U, one of the things that I've been thinking about, uh, from a finance committee perspective is we spend a lot of time on expenses. We don't spend a lot of time on revenue, uh,

127which is the other side of the ledger and definitely impacts our local contributions. Um people from time to time come up with uh revenue ideas. How do we process them? Decide whether they're worth pursuing, whether they're worth throwing admin time at. Uh I really liked the process that we used during the transportation committee to kind of evaluate ideas and see whether they're worth throwing uh administrative time at. Uh we sort of discussed a little bit of uh how we might do that. And so I'm going to try to create a similar tool that we can vet revenue ideas and then I'm going to advocate that we create a giant revenue creation competition to see who can come up with the best idea for creating more revenue uh for our district because I don't think we

128spend enough time talking about it. Maybe there are grants that we're not thinking about that, you know, people can beat the bushes. you know, maybe Melania uh Trump has a big education initiative that we can get some money from. I have no idea. Um, but uh, you know, I think we should throw a little bit of time at that as a community because it would benefit all of us. So, that was the one thing I would like to draw attention to in the report. >> Excellent idea, Sam. Love it. >> I think I meant Mackenzie Scott is the person I met that has money. She's the one that like the billionaire that divorced Bezos and gives people money, right? That's why >> not Melania. >> She probably has some extra money, too. But >> she

129might. Well, >> Mackenzie Scott gave a bunch of money to 317 Main Street over in Yarmouth. You know, they have a sweet performance space that I'm very envious of. >> So, maybe someone can contact her and that can go into the uh Matrix. >> Exactly. Right, >> Fran. So in that same light, maybe the contest should also include ways of cutting expenses that you know might be um not you know something to be thinking about as well which we brought up at that mean at the finance committee meeting as well. That was part of our discussion. >> Sure. >> To live within our means I guess was what was brought up. >> That would be a different idea but yes. >> Yep. Exactly. >> All right. Anything else on the finance report? Wonderful. Thank you,

130Sam. Um personnel committee Lauren is not here tonight to speak to personnel, but I will take some liberties. Uh the committee can meetings um continue to be executive sessions um around contract negotiations that are ongoing with the teachers. Um but additionally, Lauren will be sending out a very simple um form survey to board members. Um we're looking personnel is looking to do a midyear um check-in with superintendent. Um so you I just please watch your email for that. It should be a very simple it's not going to be a full end ofear process but to give some um feedback. So, I would ask that folks look for that, fill it out, and return it um promptly so that we can get um that feedback in a timely fashion while we're still in the middle of

131the year. Um so, that's what personnel had. Um and then curriculum >> uh curriculum met tonight uh just before this meeting and um [clears throat] uh we went over and saw a first look at the uh artificial intelligence guidelines which are being looked at for the district. It's a year-longish project that u our technology and curriculum directors have been heading up to uh work on some guard rails for the district on how how to deal with AI and uh there's a link to it in the packet tonight or in the curriculum committee packet. There's a link to that guide. I would suggest that everyone take a look at it and maybe provide some feedback because at some point we're going to have we're going to be adopting something. uh it's not quite ready. It's not

132the kind of thing that will end up going to policy. It's going to be a guideline and will most likely end up in uh handbooks and professional development. Uh but it's a really good piece of work. It's it's h pretty extensive and a lot of time was put into it. So it'd be really good if everybody could take a minute, take a look at it, provide some feedback to Chris and Kathy. That would be really important. Uh we also talked about a handful of policies sur around the [clears throat] use of technology. Um most of which did not require any updates. Uh we looked at the JND website. IGNB student use of school computers. IGNB um rules. GC GCSA employee use of school issued computers devices. um JIC student use of cell phones and other

133electronic devices and then EHA which is on internet filtering. Um couple of those have been referred to pol policy committee because the policy chair was with us. She got to like take the hand off directly across the table. Uh but most of these most of these were just review. They were not no changes are made to them. uh and what minor changes there were have gone to policy as a suggestion. That was it. >> Questions for curriculum. >> Great. And um I echo the encouragement to check out the AI work in progress and we will definitely be inviting at some point um that presentation at the at the full board because I think it's people will want to hear about that work. Uh policy, did we leave anything unturned? >> Um, yep. So, we did

134review a number of policies that we didn't make any changes to. Um, I'll list them out, but there are quite a few. Um, we reviewed IHBG, homeschooling to the school board. Um, IHBGA, homeschooling participation in school programs. JFA admission of resident students, JIE pregnant students and JFABB foreign exchange um student program. Few more um BBA board member authority and responsibilities, BCA board member code of ethics, BCC nepotism and BDF board advisory committees. I can't say enough. The policy committee is really busy and we've had some really awesome very great meetings. So, thank you to all of the members. Great. It's a lot of work. All right. So, um school board chair report, that's me. Um just want to briefly draw everyone's attention um to the important work ahead of us during budget season. I you

135know, we're talking about it. It is no surprise it's here but it's always important to come to our meetings and workshops well prepared. Um I do ask that we take special care in the coming months. There is just reams of material. We cannot cover everything live um in every meeting. Um so in addition to the materials our admins provide us, it's also our responsibility to be well-versed in the work of all of our schools and departments. So, department reports the follow-up information. Um, keep your eye on there was a document Dr. Turner put together that we worked off at our last workshop from where sort of additional topics and areas of interest have all been laid out where we'll be hearing about those. Um, some of those are in committee. So, you know, I just

136would encourage us to take ownership of um getting the information that that we're looking for um and keep your eye on your own committees and the work of your uh board colleagues. So, if you can't find an answer to a question on your own, please see me or the chair of that committee and we'll um work to get that information. And um remember, we have our district district budget website and the web page is for all of our schools. So, if you're not familiar, for example, with the makeup of a school or a program, um, as members, it's our responsibility to go get up to speed so we can make educated decisions that serve the students of our district. Um, a couple of things we're going to be adding in um, a report about library,

137not just the uh, dollars, but sort of the the work of that um, essentially program across the district as they live in each of the schools. and we will still get back to um some details on the legal spending that we um tabled at our last workshop. So that'll be on the 25th. Um so we look forward to that workshop. All right, that is it for me and now superintendent report. >> Okay, we have some new hires. Alice McGrath is coming on as an edtech 2 at Russell School and Natashia Davis uh has taken the permanent substitute role that has been open for a little bit at Russell School. So we're very excited about that. Uh we have resignations from Valencia Moral who is an was an edtech 3 at Dun School and David Niles

138a second shift custodian at Russell School. No transfers to report this month. Um and then finally, Loren Skielling, who is a longtime edtech 2 at the Dun School, has let us know that she is intending to retire. Um that is effective at the end of this year. So not not an immediate thing. That's her intention is at the end of the school year to retire and we are very happy and proud of her and wish her the best. >> All right. >> Uh my second is about the cost sharing committee and to provide everyone with an update. Um, and I've got three things that I want to um share with the board and then we'll get some guidance on where we go from here. Uh, first I'd like to share some information that was brought

139to my attention. On January 8th, 2026, I was copied on a message from Dan Chuda, the deputy commissioner of education for the state of Maine. This message was the most recent reply in a long chain of emails between various staff of the main department of education and a resident of Gray emailing from an MSAD51 email address originating in November of 2025. The subject of this email was MSAD15 cost sharing. The series of email asked questions of the main department of education about the co process for cost sharing review. Requested information in the emails included guidance on the process for picking committee members, requesting the list of facilitators, asking for contact information for one of the facilitators, requesting state support when the facilitator did not return this person's attempt to contact them, and finally asking the

140state if they could serve as the cost sharing committee facilitator. Following receipt of this email, I contacted the superintendent in MS8-51 to better understand whether this individual was intending to represent MSD51 in their communications. The superintendent indicated their district is not currently engaged in the cost sharing formula process, nor do they intend to be. The superintendent indicated that this individual would not have been authorized to speak to the Department of Education about cost sharing on their behalf and wanted me to know that they were no longer in his employment. Based on this info, I followed up with the main Department of Education to ask the Department of Education staff to please include me on any correspondence made about the MSAD15 cost sharing process as I am the only authorized district representative who should be communicating

141to move our process forward. I additionally reached out again to the singular facilitator formally on the state's approved list to apologize on behalf of the school district if there was any confusion about who was authorized to employ their service. The facilitator indicated the communication was a bit confusing, but they harbor no ill feelings toward our school district. They are still not interested in continuing in cost sharing work, unfortunately. The second update I would like to share with the board and the community is that I have received a recent influx of communications from the public advocating for or praising me in my selections for the membership of the cost sharing committee. While I always appreciate hearing from the public, particularly when you say very nice things about me, um I just wanted to take this opportunity

142to remind the community that MSD15 and the towns are completely separate legal entities. They have legal authority to name only the towns have the legal authority to name their cost sharing committee representatives just as the board has the only authority. The only person involved in all of this that has zero authority in naming the committee is me. So, I deeply appreciate the efforts the community have made to reach out to me on this subject, but I just would encourage anyone wishing to advocate on this issue that their their efforts are better directed at those with authorities in those matters. Finally, concerning our next steps in the cost sharing committee process, I have followed up with Dan Chuda, the deputy commissioner of education at the main department of education about our statutory obligations. The department has

143instructed me that without any individuals identified by the state, it is the district's authority to select anyone that we feel is appropriate. I spoke with the district's legal council and shared that guidance from the main department of education. Their legal opinion is that if the district selects someone not on the state list, we would not be in compliance with our statutory requirements. However, they did share further that there does not appear to be any consequences included in the law if we were to decide to follow not to follow the statute and instead follow the main department of education guidance. I inquired if Drummond and Woodson provides cost sharing facilitation services. Their team does not. They did provide me with some names of individuals they felt might be well equipped to facilitate a cost sharing process.

144Their best advice to the district is to convince someone the school board feel is qualified to facilitate MSAD15's process and convince them to get themselves added to the state approved list and then move forward. At this point, I have not reached out to the individuals identified by our legal counsel, but intend to do so pending further board direction. And that is my update. >> All right. Thank you for that. Uh so I feel like not much has uh changed. We're in this uh catch 22 of we have been directed to um open the cost sharing formula. We are supposed to follow state statute and there is no current way for us to act on moving forward with the committee while being in line with statute. Um I would like to see this process be given

145its due attention. I really would like to move forward. Um I also want to ensure the end product is something that is supported by both towns. So if we charge forward and then someone says we didn't follow the process, we've wasted um an awful lot of time. So currently the process is in the hands of the district to manage the selection of the facilitator. Um when we can come up with that person we then can move that work to this identified committee that we are not actually in charge of. So would love to hear folks thoughts on how we move forward. Do we um authorize Dr. Turner to go ahead and start contacting the list of suggested folks by Drummond Woodsome to see if we if anyone even has capacity or interest in doing the

146work. Um and then see if they're willing to be added to the state's list or if the DOE would be willing to work with us with those folks to provide some sort of written assurance letter. this person meets the criteria would be qualified to be to to do the work. Um I would love to hear from everybody on this. I have a question. >> Sure. This is superintendent report section, right? But it's also on the agenda for questioning update. Is this just misaligned down the agenda or I mean I'm not sure. Are we going to be discussing again >> or is this it? >> No, we're discussing it now >> instead of instead it being >> it's on it's within Janna's report. >> But now that's >> Yeah. So now she's looking for our >>

147guidance on Yeah. All right. >> So that's now. >> Yeah. >> Jim, >> just a point of clarity. This is totally separate from the gray new Glouloester uh cost uh uh sharing that they're that they're doing. This is something with S851. Is that what you were saying or what? >> No, no, no. This this is that okay >> process. >> And as we as Dr. Turner has been working with it, trying to work through it with the Department of Education. >> Okay. >> Uh it has gotten, you know, somewhat complicated and untangling that has been part of her time the past month. >> Okay. All right. I get you. It was just when you brought up SD51, I'm thinking, well, we're going to It just confused me a bit. That's all. >> Are we going

148to do a patented Penny Collins all around the world? I think we're going to >> All right, let's start. >> I think we're going to Gary, kick us off. >> I'll I'll start. Um, >> obviously, I'd like to see this move forward. We need to get this done and off our plates if we can. Um, but we are a creature of statute. I mean, our whole board is based on statute. And I would hate to see us be put in a position if we made an if as a committee the committee makes an unpopular decision that then it gets challenged legally by one town or the other because we're affecting the taxes and and tax sharing cost sharing of two the two communities. This is not a minor deal. Um it could have a major

149impact on one town or the other. And I just think that I'm I'm amazed that the DOE's advice was so casual considering that we are a statutory body and we're required to do things in a certain way. Um I would advocate for maybe contacting the people on that list and seeing if they would be willing to be get on the list of the states approved facilitators. we can help the process, but I think short anything short of being on that list as specified in statute is a mistake. Um, I think it's unfortunate. You know, I mean, the process is obviously flawed. There's we started out with one person on the list, >> right? >> And because of some participation in the district, the one person isn't on the list. So, here we are now. We've

150got nobody and we're trying to create somebody. So, I think we at least need to get someone approved and onto the state list to cover our statutory obligations. >> All right, Sharon. Yeah, I'm struggling with how do you honor all the pieces um staying within statute and um I have the same kind of concerns like if you don't do one part of it to the statute what potentially could what are the legal ramifications coming up? Um, I think at a bare minimum, if we have to go pick our own person, then we should ask the state to give us some sort of like this person would meet the requirements. Maybe I don't know if we can force them to go on the list, but maybe if the state I'm tired, I'm thinking of like a

151certificate, but like any sort of documentation that we then have within our records that says like although they're not in the list, if they were they meet the guidelines. I don't really know how else we would make it all work. >> Jim, >> yeah, I just want this uh issue to get a uh a fair, open, and complete uh hearing and that's a mutually to the satisfaction of both sides so we can move on. Uh I I so there's not a antagonistic relationship between the two towns that have gotten along so well for 50 some odd years and there appears to be like there might be a sense of uh one one town not paying its full freight and we don't want to have that wouldn't matter what side you're on. So that's about all

152I got. Um, I definitely concur with Gary that we're dealing with livelihoods and hard-earned income and we need to do what we have to do in in accordance with statute, putting our best foot forward. So, if there are people that that we can reach out to to see if they would to make it on the list and do what we can to move this thing forward and be done one way or the other and do it the right way is would be my vote. So, [clears throat] um I yeah, I think we're definitely obviously bound by statute and unless it has, you know, the state's blessing, then um we're kind of stuck in this holding pattern. Um I also think this is like yet another thing that takes our superintendent and all of us who

153are dedicating you know time away from a family also away from not focusing on the kids. So this is yet another um I guess topic or subject that we have to just beat to death um with no like we're not talking we're again not talking about the kids. So um for our superintendent to have to go out okay what does it take to get on the list? Okay. Call 15 people. Hey, are you willing? No. Okay. So, so this is nothing to do with, you know, bettering our district or student. It's to appease, you know, however this goes, which we agreed to do the cost sharing thing. So, we did our part um to make it more efficient. It seems like our end has been fairly efficient. I don't I don't gather that the towns

154uh efficiently picked their committee members. Uh so uh to make this more efficient, it it might be easier to have us reach out um to these proposed people. It it may make it faster if we get the requirements to be on the list ahead of time. So that might save one phone call, but hey, would you be interested? This is what it takes might might make things easier, but um just not a fan of not working for the kids. >> Thank you, Adam. Um on the way by, I'll throw in I would also would like to see this get moving. I would like to honor the statute, but I feel like we're bumping up against now making it our job to fix this list for the state department of education who's not maintaining it. And

155so, while I would love to be on the right side of this, there also comes a point, are we doing someone else's work? Um, I certainly would be in favor of having Dr. Turner contact folks um make sure they're qualified and then work with the department. If are they willing to get on the list? Great. If they're not, um can the department support in writing that that they meet the criteria so we can get some work done. Sam? >> Yeah, I mean I echo that sentiment. It is not our job to create this list. Uh the Department of Education needs to be accountable. Uh and again I ask where is our legislative delegation? Like this is exactly what our House representatives and senators are supposed to do is advocate for their constituents. This has been

156going on for a while. You know, hopefully they're paying attention. I would like our representatives and senators to call the Department of Education who work for them and say, "Why is this list not being maintained?" You like that? that is where people should be doing their job. Our job is to run this district. Um I actually would prefer our superintendent not waste time calling people to see, you know, what their resume looks like. I just that's not our job. Uh and if you look at the statute, there is no time frame for this process to occur whatsoever. So we are we're not on any clock. Um, you know, I would ask the Department of Education to alert us when we have a person on this list and I would like our legislative delegation and any

157constituent like if you want this to happen, you should be emailing the people who have the power to make the change. Those are our representatives. You can look up who is yours, District 104, District, whatever it is. Um, give them a call and ask them to please advocate on our behalf. But no, I don't want someone who is many, many things to do, wasting their time chasing people around and getting their contact. It's nonsense. >> Hunter, >> [clears throat] >> um, I kind of echo on that point. You know, we I'd like to see us follow the statute to a tea. And the statute states that Chanda's role is to find that person from the state list. her role is not to find people to be on that list. So, uh, echoing on Sam's point,

158you know, the citizens in Gray and New Gloucester really need to get out and pursue their legislators and and push them to get more people on that. I don't foresee it as the school board's job. We've done what the statute has put in front of us and we have done them all that the statute has asked. So, uh, I would really like to see sort of that end of things, but I would like to see us follow the statue to a tea. I don't think we should go and start picking random people and looking at their resumes to be on the list. I think we need to say Department of Education, get us a list. And if you can't, then that's that's what it is. That that's what the statute says. That's what we're going

159to follow. If the Department of Education can't get us a person on that list, it's not our fault. That's your Department of Education's fault. Um, I think as a board we're doing the most we can and we're following the statute as best as we can. Um, so I'd like to see us continue following the statute and not, you know, go with drum and what's in or or try to push people to be on the list, per se. >> All right. Thank you, Hunter. Teresa, >> I'm echoing what everybody said. I Hunter sort of distilled what I was feeling. So rather than reinvent the wheel, I was going to say I agree with Hunter. >> All right, Fran. [clears throat] >> So um first of all, I I I agree um that it's not our job.

160We've already done what we were supposed to do. We we uh selected our two um state repres state uh I mean excuse me uh two representatives and uh for the committee and um um the thing that's a little frust and the state has a responsibility you know it's just like the funding because I said this all night long you know is that going to be funded if they're going to um reig by not supplying that list but yet taking control of a project that we could have done locally without the state's interference See, a petition goes forward um normally. In this case, there was an interference by the state because that's what the law said. So, um it's their responsibility. They wanted it. They have to take it and fill those positions. Sandra should not

161be gone after looking for um um members for the committee. Um Sam has brought it up and I've agreed in the past few months that we should have had a legislator in here and I've even mentioned to the chair that we should have some legislative representation at this meeting and discuss our problem and look at how much time has gone by. So you know we have some responsibility to you know at least report and expect some kind of an action from people who are supposed to support the school board and which is our state legislators and um we haven't done that dragging our feet and um by the time they come in and and and all that uh um I'm afraid this thing has um really gotten into quite a quagmire and um I'm very

162disappointed. 800 people, you know, wanted this process to go forward. We we listened to that. We did do that. We did our job. And now we're we're we're um at a point where with you know, who knows if this is even going to go through. It's a lot of lot of stalling and I'm extremely extremely disappointed in that. So, um I suggest that we um uh I suggest that we uh take action as a board tonight to direct the superintendent or the chair the the committee to get some legislators in here or have a meeting with our legislators and talk about this and see the most expedient way of getting this process done before our budget season that I don't know how what's the impossibility impossibility but we need to do that. Okay. Thanks. Um

163I think we have some uh Misty >> um I I um I disagree with the fact of spending more I don't think we need to have a meeting with them or bring them in here. I just think a simple phone call from Chanda to Amy's office to say hey are you aware can you this is your job. Um we have too much on our plate. We're taking care of our students. That's our job. Your job is this. And just one phone call um to see what's happening, see what she can do um and act on our behalf. And that's a quality phone call. >> And to be >> Sam, >> just to be clear, we have I think there's five uh representatives and senators that touch our district. So, we should have a nice contingent

164of power there. You know, it's not just one person. Yep. I I I agree. Um I just want to bring it around a little bit again to what I'm hearing is a lot of frustration from us on how much time this is taking, how essentially little control over really we have over it, even though we've been tasked with it. Um and we don't want to continue to waste Dr. Turner's time. Um so I'm not particularly enthusiastic either about then saying, "Well, Dr. Turner, you have to go reach out to the state to our to our elected officials. I think people who are residents who want to contact their representatives should do so. Um I I am happy to reach out as the chair and write uh you know make contact to say this is happening.

165This is frustrating. Um we are not able to meet this the statutory requirements. Um but along those same lines, I don't really want to make this my project to chase these people down. Uh Sam, then Gary, >> uh I would offer a motion to support uh Fran's idea and that is I move that uh the board as a whole instruct Chair Collins to express our frustration directly to our legislative delegation. I second that. >> All right. But >> discussion. >> Yeah. >> Um we have other representives nearby too that are on the Department of Education that might be able to uh um help. Um but your suggestion of speak of each one of us notifying them. We're supposed to be working as one board. So, you know, we that I'm not sure that was a

166suggestion that we would have been able to keep up, but Anyway, see my point? Yeah. >> Yeah. So, so, so certainly folks at Greater New Glouster as you know taxpayers could all contact these people. Um, we have a we have a motion on the table that as a board I send a direct communication that you know this is our the experience our district is in. It's very frustrating >> and asking for help >> and asking for some help on that. Gary, >> um along that same conversation, let's not forget that there are two towns with select boards that are involved in this and don't seem to be doing much of anything to help this move forward. I mean, as a school board, we've done our part. You know, there's no list. The towns have a

167vested interest in getting this done, you know. So in addition to Chair Collins, perhaps we could encourage the selectmen, the chairs of the two select boards >> to be part of this process, you know, spend a little bit of their time helping this process move forward. It's their constituencies that are upset about this, >> right? And I I c I certainly could copy them as a courtesy on um you know, the what I send out as well. Um, I do also want to Well, let's We have a motion on the table. So, do any more discussion on whether or not I should on our behalf reach out to our legislators? >> No, I'm sorry you can't. Our public comment was at the beginning of our um meeting. Uh, all in favor? Okay, great. So, I'll

168do that. We'll see how we'll see how far it gets us. Um I thank you for um getting to that point because I feel like this takes um some things off of Dr. Turner's plate that we all agree is the last thing we want her working on. Um before we wrap up, I do want to make clear um just another a couple of points on this if it moves forward. Um just for clarity uh so first we're supposed to direct our superintendent to contract someone an appropriate person off the list of qualified folks. Um I also I think we should be clear that that does not mean should someone be added to the list that suddenly um Dr. Chan is duty bound to hire that person. um they you know that is from the list

169that we are supposed to that she is supposed to select from it still needs to be an appropriate and qualified candidate. Um should we see this come to fruition I have heard um some folks thinking that then that work of that committee goes to all of the bodies. Um I just want to make clear that it doesn't by statute. If we can get a facilitator we hand this completely off. this is this is not ours. It becomes the work of that committee. It's not Grey's. It's not New Glers. That is the point of establishing that body. The um that body will come to a decision to either end the process or take it to a referendum. It does not go back to either town council or the school board for a vote that we're out.

170um it either stays the same because they decide that or a referendum during a typical um school district municipal election will be put on the ballot. So that's just uh something I wanted to clear up. Any other questions? I think we have probably spent enough time on that. Um great. So this we will adjourn. >> Let's do it. >> All right. Thank you everybody.