001Are we good? Are we on? All right. Welcome to the board of directors meeting for MSD51, Thursday, May 21st. Um, I am really excited for how we're going to start this evening um with a recognition and and a meeting of the namesake of our new school, Carolyn F. Small. Um, I I will admit I was I was a bit like embarrassed when you reached out to me um about meeting the board who just, you know, voted to name the school after you because I was like, "Oh, yeah, we've never met." Um, and so I'm so grateful that you are here this evening. Um, so I'm Leanne Canora. Um, I live in North Yarmouth, not Cumberland. Um, I know you know a few members of the board. Um, but maybe we'll just take a chance. Everyone
002can can say hello and and meet you. Um, so this is my fourth year on the school board. Um, and I've been really excited to be part of the process that is getting this school built. Um, and to be a little part of what ended up uh, voting for uh, its name. So, if we want to start at the end and we can do some introductions. >> Yes. >> Hi. Um, my name is Caitlyn. I'm the junior rep on the board. We just met walking in, actually. So, it was super nice to formally meet you, even though I probably met you in second grade. >> Um, and so we're really happy to have you here. So, thank you for coming. >> I'm Megan Licker, and you and I worked together with Steve Morarity on selecting
003a piece from the old maintenance building, Union Hall, to incorporate into the new school. and I saw you on Friday night for the scavenger hunt. You were our special guest. >> I'm glad you could be here tonight. >> The scavenger hunt that the historical society does, we give a $1,000 scholarship to a Cumberland Freely senior every year. So, and the scavenger hunt uh provides that for us. >> You mean Carolyn Sean Thirstston? We might know each other. Um, I too >> I put him to work at the exhibi and his wife at the exhibition hall. >> I too think my first memory of you was in second grade during maple syrup day. So I appreciate that. >> Yeah. >> Anukica Hole. I also live in uh Cumberland and have kids in the school. So while
004I did not go through the school system myself, I certainly remember hearing about them learning about the maple syrup uh production process with you. So Thanks for being here. >> I'm feeling old. Caroline, >> I'm older than you are, so back off, buster. >> Uh, Scott Puland, we know each other well. >> I'm Kim Vine. And >> Oh, yeah. >> Yes. Uh, your granddaughter Alicia and my daughter Kelly went to preschool all the way till graduation. So, >> and volleyball. >> And played volleyball together. My granddaughter had a killer serve. >> You remember that? That's a This is why we did this. >> Jesse Lamar Vincent, I'm from uh Cumberland and I know I've met you a couple of times at the historical society when I've been there researching various things like the rededication of
005the turf field and doing some research there. So, yeah, it's great to have you here with us. I'm uh Sarah Rose and um your granddaughter Alicia was in my eldest daughter's Girl Scout troop for all of her years and um Laura and I were worked together doing that. Laura, your daughter-in-law, not and my daughter's troop, my daughter's name is Laura as well. Sorry. Um, and I have four daughters, Laura, Hannah, Caroline, and Grace. All have very clear memories of um >> I hope they're all good. >> They're all wonderful. And >> some who would not be. >> So, I'm grateful. >> Um, and I'm the last one here. I'm Lauren Welliver. I live in Cumberland. Um, and same thing I uh had two I have two children who've come through and I've heard about uh
006your visits to school when they were at Melai Wilson. Um, and I really enjoyed hearing all the stories at public comment of the folks who came forward to make sure that we all knew how special you were. So, >> I am still trying to wrap my brain around this. It just it's kind of o overwhelming, but uh I am I am thrilled and honored. I really am. Um, like I said to uh Sarah, uh, I've got my obituary here. Um, when my father I'm a Navy brat, proud of it. Go Navy. Uh, my father was career Navy. My husband was a CB and my brother was in the submarine. So, we're a Navy family for sure. Uh when my father retired uh they had bought a house on Gley Road uh actually in uh North
007Yarmouth and we moved moved here in the Christmas vacation of 1959. Um I graduated from Gley Institute uh in 1961. I know this is going to surprise some of you but uh particularly surely uh that uh I was a class clown of 1961. Go figure on that one. Uh found a uh tall, blue-eyed, red-headed uh local boy. Got married in 1962. We started a family 1964, 1965, and 1970. Um, I started with MSAD51, uh, the, uh, North Yarmouth Memorial School in 1975, uh, when my son Daniel, uh, was went into kindergarten. That was the year from hell. Excuse my language. That was the year that the North Yarma school burned. Uh, we had two classes together. There was a second and third grade looping thing. We had 57 students together. That wouldn't happen nowadays, but
008there were two of us edex in the class, too. So, we went to West Kuso. We were located because of the class size. We were at the Graange Hall, which has consequently burned. Uh the fact that my fire, my uh family is very involved with the fire department. It's got nothing to do with all these fires, believe me. uh worked for the district for 35 years. Uh and uh I am a member of the Cumberland Historical Society, the Cumberland Farmers Club, uh Maine Mayflower Descendants. I'm the exhibition hall superintendent at the at the fair. Uh put that guy to work and his wife. Uh I'm the coordinator for main a day that the second grade from Mabel Irene Roden Wilson. I don't know how many of you know that one. Um uh at the at
009the school they come up for the main egg day which is an agric a main agricultural education day. Uh people think that you know you go to Hannifford and take the butter off the shelf and that's where it comes from. Ain't necessarily so. So they learn uh they learn about that. Uh Derek Soul brought his uh main studies class to visit us last week. Uh that was that was a fun group to work with. I just got the schedule today from the second grade from Mabel Wilson School that they're going to be starting uh next no uh June 8th I think is the first one. There's going to be two classes at a time. I think I got a notice from uh Emily Karens. is going to be two classes from the third grade that
010come. Uh they're going to do a collaborative visit between the historical society and the library. So, they're going to switch and swap. I think all the third grades are going to be coming, but I'm not sure about that. Um that's it. Any questions for me? >> Just appreciation. >> Pardon me. >> Appreciation. Oh, well, I I appreciate the honor of being, >> like I said, I'm still trying to wrap my head head around it. I think my husband is more more uh proud of it than Well, I know because I'm very proud, too. So, um anyway, uh thank you very much for the honor. Uh it is much appreciated. Well, I just know we're we're so grateful that we do get a new school that we get to open. And I know that's not uh
011necessarily what's happening in in Maine right now. Not a lot of communities have a new school. And the fact that um we have somebody who's still so active in our community that we can honor in this way. >> Keeps me out of jail. >> I mean, well, I we may have to change the name if you do get arrested. So >> if that keeps you honest >> that could happen. >> Duly noted. Okay. >> Any any other questions? I just really want to say uh thank you for everything you've done for the community, your involvement and everything and kind of you've captured a lot of history of families like mine and other families throughout the community and it means a lot to us. Um and we wouldn't know where we're going tomorrow without knowing where
012we came from. So, thank you for everything you do. >> Oh, I like that. I like that. >> Yeah. I mean, if uh we're we there's a group of us that meet on Monday mornings and Saturday mornings. Uh if you want to uh come and visit us, we'd uh show you around and um show you all the really neat uh artifacts that we have from from families in Cumberland. We we uh so Cumberland has got a really rich history uh from 1821 to present time. So, uh, we're trying to keep everything, uh, as much as we can. Thomas Bennett, who's a former library director, uh, said to me once, "Carolyn, you can't keep everything." I said, "Watch me." So, he's moved since. I don't know if that had anything to do with it or not.
013>> So, >> well, thank you for the honor. >> I just want to say what? >> I didn't I didn't want to take up your important business time. Oh, this this is the good stuff. Uh, so you have done such an amazing job of recording and making that history accessible. And what I love is that your history, the history that you've lived through since coming into Cumberland that um that that history will become um even more alive for kids. So, I hope you're writing everything down. >> Oh, yeah. >> All these memories that you have, we want to preserve those. My husband's history is is more I mean being a Navy brat I've you know been all over the place but his our grandchildren are fifth generation smalls to graduate from Gley. Uh so and
014uh Alicia by the way has got two >> baby >> sons. So I've got two great grandsons. >> There's Willie who is eight years old and then there's the hurricane who was two. >> Just wait. >> Whoa. trying to keep up at 80 at age 82 trying to keep up with a two-year-old is daunting to say the least. >> Well, yeah. Thank you so much. And we we look forward to inviting you back when we do the >> I'm doing the signing on the beam next week. >> Uh and um they've invited me also to hand out hard hats with some of the kids that are going to be in the school. So that sounds like fun to me. We'll just keep you involved. And I just love anything that can continue to connect like
015our our schools to our community is is so important and we're so grateful. >> Well, you know, the other schools, I mean, Guyer Gym was John Thomas Ker. It was going to originally be the Cumberland Gym, but he passed unexpectedly like I think it was 10 days before the dedication, so they named it for him. We've got a lovely World War I uh picture of him. We don't have the one that was here and that's lost in space somewhere. Uh Trisha's been trying to find it but we uh she we but we do have a life at Greley's >> okay >> portrait uh at the historical society. >> Uh the EKzer school was Ezra Knightzer. He was uh he was a teacher actually what is the historical society building now but he was also superintendent
016of schools for a few years. of course is Mayai Wilson School. >> Uh so uh we we've got we've got some other names. >> That's great. Well, and like I said, I think we're going to have some more opportunities uh over from now and especially till the school opens. >> Come on down. >> Great. Thank you so much. We really appreciate you coming out tonight. back where it belongs. >> You gonna do a picture? >> Yeah. >> Make it look official. >> Okay, great. >> We can fix that right up. So funny. All right. Okay. We're going to move to approval of minutes. Can I have a motion to approve the minutes of the April 15, 2026 meeting, please? >> So moved. >> Thank you, Jesse. Can I have a second? Second. >> Thank you.
017Um any questions, comments, corrections? Hearing none. All in favor? >> Abstain. Okay. Sean's abstain. >> Well, I wasn't there either, so. >> Okay. Can I move it if I was >> wasn't if can I move the motion if I wasn't there? >> Yeah. I can somebody move the motion if they weren't at the meeting >> because there's a vote. See why not? >> Yes, you can. Yes. I just you just see from the vote. Okay. >> I don't see a problem with that. >> That's perfect. Okay. Um can I have a motion to approve the minutes of the May 7th, 2026 meeting, please? >> So moved. >> Thank you. Sean, can I Okay. Any questions on top of that or comments? Okay. All in favor? Any abstensions? No. Okay. Great. All right. So, we are
018going to move to public comment. We have one person signed up for public comment. I have something that I typically read. It's really the rules of the road. Um I reference our policy behan is very familiar um with the the comments. Thank you for coming this evening. Um so I I will not share them all. >> Fair enough. appreciate it. >> Dave Non, nine metal lane. Um, want to take this opportunity as I am running for school board. Um, I don't do uh the signs, I don't do social media, all that stuff. So, just wanted to kind of read uh a portion of my platform, if you will. Um, so now that Governor Mills has signed a bell-to-bell uh personal device ban that each school board must have their own policy in place by 8126,
019it's even more important now to have a plan for thoughtful use of technology in classrooms. The New York Times reported that administrators in school districts that already implemented implemented a personal device ban have found that without their phones, students were using laptops for distracting activities like watching YouTube YouTube or playing games rather than learning. Some were even using their school Gmail accounts to tease other students. I would recommend our schools transition to using laptops only for specific teacher assigned activities. Children can take notes the oldfashioned way on pen and paper. Uh and this will help would help with retention of lessons. Despite benefits, digital classroom environments present serious risk to children's well-being. Studies indicate 31% of students aged 9 to 16 have experienced cyber bullying through educational platforms with 22% reporting negative impacts on their
020mental health. Screen time management remains a critical concern. Children who use devices for more than 4 hours daily in educational settings show 37% higher rate of sleep disturbances. 29% increase in attention difficulties. 18% higher levels of anxiety symptoms. Teachers report increased concerns about technology impact on pupils emotional regulation with 47% noting decreased face-to-face social skills development. With all these statistics, there has to be a balance. Evidences suggest that technology in the classroom can support or harm learning depending upon how it's used. The evidence shows more isn't better. Students who use technology moderately tend to outperform those who use it heavily or those who use it rarely. Younger children are especially vulnerable. Research on early screen exposure consistently shows that children who spend more time in front of screens have poorer developmental outcomes. The quality of
021educational apps varies. Children's in uh schools should look for programs based on educational research. And of course, the device doesn't replace the teacher. Technology is most effective when it supports instruction. So, that brings me to I had a one-on-one with a a couple teachers this week, and every single uh my daughter's in fifth grade. Every single desk had a Google Chromebook on it. And it wasn't stowed away. It was just there ready to use Apply. Um my daughter actually got in trouble this uh last week for a couple students for using the Google um Chromebooks in editing one another's um projects. Right. And the teacher also told me that students had tried to revoke their privileges as teachers. Right? So it's a lot of different things going on in here. And I also spoke to
022someone who actually I gave out my email address on the um town website for anybody who would like to talk to me about different things. And one did respond um and said that uh one of his students um that went through the schools um was using Tik Tok uh Instagram and of course YouTube in the classroom >> which I guess the teachers didn't realize actually mentioned you Mr. um uh didn't uh realize that well he brought it to your attention and you fixed it but didn't realize that the school district didn't realize that that was actually happening. >> So I think we need have a lot of room to grow with this and this was a couple years ago grant you but uh since it's been fixed but I think we just have a lot
023of room to grow when it comes to um technology use in in schools. >> Yeah. Thank you so much. >> Thank you. All right. So, we'll close public comment and now we're going to move into presentations or as we like to say the Mari Troublecohawk Show this evening. Um, we have uh we're going to start with the stakeholder survey summary and then move into our strategic priorities plan. >> I might be here for days. Let me just get connected really quickly. Okay. Okay. So, we're going to start with the stakeholder survey. And hopefully you're able to see some connections between what we see in the stakeholder surveys with where the next presentation goes. Um hopefully there are some common threads. Um so the first thing is to just remind you why we administer the survey.
024It's an annual temperature check on various aspects of the school district. Um, we like to regularly measure student, staff, and parent attitudes on what's happening in the schools. Um, it is a metric in Jeff's annual report. It helps us monitor trends and respond proactively. And I think this last bullet is um, the one that's nearest and dearest to my heart. Um, it really does help administrators and staff inform our priorities. and then mark progress on our priorities and set goals in our site improvement plans and other areas of the district. Um so as we go through this report, you've seen this slide in years past. Um we're defining satisfaction by 80% positive responses or or higher. green flagged items are um areas that have gained four percentage points or more in a year-to-year um trend.
025And then the yellow flagged items have seen a 4% or more drop over one year. Okay, let me catch up with my slides here. Okay, so a couple of points about this slide. The percentage of parent and guardian responses is probably not accurate over time because it's based on the total number of students enrolled in our schools. Um it's not possible to account for more than one parent response um that naturally comes from two parent households or stepparents and so forth. So I I I would say take the parent response number with a grain of salt. Although it's folks who identify as parents who responded in our community, um the staff response has declined significantly over the past couple of years. It's not clear to me why people are opting out. Um there were multiple
026reminders about completing the survey. Multiple opportunities, administrators provided staff meeting time to take the survey and encouraged people to take the survey and explained how we use it. Um, so I think that being said, I do think we need to take the staff data with a grain of salt and really question the strength of its validity. Um, it is within the range of what's typically considered valid survey data, which is like 20 to 30% response rate. Um, but it's still not a high response rate and it is continuing to decline even with efforts to encourage people to take the survey. Um I have some thoughts on how we might address that. Um my my first thought is I wonder about survey fatigue. Should we switch to every other year? Question. Um and then action step
027that I plan to do in the coming year is to make a date with every principal for a staff meeting time that is when the survey is open and go in person me in person to every school building and make a plea um for why it's important that they participate in this survey and really encourage people um to take the survey so that they understand that we're actually using this data to inform our decisions. Um, I haven't done that before and I don't know if it will get traction, but I think it's worth a try. So, those are my thoughts on, you know, steps forward. Um, but I'm not happy with the response rate. Um, and then meanwhile, the student and parent survey responses increased this year. Um, students in particular had a fairly high
028rate of return thanks to school administrators finding time in their schedules, thank you to the admin, um, to make sure students took the survey and we do consider student validity to be fairly high and parent validity to be quite solid. Okay, so jumping in to students in grades three through five. So this is consistent with past years. Um students in grades three through five are continuing to report high satisfaction levels across these 10 indicators. The data in this table is stable over time. We do have some nice increases in my teacher finding different ways to help me learn. And I really love number 10. Students at at school treat me with respect. And you'll you'll begin to see a theme with that. Um which is really heartening and exciting to me. Um so satisfaction below
02980%, I make choices in what I learn. So this indicator has been below 80% for the last three years, but you can see that it is climbing. Um so while it's the one area below 80% for students in grades three through five u there is evidence that they're increasingly satisfied in this area too. So just generally good news at the elementary level. And then for students in grades 6 through 12, there are a couple of areas of increased satisfaction for students in grades 612 that are worth highlighting. Um students are noticing more respect for diversity and more opportunities for creative thinking and creative work in their classes. Um so that's positive news. And then you can see some notable changes um in the increase in satisfaction with course and arts offerings at school and the
030connection to a trusted adult in the school. Again, one that makes my heart sing. um that's a key indicator of belonging and a protective factor for students who are at risk for mental health challenges. So I feel like a lot of the things that we've been doing for the past probably seven or eight years appear to be getting some traction. So this is satisfaction below 80% among students in grades 6 through 12. And this slide shows that we still have some work to do in making learning relevant for our secondary students and for and in differentiating our instruction. There are heartening gains in the perception of students to student interactions with an increase of 10 percentage points for the statement students at my school treat each other with respect. That's a big deal to me.
031So even though it's still below 80% um that that's a an impressive jump. um in an area that's really important. And then additionally, the statement harassment and bullying are treated seriously gained seven percentage points. So these two are areas that help us assess those overall feelings of belonging in school. Um and I think they're important areas of growth for us. Okay. So the staff survey, um I want to start with some background information. We revised the staff survey this year. Um, we elected to pilot some changes to our staff stakeholder survey because we felt the results that we were getting were not offering clear actionable data for administrators and leadership teams. And so, um, for example, we had a number of doublebarreled questions in our survey. Um, these are questions that ask for two things
032in one question. it becomes difficult to tease out what they're answering. So, for example, you might ask, "How effectively is school and district information communicated to you, but when you read the results, you don't know I if it's the school information or the district information and to really parse that out um and have it be actionable. You want to know, you know, whi which one am I answering?" And when it's grouped together, it's hard to really tease that out. Um so we separated double-barreled questions into two. Um in some cases we discovered that they were repetitive questions. In those cases we elected to keep one of the two not both. So an example of this was the statement on the previous survey that said the superintendent makes efforts to be visible and engaged with students
033and staff. Um so we elected to keep how visible is the superintendent in the schools. um and dropped the question of engagement with students and staff. When choosing one over the other in these situations, we chose the question that we felt would yield the most actionable information for our planning purposes. So, this was a collaborative effort over time to get the questions just so um some questions were split into two with one geared towards teachers and another geared towards support staff. Um, for example, we asked teachers how useful feedback they received on their teaching was to them, but we asked support staff a more general question about how effective feedback on their work was to them because they have different roles and responsibilities. Um, it's nuanced, but because of those different responsibilities, it really did
034make sense to bifurcate the questions. And then we posed the survey as questions rather than statements. In keeping with good survey design practices, respondents could either choose not to answer questions or se select not applicable for things that did not apply to them. So not every question was answered by 100 resp 100 100% of respondents. Um we also had five options on our liyker scale. Um, and so when you see the percentages, it's really from the neutral to the highest range that is reflected in the percentages. Um, okay. So, we also chose to group questions into themed categories to help us analyze data on the back end of things. Um, we included those categories on the survey itself so people knew what they were speaking to and what we were interested in hearing from them.
035Um, and then each category heading included a description of the types of questions um, survey respondents would encounter in that section as well as who to consider as they responded to questions. And so I'll clarify that in sections as we go along. Uh, and so because of these changes, we're not able to compare this year's data to prior year data um, in a in a truly meaningful way. Um, but we did feel it was worth it to start a new baseline to support data collection that would yield more actionable results. Um, and then really because we use this staff stakeholder data to help shape our SIP goals and so having the data be meaningful is really important to us. So, um, let's let's jump in. Okay. So, questions in this section reference the feedback and
036coaching staff might receive from a variety of sources, including administrators, supervisors, and peers. We asked that respondents consider all of these feedback and coaching sources in their responses. So, it's collective, not it's not just administrators that they're talking about here. And you can see that support staff find the feedback that they receive on their work to be highly meaningful and it's less meaningful to for teachers and specialists. Um, support staff also report receiving feedback more frequently than teachers do. Um, so that was that one. And then questions in this section refer to school administrators. Um and that really pertains to administrators alone. And then questions also refer to school leaders and that's inclusive of administrators, specialists, and department leaders. Um stronger areas in the area of school and department leadership include the clarity of SIP
037goals and showing concerns for individual excuse me concern for individuals. Um there is a perception of lower impact by school leaders on the quality of their teaching and less teacher voice and decision-making in the school. Okay. So for support staff this is an example of where it was separated out teachers and support staff. So for port for support staff you can see that there's a strong sense of clarity regarding SIP goals school leaders pulse on what's happening in the schools and concern for the individual staff member and again staff voice and decision- making is a lower um rating. support staff, interestingly, is generally higher in terms of satisfaction than teacher satisfaction as well. Kind of throughout you'll see that um here teaching efficacy. This is really about their own skill set and being able to
038achieve goals. Um so teachers are reporting high levels of efficacy and their ability to teach the learners who are in front of them every day, which is good news. and teachers and support staff received the um these questions. They were the same for both groups. Um they report high levels of pride in being part of MSAD51 staff community and their contributions to the work of their school and district is high. Okay. In terms of access to resources, the general theme here is that staff acknowledge um that the district is well resourced and that's consistent with past years. And here you can see some acknowledgement that the special education department is well resourced and highly responsive to student needs. this data for um special education has increased in the last year um from what it was.
039I'm not sure if it really mattered separating it out by teachers and specialists and support staff. It just was kind of higher overall. So this is about professional development and collaboration. Um and again you can see the difference between teachers and specialists and support staff. And this was an interesting one to me and to me speaks to the value of separating it out by group. Um because you get you get a different sense from the different groups of what is meaningful to them. Um so the variability speaks to these different responsibilities our teachers and specialists have compared to what support staff have for responsibilities. So, for example, a data analysis professional development meeting would probably naturally have less relevance to a school administrative assistant than it does to um a teacher, but their district administrative
040assistant trainings might have more value to them. So, district PD versus building based PD, you can see a discrepancy in the value there. And that's probably why or I'm speculating that's why. Um likewise K12 edtech PD is tailored to the needs of our edte and safety care training is intended for a specific and select group of staff requiring specialized training and behavior management. So all all of that being said there is a real opportunity with the data separated out like this to apply the feedback to our professional development planning going forward. Um, when you know more, you do more, right? Okay. So, in terms of communication, all staff report high levels of communication from schools, departments, and district levels. So, that's good. They feel like they're getting the information they need. You can see here
041that staff reported lower levels of clarity and satisfaction with human resources procedures. and um the superintendent and the board um staff reported this the superintendent's articulation of a shared vision that centers on the su success of all students is is effective but there was a lower perception of the balance between meeting student needs and the community's ability to fund those needs don't think that's a huge surprise we always want more than we can afford right um and then in terms of safety high level of um belief that our district prioritizes safety. So, those are the staff results. And then for parents and guardians, we're back to I didn't change this survey, so this is back to the original design from prior years. Um overall parent and guardian satisfaction remains high and fairly stable over time
042as you look across these three years of data, pretty consistent um with minor fluctuations up or down from one year to the next, but pretty pretty high and pretty stable. And here you can see more of the same um high levels of satisfaction all above 80%. And then here we see one area where there's a dip in satisfaction with sports offering. It's still above 80% satisfaction overall. What I've been noticing is when it comes to sports, clubs, and arts offerings, this is true in student data and also in parent data, they tend to fluctuate from one year to the next a little bit. So, one will go up and the other one will go down. Um, students will report higher satisfaction. Parents will say, "Oh, well, we're a little less satisfied with it." So, that's
043just an interesting thing to me, but generally high satisfaction overall. And then in terms of satisfaction below 80% um these are the areas you can see a drop in satisfaction in the arts opportunities offered um for students and fairly stable results in bus safety and club offerings. These were the only areas below 80% satisfaction for parents and guardians. And um I will say that I'm pleased to see the gradual increasing of bus safety satisfaction. So that one's still below 80% but remember we got the cameras a couple of years ago and I think that's really making a difference in terms of the perceptions of bus safety. So that's good. Okay. So just to summarize some areas of satisfaction the feelings of belonging and safety at school seem to be improving. Um teacher clarity of expectations
044and their support for learning was a highlight. Um the respect for diversity in the school reported by students was an improvement which is lovely to see. There are clear behavioral expectations and follow through. Challenging thinking skills based learning has improved. District communication to staff has been strong. um communication to families was a highlight um from the schools and across all groups pride in our schools our MSAD51 community. So those are all the highlights and then some areas for further monitoring they remain pretty stable with where they've been um when I was standing here last year. These are these are still areas that we want to monitor. So, student choice and learning and a and the variety of educational activities improving, but there's room for further growth. Um, we want to really take a look at
045our building based professional development for support staff. HR practices, bullying and harassment is improving, but there's still room for growth. Um, after after school athletics and arts offerings, again, that fluctuates from one year to the next. The bus safety is improving, but we want to continue to monitor that. And then the staff survey response rate is the the big one for me. I saved the best for last. That one I really feel like um we we need to attend to that. And I have some ideas that will show up in the next presentation for you about how we might do that. Okay. Um, so I actually hesitated to include this slide this year because of the shift in the survey format for staff, but in the end I decided to include it so you could
046see that the data is solid for students and continues to improve at the secondary level in particular. Um, parent feedback is stable and reflects high levels of satisfaction within the schools. And while the data for staff is lower than I'd like it to be, the uh there are two points that I really want to hone in on. U first support staff appear to be quite a bit more satisfied than teachers and specialists. Um until now there was no way for us to tell how people with diverse roles were feeling and that was less actionable for us than what we see now. Um and so that's important to me. And then secondly, the total satisfaction rate is exactly the same as last year at 69% overall for all stakeholders. So this suggests to me that our
047staff are probably fairly flat with last year in terms of their overall satisfaction even though the survey looks a little bit a little bit different. Um again, we can't fully compare with different formats. Um, and we know that this continues to be an area of work as we go forward, but hopefully our new survey format can help us do that in more meaningful ways and we get more people to respond to the survey. Um, so do you have questions about the survey that you want to throw at me before we jump into this the um strategic priorities? You know, I'm laughing because I always have questions about the survey and I have had a few prior to this. Um, but I will uh let other board members if they have questions. >> I just have
048the same concern about the the teachers and their um not filling out the survey. >> Yeah. >> And whether there's um what's the motivation to not fill it out? >> Right. Right. Um, is it lack of interest or lack of feeling like it's heard >> um question mark question mark and um would really like the feedback. >> Yeah, >> just really important um for us to know >> and short of asking a survey. >> We and there were a lot of surveys this year, >> you know, we asked a lot of questions and we asked for a lot of information from a lot of people, >> right? Um >> I know the number was already low. Can you just proportionally do you know the the um of the 120 responses that you put in the
049the staff section, how much were support staff and how many were teachers just proportionally? >> Oh gosh, I wish I had written that down. I wish you would have asked that. >> I asked questions before. >> Can I can I pull it and email it to you because I do have that. I'll email the board with that. >> Yeah, I was just curious. Um, >> it is it was more teachers and specialists than support staff if my memory serves. >> Okay. But I wouldn't I wouldn't trust that either. >> No, that's fine. I won't hold you to it. And if we just a reminder, when we say support staff, who are we talking about? >> We're talking about edteex. We're talking about um office staff. Um it might be so our folks who work in
050facilities can fill it out. Our bus drivers It's it's everybody in the district has the ability to respond to the staff surveys and we have paper and pencil versions that we give to folks if they don't have the technology access. >> Okay. >> In their administrators they don't >> administrators can take it too. I took it. I took the survey. >> Did you gentlemen? >> Yeah. >> I have one thing I wanted to flag for the the high school only question. Uh, my school is wellmaintained. It went from 70% in 2024, um, all the way up it's 86% now. Um, and I think that's really important because I know that the district has done a bunch of work to like replace tile and paint and just replace little things here and there. And I know
051we have incredible staff who are cleaning the schools every evening and keeping up the grounds and that that's noticed by high school kids. And I think that's important to point out cuz there's a lot of people who work for the district who aren't in the classroom who are taking care of campus and it's >> noticed by the high school kids and I think that's great. >> Thank you for highlighting that. I missed I missed it in the presentation but you're absolutely right. It it was a big jump. >> Yeah, that's great. >> Can I ask a quick question? I think you said that though that number is not where you want it that you are able to parse out um of the teachers and specialists like which school or which building they're in. >> So
052we do have that data as well. We don't share we we disagregate it for the schools. And so that's what building administrators and their leadership teams use to help um set their SIP goals, their site improvement goals. And so Carl, who's sitting here today, has all of his data for Gley High School from staff, students, and parents, and he'll sit down at some point, if he hasn't already, with his leadership team, and they'll go through it, and they it informs goals. Um, and and I will say that as a former principal, we take th that data by school very seriously. Um and and so when people don't respond to the data, it's challenging, right? Because you you're sort of playing darts with a blindfold on a little bit. So we really do want people to
053take the survey. >> I just wanted, excuse me, I just wanted to say thank you for breaking out the survey. I know it's something we've mentioned for a few years now, and I know it's not easy. It's not quick. It's a lot of time and effort went into that. So, I just want to say thank you. I think we get a better picture now. >> I think our our next step um I I what I'd like to do is put a pin in changing the parent and student surveys and for another year, go slow to go fast and really focus on what do we need to do to increase the response rate of staff so that that we have that information and have it meaningful and actionable. questions. Okay. >> Yeah. Well, um, so I
054also appreciated the opportunity to submit some questions in advance. Thank you for responding to those. I think many of them were addressed as you presented. But of course, as sitting here, I came up with the same question as Leanne, which I had failed to ask in advance just in terms of what that breakdown was between teachers and specialists and support staff. Um, I'm also wondering about the parent survey. I wonder if one thing that impacts that response to after school athletics and activities depends on where their kids are in school. So if you're a parent of an MIW student, you're probably I'm guessing rating that lower than if you're a parent of a high schooler. Um and so moving forward maybe with the parent survey I guess thinking about do we want to which parents
055might have students in different schools too. I'm sure it becomes complicated but is there a way that we can >> to separate that out at the building level? I'm not sure. >> I I'm honestly not sure if Melissa already has that information. She might. >> Um, so that's that's that's a big question mark over my head right now. Do you see it? >> But but it she might already have it that way. Um, one thing that would be an upgrade on the parent and student um surveys is to have a notlicable category. We don't I I I don't think we've had those. She may have added it this year to all of them, but in the past we didn't have that. So that would be a hard one to answer if you have children in
056the elementary school where there really aren't that many athletic offerings. It's they're offered by wreck for example. So So duly noted. >> Sorry, Kim. Did you have other >> It was answered. >> Okay, great. Um I again have a just a couple more questions. Can you remind me for you said you updated the staff survey to be a fivepoint scale with a neutral option is the student and parent survey is that >> that's four okay um can I encourage you to look in the future to not include the neutral option in the percentages for satisfaction for the staff to take a look at I think when to really force to force them to not ride the fence. >> Well, if they ride the fence, I don't know if we want to say that they were
057satisfied or whatever the >> Yeah. Yeah. Yeah. Yeah. Yeah. Well, I mean, I hear your point and and that's >> take a look. >> That that is like that's the sticky wicket in choosing how many options you have on a like art scale. And whenever you have that middle one, there are benefits and drawbacks to it, right? And the the obvious drawback is that people can choose that middle one when they're like this doesn't apply to me or I don't really care that much about it or, you know, fill in the blank and or I really am only somewhat, right? I'm somewhat satisfied with this thing, right? So it does breed confusion. So I I can commit certainly to going back to the leadership team and talking about it. >> Take a look. >> Yeah.
058Um and then yeah, I would love um to start doing some statistical significance testing on some of the the other results, especially areas where it looks like we've movement. It's like, oh, this is this looks great. Is this statistically significant that we've made these movements? So >> that might be going too far. >> Values in there. >> Yeah, exactly. Um, I have one thing. Yeah. >> Um, just going back to Jesse's point about um, high school maintenance, um, specifically, I think it's also important to note the encouragement between staff and students to not only respect the space that we're given to come and learn every day, which is incredibly impactful. Um, but also just the general respect for the staff that work so hard to keep our spaces clean so that students and staff can
059come in every day. Um, and just like keep on with the pace of everything. Um, so that's huge and it's it's really encouraging to see as a student that in general we're all respecting this space and we all know what it means to show up to school in a clean environment and what that does to learning and teaching in general. So that's super good. >> Love that. >> Great. >> Agreed. Awesome. >> Thank you. Okay, >> it's ready to shift for >> Okay, so hopefully in some of this you will see some of the things that are reflected in that survey come through in some proposed goals. Um okay so to start the the current strategic plan we have to roll back to the 201819 school year. Um that was the year that the last
060strategic plan was developed and then the pandemic came and we shifted to setting annual goals. So it's been quite a while since we engaged in a strategic planning process. Um, so here it goes. Um, let's start with what that process was. Um, last spring, Jeff articulated a process and you adopted it for developing the plan that we we and when I say we, I'm speaking on behalf of the curriculum committee um that we're proposing tonight. Um please keep in mind that we are here in between um phase three drafting the plan and phase four communicating and implementing and measuring the plan um with a goal for board adoption of the plan to allow us to move forward with the work articulated in what I what I'll be sharing with you this evening. Um I I
061believe if if I have my facts right that tonight is about presenting it and then the vote will be at the next board meeting. Yeah. Okay. >> Okay. So phase one planning. Our strategic planning process began last spring when the district leadership team evaluated where we were in terms of progress towards our existing goals and proposed ideas for the next strategic plan based on work that was already underway in our district. And then Jeff shared these with the curriculum committee last spring along with the development process which then was presented to you as a board and adopted at the end of last year. That was phase one. And then phase two, we spent most of this year in phase two. Early this school year, we embarked on gathering the voices um which was the really
062the purpose of phase two of the planning process. The curriculum committee began by examining the proposed priority areas and making revisions to refine them. And then we drafted a survey for stakeholders to gather feedback on those proposed priorities. The survey was sent to high school students, parents, community members, and staff for input, and it yielded 719 responses, which was pretty good. Um, the committee reviewed the data that we got from the surveys to identify trends in the responses from our stakeholders. We examined the comments of which there were many um to better understand what our respondents felt was most important and also to spotlight things that may have been confusing or ambiguous in the survey. We used the trends and the points of confusion or ambiguity to develop questions to use with focus groups. One
063of the questions we included in our survey was would you be interested in participating in a focus group um at a later time to share your thoughts and opinions at a deeper level. We had 64 respondents who expressed a desire to participate in that way and from that list we created multiple opportunities for stakeholders to join a focus group. We were able to offer parent and community member groups, a staff group and um a couple of student groups too. Um so each focus group was facilitated by two curriculum committee members who followed a script to keep the groups aligned and on track and each session was voice recorded and then transcribed into text. From there we analyzed the transcripts looking for themes in what participants had to say first within each focus group and then
064across the focus groups looking for things that sort of transcended all of the groups. Um so we were looking for the prevailing sentiments among a broad range of stakeholders and then really what came up again and again for feedback. Okay. So then we transitioned to phase three which was drafting the plan. The curriculum committee applied the feedback from the surveys and the focus groups to our proposed strategic priorities and developed objectives for each priority in keeping with the feedback from our stakeholders. We really tried to keep that feedback at the center of changes we made. And then once these were settled, the plan transitioned back to the district leadership team where action steps were drafted and a timeline for each step was proposed. Since it's largely the work of administrators to realize the elements of
065those plans at the school and um district levels, um it was really helpful to have their direct input into how to achieve the priorities and objectives in the plan. That draft plan was reviewed once more by the curriculum committee in early May and here we are now. That brings us to this evening and I'm here now on behalf of the curriculum committee to share the final draft of the proposed strategic plan with you all. Um our next step is formal board adoption if you so choose to do so. Um, and then from there we'll transition into communicating our plan to all of the stakeholders and beginning the implementation and monitoring process, which is phase four. And I'll talk about what that looks like a little bit later in the presentation. Okay, so let's hit it.
066Um, here are the three proposed priority areas for the next strategic plan. Before we deep dive into each, a few design parameters to be mindful of. Um, we already have significant work underway in the district. These priorities honor that work and allow us to step forward over the next few years in a thoughtful way that remains focused on the big things that we're already doing. Clear stakeholder feedback indicated that our plan should focus on refining the good things that we're already doing rather than than layering on a lot of new initiatives. There's also a clear direction to be fiscally responsible in whatever we prioritize in the coming years given the cost of adding a new school to the district. The priority areas are intentionally broad. We get more specific with the objectives and even more
067specific with action steps. So, let's break it down. So, priority number one is one campus building for now and building for the future. It pertains to the in to the implications of developing a one-ampus plan for our schools. It focuses on physical space, infrastructure, facilities, and it integrates current initiatives with new elements from stakeholder feedback. Some key themes here included focusing on longevity and maintenance for long-term sustainability and focusing on how facilities support teaching and learning. There was clear feedback that it's not just about facilities, it's about how those facilities support teaching and learning in our schools. Stakeholders said, "It's not enough to invest in space. We have to consider how we're using that space to maximize teaching and learning." Okay. So, the first objective in this priority area is to complete the one campus
068construction. It's really about the building project. This is obviously work that's in progress and a major component of what we're currently doing in the district. Um, and so the first action step is to finalize things for the successful opening of schools in the fall of 2027. So let's take a closer look at how that will happen. As you can see, the action step is pretty immediate with a goal of in the coming year of finalizing construction and preparations at each school to ensure a smooth transition to a new to to three new grade configurations in preK through 8 in the fall of 2027. Once we get to 2028, relates to work already underway. Um, the first action step is to finalize the long-term facilities plan, which I know the facilities committee has been working on
069and I believe is close to being done with. Um, the second step is to prepare for and address the operational needs of our new grade configurations. Um, and the third step is to make sure that we're providing equitable access to all of our shared facilities across the district. So, we're going to dig into each one of those individually. So, the facilities committee already has a draft plan. Um, I believe it's supposed to be adopted soon, this spring, summer. Um, and with a new director of business services coming on board, we felt it was important to provide a little bit of cushion for implementation of the plan. So, that's why it um really begins earnestly in year two. I do think we should bear in mind that the plan will be used from the get-go of
070adoption to guide infrastructure decisionmaking. Um and it ex that plan does extend beyond the life of our strategic plan. Um so really this is about adopting it and then implementing it. And then action step 1.2.2 two is about planning for and meeting the operational needs of the new um grade configurations within our schools. So step two will be busiest at the start of the strategic plan. There are operational needs that will happen in the coming year as we plan for the addition of our new small school. Um the work's already happening. it will be finalized next year and then afterward we've included anal evaluation to assess and adjust as needed. Um but beyond that we would would expect that this action step will be done before the life of the strategic plan. So here you
071can see that we'll focus on equitable access to facilities once we open the three new grade configurations in the fall of 2027. And then from there, we plan to use the long-term facilities plan to inform our use of facilities and make sure that there's equitable access to the various spaces in our district, especially shared spaces like the GCA, the track, the turf field, the amphitheater, and making sure that we just have um fair and equitable use of those spaces. Okay, on to priority number two. There's a lot in priority number two, meeting the needs of each learner through a multi-tered system of supports, MTSS. Um, this one's all about teaching and learning, near and dear to my heart. Um, we're using MTSS as the framework for how we think about meeting the academic, social, emotional,
072and behavioral needs of students uh in our district. So, there were several themes that presented through our survey and focus groups. Um you'll see these reflected in the following objectives and action steps. A couple of key points that guided our approach to this priority um were feedback that suggested a lean towards refining what we're doing now to be even better. Being careful about adding more initiatives both to make sure we're focused in our work and also fiscally responsible. And then of the ideas on the table for consideration, financial literacy had the most stakeholder interest. Okay, the first objective is to develop and implement the MTSS framework. The feedback that we got, it really clearly indicated a need for good communication about what the framework is all about and also to refine what we're doing. Um,
073and so you can see in this timeline here, we have an existing five-year implementation plan that includes details related to um implementation, and that plan was designed to sunset at the time that this strategic plan sunsets. We're currently in FA year one of phase one of the MTSS plan. And um I did link that in, but I it occurs to me that Melissa sent you a PDF, so you probably can't click on that link, right? So if you want to see it, I can get it to you. Um so you can see that the action step timeline reflects the implementation of that plan and that was by design. When we developed the MTSS plan, we knew we would be embarking on a new strategic plan and so we timed things to happen accordingly. So next
074year we complete phase one of the plan. 2728 and 2829 are the two phase 2 years and then the last year of the strategic plan is the last year of the MTSS plan. And then objective 2.2 continues our work implementing CKLA and our writing scope and sequence. And this two includes a nod to the typical implementation timeline for new programs, which is usually a three-year implementation cycle. So we're currently in year 1. Next year will be year two. 2728 will be year three. and then we'll really be able to reflect and evaluate our programmatic decisions using student data and staff feedback. That's not to say that we're not already doing that and doing it all along the way, but we can really um hone in on how's that going for us. Objective 2.3 is to
075prepare for new grade configurations in the three new schools, um Carolyn F. small MIW and GMS. And so this objective is about the programmatic opportunities and decisions related to envisioning and realizing our new grade configurations. So in the previous priority area you saw something about grade configurations and that was about operations operational needs for the schools. This is about programmatic opportunities. So next year, as you know, we have transition committees working on all things grade configuration related. Um we will allocate a fair amount of professional development time to this work so that staff in the new configurations can do the work to close the existing schools as they currently exist and prepare to open new ones. And then year two of the plan acknowledges the need that the opening of new configurations is not a
076moment but a series of moments. And so year three then includes reflection and refinement. Hopefully by year four of the plan we should be smooth sailing with established routines. Okay. So objective 2.4 is to create and implement an early childhood education plan that meets state requirements. This is already underway as you know with the board's early childhood education committee developing a plan. Um depending on the recommendations that that committee makes this spring, I would predict some flexibility in the timeline here. This is a projected timeline. Um but we are obligated by law to implement whatever plan is adopted for three and four year olds with IEPs beginning in the fall of 2027. So you can see that's where the implementation begins. It's still up in the air what that's going to look like and I
077think that's okay. But once we know what the committee recommends and you all adopt as a board, we'll get to work on implementing it. Thanks for hanging in there with me. Okay, so objective 2.5 is to explore opportunities to integrate real world skills into our existing curriculum. And there are two action steps here. This objective is the one clear nod you will see in the plan to something new. Our survey and focus groups were really clear that financial literacy should be an area we develop in the next strategic plan. And there was also strong feedback that we should not let the strategic plan this next strategic plan pass us by without at least attending to the idea of offering world languages to younger students. So, here's what embedding financial literacy skills into the existing curriculum
078will look like. Um, this timeline begins with an analysis of the standards and assessment of where financial literacy is already taught in our curriculum. It's actually already taught in a lot of different places in our curriculum. So really analyzing that in year two consciously decision consciously determining what needs to be added in alignment with the main learning results standards and then in year three develop additional programming to meet those requirements with full implementation in year four. It is worth noting that this is work already underway. So that timeline could be a little squishy, right? We could we could work a little faster with that potentially. Okay. So, studying the feasibility of adding world languages at the elementary level. This is the only truly new initiative in the plan. Um, we will not begin this work
079until our new schools are open to allow the dust to settle with our new configurations. In the third year of the plan, we'll research best practices in world language instruction for elementary students. And then in year four, we'll assess our opportunities for this type of programming with an eye towards the next strategic plan for potential implementation. Um the curriculum committee felt strongly that we should not allow the strategic plan to pass us by with at least without at least exploring this idea um and beginning the process. And so knowing that any curriculum initiative is a big undertaking, we were cautious and felt it was best to use this plan to get things started um rather than committing to full implementation in the next five years. And so objective 2.6 is to develop and implement an
080instructional technology plan for prek through 12. Um, you heard the gentleman speaking at public comment earlier. I hope you like this one. Um, so objective six under MTSS involves developing and implementing an instructional technology plan for the district. Currently, we have several converging influences driving this addition to the strategic plan. State statute that requires a bell-to bell smart device policy beginning in the next school year. the inongruity of the bring your own learning device practice that we have in place while that policy takes effect. Emerging literacy on the impact of one-to-one technology especially for our earliest learners and emerging literature on the impact of educational technology on student learning. So we're not saying technology has to go away. We're saying we need to be planful about that. And so let's develop a thoughtful educationbased plan.
081So, what will that look like? Um, here you can see the timeline we're envisioning. Um, with the first priority being adoption of the cell phone smart device policy, JICJ, in keeping with state law. From there, we need to evaluate all of our tech approaches relative to best practices. That will all happen in the next year. And then in year two, we'll use the evaluation findings to develop a plan for instructional technology use across the schools. Implementation will most likely take more than one year and may bleed into the next strategic plan. These things take time to change, but it gets the ball rolling and it crafts a thoughtful plan. Um, I think it's important to say that the driver behind the new technology plan will be learning. Devices and software investments will be secondary to
082the focus on learning. In other words, we will advocate for hardware and software based on what's developmentally appropriate for learners at different levels and what has proven to be effective in supporting and promoting learning. The focus needs to be on learning and what's good for kids. Okay. Third priority um is one community connected and thriving within and beyond school walls. So this one is all about belonging. There was crystal clear consensus that we should focus this priority on promoting a sense of belonging in our schools for staff and students, a sense of welcome in our schools, for families in the community, and that these more than anything else would support the non-negotiable safety we need for students to thrive in school. So objective 3.1 is all about enhancing belonging, safety and supporting um students and
083staff. So this we know that attending to our community helps with attendance. So these two ideas are kind of blended together, belonging and also attending to attendance. Okay, again this is work we're already doing in the schools. You've heard me yap yap yap about attendance before. Um the action step and timeline are really oriented towards working smarter not harder. Um we will identify and develop our tier one practices that belong that promote belonging and positive attendance. We'll monitor and refine those practices to make sure we're achieving our desired outcomes. And then the timeline suggests the action step will be done by year three of the plan. But that work is never actually truly done. We we're always paying attention to these things. Okay. And so objective 3.2 is about staff hiring, onboarding, mentorship, professional development
084and retention. Part of ensuring that the sense of community and belonging um is is there is to promote this um and again work already in progress in the district but needs to continue. So the first action step for this objective focuses on evaluating our existing practices, looking for opportunities to make positive improvements to those practices, implementing them, and then re-evaluating to see progress specific to the hiring and onboarding practices um for all staff groups. And then refining firstear mentorship and professional development for all staff groups. Um it's similar in process but focuses on refining our mentoring program and our professional development approach. So you saw some weaker satisfaction numbers in staff related to their professional development. This speaks to that in the survey. Um we're already doing a number of things differently in this area
085and we'll continue to develop and implement new practices intentionally over the life of the strategic plan. Um some things that we're already doing just so you're aware um annual mentor training. I I give training on an annual basis now at the end of the school year so that we can have strong matches between mentors and mentees. Um offering dine and discuss opportunities for professional development that are optional. self-directed professional development, professional learning grants where teachers write a grant and get paid for exploring something new um of interest to them. And we're also we have an edtech professional development series that Carla Fancy um runs throughout the year that has had positive feedback. So those are some things we're already doing and we'll continue to develop. Okay. So objective 3.3 is to foster strong community engagement
086to support instructional excellence and student learning and this includes cultivating community pride and expanding opportunities for students to connect their learning with the broader community. Um it was created in response to feedback from stakeholders that there are many people in our community who would like to be connected to our schools in meaningful supportive ways who don't know how to go about doing that. Um the action step you see under the objective um aims to build that spirit of collaboration with the larger community while maintaining focus on our core mission which is right behind your heads there. Um so first is to communicate what we're what what our offerings are for students um and the collaborations that exist already. Um we're going to use the first year to establish outward communication about what's happening in our
087schools through a centralized website. What we learned is that many of our things are there but they're disconnected. So really centralizing it um to show what our unique programming opportunities are for students including things like IB pathways, Broadco Academy, etc., etc., etc. Um year two will be spent engaging our community partners to assess the community resources available and create a database of those resources that can be used to match with school programs. Um, ideally we'll be able to implement use of this resource and then make matches by year three of the plan so that teachers can go to that database and say I have um this idea for social studies. Oh, I think I'm going to reach out to Carolyn Small and get connected with the historical society just as an example because she was
088here earlier. But there are many other resources in our community that we can loop into that. Okay. So that is all of the priorities and objectives and action steps that we have. So where are we headed next? Assuming that the board chooses to adopt this strategic plan, our next step is to move forward into phase four, communicating, implementing, and measuring the plan. So what does that look like? So, first we begin by communicating the plan widely. This means spending time with staff at the district opening of schools overviewing the new plan. That would be Jeff giving the mile high view to all staff. Um then we spend time at the building level examining the plan and making meaning of it within each individual context. So what does each goal area um objective and action step
089look and feel like at GMS45 for example? how does it fit into the landscape of Gley High School's work? Um, these discussions are led by administrators and linked to their site improvement plans, development, and goals. Then we also need to communicate with our parents and community members through regular district updates. Um, often Jeff includes deep dives into things that are going on in the district in his weekly newsletter. And so I'm envisioning that continuing that he'll um highlight each priority area in regular updates to the community. Um we'll also develop an executive summary for the community that can be shared widely so that anyone interested in knowing what we're focusing our work on through the next plan can access a quick synopsis. And then this graphic becomes the face of the strategic plan um in
090that executive summary and hopefully becomes a visual marker uh for all stakeholders to understand what our three priority areas are in the plan and then they have an opportunity to dive deeper and of course our strategic plan is always available on our website for people who want to do a deep dive. Okay, we're getting there. Um, okay. So, the monitoring cycle. So, many of the action steps in the plan used this approach that you see here to monitoring progress for each action step and the overall plan follows that process too. Um, and so it's important to note that there's flexibility within those timelines and entry points and exit points in the plan. And that was by design. Things can and will happen along the way that influence the speed at which each action step is
091achieved. And so we just need to be continually monitoring where we are in the plan. Um, some action steps are already underway. So the entry point is is different for those than things that are intentionally situated later in the plan. Um and that just allows folks and in the schools to focus their work. Um and and really hone in on what they're working on now and not be having too many priorities at one time. And then within within this larger cycle, there are pit stops along the way like stopping for gas on a road trip. Um, the pit stops are reflection points orchestrated twice a year to help us stay on track with our timeline, remember to reflect, and remember to reset when progress is lagging. And don't wait until the end of the plan
092to think about our progress. Um, so regular reflection points. Um, those pit stops will be reported by Jeff to you, the board, each January and June. um to keep you apprised of progress of the plan formally at board meetings. So, this is a quote I stole from Jeff's presentation from last spring um that articulated the strategic planning process when he presented to you and I want to bring it back now because I think it really summarizes what we've been doing in our work this year. Um it's been a while since we've done a strategic plan and the pandemic really put a pin in many things. street strategic planning process among them. But I'm excited to have this potential blueprint as our guide for work over the next few years. It will help us maintain deep
093focus on our work that's already in progress, thoughtfully refine our practices, and layer in a few more initiatives that are mindful of our mission to guide all students to develop an enthusiasm for learning, assume responsibility for their education, achieve academic excellence, and discover and reach their personal best. So before I end, I want to say thank you. Um, I'm going to take a moment to thank the folks who really helped get to this point. Curriculum committee, you can see their names there. Anukica, Kim, Sarah, Sarah Wise, and Oakley Candura. Um, thank you for your ongoing work throughout the year. Um, when it and especially when it came time to facilitate the focus groups, each member, students included, took responsibility for doing that. and it was a big job to pull off and I'm grateful that
094everybody stepped up. Thank you to the folks in the community who took time to complete the survey and we and especially to the folks who took time out of their busy lives to come and participate in focus groups. Um without that input, we would not have been able to refine our goals and objectives in a manner that reflects the community ethos. And then thank you to the district leadership team without whom the action steps would not have been as clear and aligned to the goals and objectives. They really did make it better. So with that questions, thank you. I know this has been uh you've been up there sanding for a long time. >> I forgot my water. >> Oh. Oh. Do you do you have some? Do you need like I'm out, too. So,
095um, so yes, as a reminder, like we we're reviewing this tonight. It is on the board agenda as an item for action in two weeks. Um, and is this also um going to be made available if other people like in the community have questions? I mean, obviously you can watch the recording um but we'll have a draft available um between now and when we vote on it. >> I can talk to Melissa about how to make that happen. >> Just making available. Um so yes, this is our opportunity to discuss and ask questions as a board, but we don't vote to adopt until two weeks from now. And yeah, thank thank you and um the whole uh slide that you just had before to recognize all the work that that went into this. I mean,
096it's been it's been a long time uh coming um given that the last time we went through this process was was that eight years ago? Um so, thank you. Um so, I'll open it up for questions. >> Well, I've obviously been very involved in this process, so I don't have any questions, but there is a name missing from that thank you list, which is yours, Mari. >> I was like, "Oh, no. No, just yours. Just yours. you put so much work into this and I really wanted to appreciate you for that. Um, and thank you for appreciating everyone else. That was on my list of things to do as well. But >> thank you. >> I um I'm very uh excited to see that there'll be a focus on the um evaluation of technology in
097the classrooms. I'm very interested and I hear that in the community too. That's uh I think on a lot of people's minds. I was curious to hear your comment um that the focus will be on learning and what's good for kids. Um and it was in my mind like of course um what else would the focus be on? Well, I think I think technology is such a loaded thing and it there there are for every argument there's a counterargument and what I would really like for us to do this is this is me Mari talking not anybody else an opinion statement I would like for us to really attend to what the emerging literature is telling us about the impact of technology on learners and their ability to learn. And I'm not saying technology is
098a bad thing. I think there's a time and a place for it. And when we introduce it and how we introduce it matters. So for example, there's some literature out there that suggests that a lot of um educational technology, so some of the software programs that students can use are gamified. >> That's not great for kids. It's it's not necessarily value added. And so I want us to evaluate the things that we use and the things that we might use through the lens of is this the best way for our students to learn what we want them to learn. And if it is, let's pay the check, right? Let's buy it. But if if there are other better ways for our students to be learning, let's be mindful of that. So really that's all I
099meant by that. >> Okay. Yeah. Thank you. >> Great question. Thank you. >> I just want to piggyback on that technology thing. I think there was within the last three to four months there was a hearing at Congress and there's a good C-SPAN thing. Yes, I watch C-SPAN. I'm that boring. I know. Um and there was excellent speakers on that and it you just hit the nail on the head almost everything they said. I mean test scores since technology has been introduced in schools has only declined for the most part on average. So it's and a lot of times with technology we have to find fixes. So technology works instead of it working for us. So I really appreciate that that's in here. >> I have one question that came up during the presentation. I
100saw the headers at the bottom all the different staff and how those play in. I didn't know how that got aggregated. um if we thought about how all of those goals impact each individual group that you got listed and if we feel like we have the resources to attend to all these goals based on those. >> Do you mean the responsible parties? So, sorry I should have articulated that. Thank you for asking that question. Um so those are the folks who are primarily responsible for that com that component of the plan and making sure that it happens. So for example, this one communicating the learning opportunities, partnerships, collaborations and create meaningful opportunities for families and community members to help support the mission of the district. Superintendent has to be involved in that. The district leadership
101team have a role in that, right? And the communications committee presumably might have a role in that. So, some of that this is a little speculative, but then there are other areas you might see um the the director of finance and operations in the earliest in the first priority area to get the thing the buildings built, right? Um, and then you I might have more of a role in the priority area number two that's really more about teaching and learning, curriculum, assessment, instruction. So, it's it's really just identifying who the primary responsible parties are for making sure that we're doing that work. Did that answer your question? >> I I would rephrase my question. Okay. Um, do we feel like we have the resources to complete these based on who you think the responsible parties
102are currently or do you think we need to allocate different resources to accomplish these strategic goals versus what our goals have been in the past? >> Oh, okay. Um, I think in some cases we have the resources we need and then in other cases maybe, maybe not. But regardless, if it's a goal, we're going to work it. >> Yeah. And that's a great question. I just know in in years past, and Kim can probably attest to this more than I can as finance chair, like how important the decisions around what finance was putting forward, especially as any like new initiatives that we were going to go out and ask uh support of that it was directly tied back to the district strategic priorities. And yeah, the past few years have been a little harder because
103we hadn't updated the process. um and be really excited about like being able to move forward knowing that we've just kind of reset and to be able to explain um the decision making especially when we're you know going forward with new recommendations. So it's been really important. >> Yeah. I I I'll just say that. So So yes, correct. And the development of this plan, remember, was really intentional to minimize the amount of new um and and so the new thing in here is the examination of where might world languages fit, >> right? um almost everything else is already underway. The development of the the technology plan is new but can be managed internally with our existing resources and then there might be down the road some recommendations about you know how things play out related
104to that plan but again that's a little bit down the road. So are there fiscal implications? Maybe, but much of this plan can be worked with existing resources. I truly believe that. >> There's one thing that was on my mind throughout this presentation, especially the first section that was talking about facilities and the the plans for shifting grade configurations. And obviously, there's a distinct focus on the preK to 8th grade because those are like physical moves of buildings and whatnot. I don't want to get lost in that the changes that are going to be going on at the high school. And of course, >> principal Francis was here. Um he had to leave for the IB ceremony. But I just want to make sure that people understand the increase in enrollment that we expect over
105the next 5 years at our high school. And while that's not directly reflected in this now, but we may want to think about how to work it in because I don't want people to be surprised over the next few years when we need to start adding back in those positions at the high school that have not been replaced over the years. The the numbers of students this this bubble that's coming through. Um the portable the the the grades that have been in those portables are now moving up through the middle school are going to be in our high school. And this conversation has happened when we were planning out the new buildings and multiple times we're like, "But can our high school accommodate this?" And the good answer is physical space. Yes. >> Um it
106can. It has before. Our district has been larger. Um but that doesn't account for um the the the teachers then that you need to accommodate those students. And I just don't I I'm afraid uh being on this board for now four years that these are just things that we need to repeat every year for people to understand that those kids are coming to the high school. While it's not luckily a a space thing, we can accommodate them. Um it will be a staff um >> not challenge. We know how to to deal with it. that it is a recognition that we will have it's I mean the projections are about 25% increase over the next like six years for the high school as far as student enrollment. >> Right. Right. You have to have personnel
107to teach them. >> Yeah. We have the space. We just need the people. Um, so I don't know if it makes sense to, in my mind it makes sense to figure out where that's at least accounted for because um, we focus so heavily on talking about you know the K through8 because it's a physical building change. But when we're thinking about from a a finance and planning perspective for their annual budgets that will be coming back to the board >> as those students start to move into the high school. And in addition, we know that over the past few years, over the summer, the numbers of new families that are coming into our district have typically now been in the middle years and maybe even the high school. >> Yeah. >> So, I just wanted
108to make sure that we keep that in mind. >> Okay. >> I can talk to Jeff about where he thinks that might fit within this plan, too. Well, it does um to me it's it's the strategic priority too, the multi-tered systems of support because if we're meeting the needs of each learner by definition, that has to do with class size and what support staff are needed and all of that. So maybe maybe it can be specified a little bit more, but it it is kind of that organic if if we're going to be able to provide what every student needs that >> that includes staff. >> That's true. So, >> right. I think it's a question of do you want it to be implicit or explicitly stated. Right. Right. got a question about so action
109step 3.3.1 um the learning opportunities partnerships collaborations so I know along the timeline we had like consulting with partners um I'm sure this will be in there but I think consulting with current teachers because I mean there's a ton of partnerships that are already happening and I think oftentimes they're happening >> just organically because somebody knows somebody or hears about something and so yeah I think we need to be reaching out the community resources, but also figuring out like what National Honor Society, >> you know, is going to be coming to the orchard and helping us get the community orchard going and the fourth grade's coming to learn about pollinators. So, it's like, >> right, >> somebody made that connection at the school and I was like, yes, please come to the community resource and
110I will, you know, we will make resources available to do educational things. And so, I'm sure there are tons of things like that where teachers have just found a community resource and made that connection. And I want to make sure we're surveying the teachers or getting them to tell us about those things and finding additional partners in the community who are an untapped resource who that connection hasn't been made because yeah, I think our community has like a lot of incredible resources and some are getting utilized because people have made those connections and and some haven't. So, I mean, I think it's really exciting that that's on the strategic plan. I just I don't want to miss the things that people have already made happen. >> Totally. And and so that that again isn't explicitly
111stated here, but that is so much easier for building administrators to gather and that part of the database is actually really easy. It's it's the understanding all of the available options out in our community that's a lot harder. So So yes, that is part of the process. It's about identifying what are the things that already exist. Let's have that articulated. What are the opportunities in curriculum? What are the resources in the community? >> That's a that's the challenge. This is a big action step. >> It's super exciting. I'm like I'm really glad this is strategic plan. >> I totally agree. Yeah. And that was the other note like life outside the district. And I I I meant that in in the point that you made is that we're not separate. We're not separate from the
112communities that we sit. And yeah, not only is it making those connections with individuals, I I think it's two ways. Um, and I I don't know it it probably wouldn't be listed on the slide, but also to make sure that the community feels like the district is um part of to welcome community members to our sporting events, to our um to our shows, uh other ways that to feel connected with this part of u our community. So, I think that's great. >> Other questions? >> Okay, thank you everybody. Thank you for tolerating me for however long that was. >> It was a pleasure. >> Thank you. Now you can maybe go hydrate. >> Put your feet up. Okay. All right. Now we get to move into items for action. We have quite a list this
113evening. Okay. Um, can I get a motion to approve the lease agreement for Twinbrook? >> So moved. >> Thank you, Jesse. Can I get a second? >> Second. >> Thank you, Kim. Um, would you like to present this, Scott? >> Sure. uh 25 years ago, okay, when the district I'll give you the history. So, uh when the district acquired state funding for the new Gley Middle School, uh one of the things that happened during that construction was the displacement of a number of fields on the campus. So, the town of Cumberland uh came forth and actually offered us an opportunity because we had difficulty finding property locally near the uh uh near the school campus. uh came forth and they had a section of property which the district couldn't buy because of covenants that were
114uh related to the lease I mean to the property that was um acquired by the town but the opportunity was there that we were able to enter into a lease with the town of Cumberland at the time at no cost um and it was a lease that would re renew itself every 10 years because the maximum lease that a district can enter into is 10 years and so that was ongoing we built the fields down on the twin Brooks uh side on the Gley road side. And so that's kind of the history of how that happened. Uh we invested into the fields. The town had the property in which they were able to lease to us. So the lease in front of you is just an update of that particular lease with some changes which
115actually define the area more in exhibit A. And so you now have an exhibit A that really defines what the field areas are and what the future area of the field area might be. um you know uh forward of that where you've heard Pete Bingham >> to approve the inter interlocal agreement for a vehicle garage facility agreement. >> So moved. >> Thank you. Lauren, can I get a second? >> Second. >> Thank you. Sean, can you present this please? >> I will. Yes. Um okay. So this is another uh collaborative agreement with the town of Cumberland. Um when uh the uh public works garage was being planned and built down off of um uh down where uh the school site was and we had a small uh we had a small garage facility which we
116had outgrown the old metal building that was down there. We could get one bus in there and work on it. There was no lifts. Um it was actually very very difficult for us to work on. So, so the town of Cumberland when they built this new facility, um there was a section of it that we were able to lease uh for $160,000 a year. And the intent of the lease agreement was that the district would share in the portion of debt for a period of time that the um town of Cumberland had to enter into for a section of that building. And so this now provides us with uh a section of the building which we have a lift. we can get several garages in. I mean several buses in provides office area for our
117uh director and our um assistant director. But the largest thing that we've gotten out of this and the biggest piece is a collaboration between the town and the school for mechanic work on vehicles. So whether it be the police cruisers, the public works uh vehicles or the buses, um there's a collaboration that goes on down in that garage all being together, right? Uh we also gained a bus wash. So there's a vehicle wash down there which um it helps in the winter time as well because it'll blow all the snow off the buses, but it also provides us with the opportunity to be able to keep the vehicles clean and uh so we participate in that. There's um maintenance part on this that um we haven't really spent a lot in terms of the maintenance
118on the facility. We invested into the car into the vehicle wash with the town of Cumberland. Um and because we do other exchanges of services, we also haven't uh paid any of the utilities um because we provide other services and do things. So, so there's another continuing collaboration. But if those collaborations or some of those other services didn't continue, there is built in here that we would share in in uh operating cost and we would share in um uh some of the um maintenance costs of the facility and we would do that anyway. So, >> great. Well, thank you. I know um to get these written agreements in place have been really important before your retirement. Um >> yeah, I've been a little lax on this one >> and we've been uh you know we've
119been in there what three or four years now. So so it's uh uh Chris Baldick and I have been working on this and um again they've been reviewed by legal counsel and uh so >> well and it's just been so great to have a collaboration with the especially the town which we reside. So, we're very we're very fortunate. Um, questions, comments, hearing none. All in favor? Okay. Unanimous. >> Thank you. >> Now, we just got to keep it up. All right. Um, now we're going to move into policy. Can I have a motion to approve policies? KLG relations with law enforcement authorities and KLG AR relations with law law enforcement authorities administrative procedures as presented. >> So moved. >> Thank you Jesse. Can I get a second second? Thank you Megan. Jesse would you like
120to present this policy again? >> So second read on this. Uh I didn't get any comments between first read and now. Um some minor changes tightening up language. Uh, in KLG, we refer to the district's comprehensive emergency management instead of crisis response plan because we call it a comprehensive emergency management plan. Um, some other small tweaks in language um about uh law enforcement uh presenting a lawfully issued judicial warrant. And then policy KLG is the um administrative procedures and again tightening up language in there to define a warrant. um some language about uh complying with applicable laws and police department procedures um and then striking a few sentences um right >> but the policy remains largely the same but tightening a few things up >> great any questions again this is nice partnership with our
121town to have this agreement so >> okay all in favor It's unanimous. Thank you. Okay. So, now we're going to move uh the next item for action is a section with a number of administrative positions. Um and before we we have each one as a separate vote, but I'm just hoping um Scott, I know there's been some just some questions about administrative positions especially like what's our process um for >> You mean professional positions? >> Professional. Did I say administrative? >> Yes. So, >> professional. >> These are not all administrative. They are not all they're not all administrators. Um, but before we move through each one, can Yeah, if you want to just go through like our hiring process for staff that leave versus, you know, budgeted staff like what's our process? >> Be glad
122to talk about that. And we can take all of these as one vote motion or as presented or you can do them individually if you'd like. >> I think I'll have to see if somebody wants to make a motion. >> Have a thought. >> Okay. So, um, so what this is is the, um, uh, the the district as positions, existing positions become open during the year. So, these are positions that aren't new to the budget, these are positions that are vacated during the course of the year, the superintendent actually scrutinizes each one of those positions that becomes available with the building administrators and determines if, you know, it should be filled. And so throughout the year, you'll see us filling those positions. um that are just vacated positions. New positions in the budget um are
123advertised in April which are you know or additional positions um which are part of the new budget. So as we're developing our budget in April the board adopts the budget. Once that budget has been adopted by the board, any new positions that are in that budget are advertised uh in April following the board adopting that. And that this basically ensures that the district um is in the pool or the hunt for staffing at the time where other districts are actually advertising. So there's So that's why we do this in April is because we want to get the most qualified c uh candidates for the positions as other districts are also um advertising and uh so that's what this that's what this is and how our hiring process works. So so that's how it works every
124year. >> Every Okay. >> Yeah. >> And so the positions tonight are a combination of positions that staff had vacated that we're rehiring for. Um and then one of them was indicated um in the district approved budget. Um and there's a few other positions that are still in the hiring process. >> Yeah, we actually have some at the middle school that actually were just um finished today and will be on the next board agenda. >> Next board agenda. Thank you for I know I had questions last week about the process. I've had other board members with questions this week. So before we move through this, >> it's the same process we use every year. >> Okay. Thank you. That's helpful. Um, can I get a motion? >> I'd like to make a motion. >> Go
125for it. >> I move that we approve the two GHS.6 uh FTE English teachers, the GHS social studies teacher and the GMS68 social studies teacher as presented. >> Did you say science? >> GS science. >> Did I? This the first one. >> Oh, right. It says social studies. >> Question. the GHS science. I didn't I didn't see that one. The list of see >> if you open if you open the document. >> Um it's not in it's labeled social studies, but the actual hiring is for science. >> So it's just a mislabeling. >> Yeah. On my >> on my blue on my blue notes, it's science. >> Got it. >> Yes. >> Got it. >> Yeah. Okay. So it's the science position. >> Um do you want to just say it again? >> Okay. I
126move to approve the professional positions. GHS science, >> GHS.6 English, GHS66 English, GMS68 social studies, and uh that's it. >> Yes. >> Can I get a second? >> Second. >> Thank you, Jesse. All right. So, then we're putting these up for questions or comments. Um >> I had a question about the science teacher. >> Yep. Um, so I was pleased to note that I mean we often hire people with a ton of experience that this was somebody with less experience. Um, and I don't know, Scott, if you were on the um, interview committee or um, because I I know I'd mentioned in the past it would be great if we could hire people younger in their careers and mentor them to be great teachers here at Gley. And that seems like that's about to happen
127with the science teacher. So, I don't know if anybody firsthand interviewed him because I'd love to hear what made him stand out from other candidates who I'm sure were much more qualified and more expensive. Um, >> so part of that process, but I know that when I spoke with Jeff, um, he spoke very highly of this candidate and did Carl Francis. So, >> yeah, I'm just Yeah, I'm excited that we're hiring younger people who cost less, but also maybe bring some energy and we can mentor in a gly way. So, well, I was >> Yeah, especially when 15 there were 15 applications and there were five candidates who we interviewed. So, >> yeah. Well, maybe we can ask Jeff at the next school board meeting because Yeah, they seemed like a standout candidate. And >>
128yeah, yeah, I noticed that as well. And I also noticed a position where we had 37 people who applied. >> Wow. >> It's quite quite the pool that we've had to to choose from for these positions. Any other questions or comments about the positions? >> I feel like since Jeff's not here, I'm just going to say a statement. I feel like he said a lot is we don't hire based on necessarily experience or how much it's going to cost us. We base it on the best candidate for the job. So I I I love the comment. I just wanted to say that because I feel like >> No. Yeah. I didn't think we hired him because he was cheap. I think we hired him because he was a superstar and I wanted to hear about
129why he was. >> Thank you. >> Yeah. So, uh, >> great. Any other questions or comments? All in favor? Okay. Unanimous. Okay. Can I have another motion? Does somebody want to put another motion forward? Do we have two left on the list? >> I'll go. >> Okay. >> Uh, I move to approve the position of GHS assistant principal as presented. >> Thank you. >> Second. Thank you, Jesse. All right, so we had an opening for an assistant principal at the high school. Um, and I believe Anukica, you were on the second interview committee. >> I was. >> Um, is there I guess anything that you would want to share? >> Uh, so I was part of the interview committee for the second round. I think we had two really great candidates who participated in that
130process and um I fully agree with the recommendation that Jeff has passed along to us for this evening. Not sure that I have much more to say, but if people have specific questions, I'm happy to >> We had a nice letter that was included to us about the particular candidate. Um and yeah that he was named the uh assistant principal of the year in 2025. Um so >> y >> go ahead. >> Uh is the job description posted somewhere publicly? >> Should it should have been posted when we hired. Do you mean is it still >> or on our website? Is that somewhere? >> Um >> take a look. I don't think it's on our website. We have a we have our HR um you know our HR handbook and I think it's part of
131that. >> Okay. >> But if anybody wants a job description on that, I'm sure we could we could provide that. So >> So the reason I ask this is personal. Um >> two weeks ago at our district budget meeting to answer a community question regarding the hiring of the assistant principal. I fumbled the ball. Um, and so Don, I'm glad you're here because I want to apologize to you for making it sound like all you did was chase down students smoking in the boys' room. Um, so if you'll allow me, because if this document is not available to everybody, I want to read publicly the responsibilities that you currently have as well as what that we're hiring this person for. uh assigned school department supervision and direction including Broadco Academy and student services comprehensive student
132support grades 9 through 12 monitoring and enforcement of attendance 504 plan coordination and management MTSS student support team coordinator support safety drills and planning matrix course schedule assigned district committees 8th grade transition coordination transportation and parking career and technical education leaison on before and after school supervision. The district leadership team member of the instructional leadership team for the high school facilitator and operational leadership team of the operational leadership team. Extracurricular supervision as requested teacher evaluation and supervision development and enforcement of the GHS student handbook. Staff professional development development and enforcement of schoolwide process and protocol summer credit recovery programs. Uh and anyway, that's a very long list and it just demonstrates why two assistant principles uh are necessary. >> And yeah, and to touch base on the enrollment thing that we also mentioned, our high
133school is enrollment. >> Exactly. Students. >> Exactly. >> I did serve on that second interview. >> Oh, you did? Oh, anything else to add? >> Great candidates, both of them. And uh this particular individual is a high quality candidate for the high school. >> Awesome. Thank you. I mean to see that we had 15 applications. I know serving in in school leadership is just challenging to find people for and that we had 15 people apply. I was happy that we had a good pool to choose from and an excellent candidate. >> Um can we get some understanding and definition as to why we need two? >> Um you're not miked, so we're not we we're not actually asking you to answer that question because nobody else would be able to hear it. Um we can
134did >> perhaps to clarify what I just read is that the same as the second >> they they do >> assistant principal >> my understanding is that their student more um what's the word academic support for students. >> Yeah. And and you also have uh the other assistant principal is also responsible for guidance services and those types of activities as well. So there's definitely a segregation of duties between those positions. >> Yes. >> Yeah. And this one's specifically mentioning Broadco Academy for example. So there is um division >> I think when we added the second admin administrator in that building that's when the clear division >> that's when the clear division happened and um and it is you know definitely enrollment as well. >> Yeah. And how long have we had the two >> how
135many years? Four. Thank you. Okay. Four years. Thank you, >> John. >> Since we do have a subject at our expert here, could I would love to hear his opinion if he wouldn't mind because I think you might be able to better >> if you talk just go to the mic. Thank you. >> Yeah, I I'll keep it short. I so mo we have a lot of responsibilities that are separate um as you as you read off but there's a lot of also um there's some overlap like you know we're working with students we often we share that responsibility we're doing investigations we share that responsibility so some of what you read some of those things Jackie and I share together we both work on those things but then there's also some separate things that
136we do and you listed a lot of those and there's some separate things that that she works on as well >> so I presume there things that would be in Jackie's roles? >> Yeah, there are some things like she does she she really supports student services and really works with our guidance department um much more so than I do. there there's times that I do, but in general she like I oversee the BCA Broadco and she works with the guidance department like in a larger capacity although she can also help out with BCA sometimes but we just we just have different you know priorities I guess. Yep. >> Great other Yeah. I just wanted to make sure he wasn't talking in the audience because nobody here. >> Thank you. Okay. Other questions, >> Sarah? Does
137that answer your question? >> I don't know. Um um I'm I'm struggling with um the second position, and I know it's not a new second position, but it's a time when we can review the second position. um in my mind and um at I guess I don't I don't have my data in front of me about the when coming um the heavy increase in enrollment at GM G between GMS and GHS and and I realize this is already hired. This is already approved. These are all so >> and we and we know those discussions are always on the table but yeah um we do have a candidate in front of us right >> um and we you know I always like your questions. Thank you. Any >> I I think it's fair to echo a
138little bit of what Sarah said because I think it's important to understand like is this redundancy or is this an absolute need? I mean this this is a time in our community where uh a budget did not pass or in North Yarmouth and Cumberland carried it right over the last year. Um so I think >> twice. >> Correct. Yes. I didn't Yes. >> Well, no. No, the school um that year when they said no on the school, the budget did pass in North Arab. >> Yes. Thank you for the correction. Um so I think it's important to bring up and I think it got discussed at the finance committee in length. Um it is definitely a it was a topic of much disc uh discussion um and likely so >> I appreciate that recognition. Um
139oh go yes you have to go up there though. I I can't recall everything, but what I can tell you is there was some consolidation of some positions when that position was created. We had a half a time dean of students at the time that was helping out with a lot of that discipline. Um we had a person that was just doing guidance direction at that time. So there was a so those those positions um were consolidated into another, you know, assistant principal position. So if I'm going just say if we don't have that position then we're going to have to create something else because even before the the increase in enrollment we had some other supports there to accomplish what needed to be accomplished and it still wasn't quite enough. >> So there were
140dollars there were dollars in other places. >> Absolutely. >> That okay that's a great reminder Don >> I don't remember at all but there was I know those two I know those two things. >> Yeah >> I do recall. Great reminder because I remember those during the budget process when we were doing that that >> so yeah it wasn't just all new dollars being put into the the second principal position it that dollars were taken from other supporting areas to cover at least a portion of that position >> and I'm looking at um the budget brochure because that was easy to pull up the projected 2627 enrollment and uh next year our sophomore class is at 180 Our current senior class, I know this because I have a senior is 153. Uh, and the incoming
141freshman will be 169. So, right there with uh >> 10 >> senior class moving out, we have a a freshman class that is >> Yeah. >> 16 60 >> class moving in. And then the year after that, it's 173 eighth graders. So, we are definitely looking at big numbers >> and and I just want to reiterate that I have full support of administration and teachers and students and um I'm hearing overwhelmingly from my community that there's struggles to pay and there's huge concerns for the coming years and my my view is we need to watch every single penny and we need to validate every single penny and um everyone needs to really feel good about it because it's a lot of pennies. >> Yeah. No, I appreciate that, Sarah. Um and that's why I know
142you and I have talked over years like let's let's how early in the process um that we address any of the these issues. And so that's why we're backing up our finance meetings next year to start even earlier and be even more broader um to make sure that we continue to evaluate. And thank you for Sean reminding of how much of the conversation also happened in finance. >> And I just want to add one more thing. I think it's tough in a time like this just as a community as a whole, the state, the country that expectations may not align with pur strengths, right? So as much as that conversation is really tough, expectations have to align with pur strings because at the end of the day, that's what we got to spend. >> So
143I just over the next year, that's something that keeps going through my head is our expectations might be here, but our burst rings might be down here. And a lot of times they're close, but I don't think they're that close right now. So, not that easy >> and we're not unique uh district in in those conversations. Yeah. >> Any other questions on this position? All in favor? All opposed? Okay, we have one more. Can I I can say it because I don't know which it is. Can I have a motion to approve uh the prek coordinator position as presented? >> So moved. >> Thank you, Lauren. Can I get a second? >> Second. >> Thank you, Jesse. Um so this position in particular, I know I had questions about the timing. I know other board
144members had questions about the timing. Um that was part of why um I asked to review you know the process of like remind me um why this is coming up now. Um and it is that every any position that was in the district approved budget gets posted um and then it goes through the process. There was as we mentioned two other positions um at the middle school that are also working through the hiring process. They're just they weren't as far along. Probably more people involved. >> Yeah, they weren't ready for the meeting tonight. >> Weren't ready for the meeting tonight. >> Um I know there's been a lot of questions about this uh particular position. Uh especially as we're looking to implement a new um program. We know that we need to serve we're required
145to serve um three and four year olds in our schools with uh IEPs. Um and so this position has been talked about for a bit. Um including at our district budget meeting. Um the committee is still working. They're working very hard uh considering in in less than two weeks uh they're going to be presenting to the board um their plan um but the the board um thought regardless of the plan um that this position it was something that was important to include. That's why we moved it forward. Um, and then the only other thing I wanted to mention which may be unique about this position versus some of the other teacher positions is that is year round. So it would be a start date obviously earlier than um a a teacher per se. So, um
146I know those were some of the questions that I had gotten before this meeting that I had before um this meeting about this position being presented, but just wanted to open up for other board members. Um or also, I know Lauren, you've been very involved in reviewing um the coordinator position, what other districts have done. Um I don't know if there's anything that you want to add based on the work that your committee's been doing about this position. Um the committee hasn't really been focused on this position. We're more focused on the the model that we're going to recommend. Um but um I have an understanding of what this position uh is anticipated to um some of the responsibilities they'll um take on. So I can answer I could explain that if that would be
147helpful. Um uh so regardless of the model that we choose um this person is going to have to do a number of things um including um building uh knowledge of our existing program and the one that whatever model that we choose um in the expanded uh version for FAPE for three and four year olds um they're going to have to engage in the state's cohort learning and activities with the Department of Education. They're going to have to build an established relationship with our community partners. They're going to be coordinating with CDS and families regarding the incoming IEPs and holding all the meetings regarding the same. They're going to begin evaluations for students. Um they're going to be responsible for all the IEP paperwork and compliance. um they're going to be building the program um and
148all the operational details. They're uh if we choose to do a partnership model, they're going to be developing the memorandum of understanding with our community partners. They're going to be gathering enrollment and child count data to confirm the student needs and staffing and our operations. They're um going to be administering kindergarten transition meetings in the spring. Um, and this is all that we sort of can know and anticipate. Now, from what we understand, the state, this is all kind of a work in progress. So, the state is constantly changing um the expectations and so we're kind of bobbing and weaving um and preparing for that to change. So that's just some of the things that are going to be on this person's plate and have to be ready to do um again kind of regardless
149of the model. >> Okay. And I will say we keep uh mis uh labeling on our agenda the name of this position because in the documents that we have in our folder are not the same as the agenda. But the position that's listed is early childhood special education coordinator. >> Um, and I think we've often, I myself included, have quickly instead referred to it as a prek coordinator. Um, which is very different than the an early childhood special education coordinator and what that program and what the the committee is is about. It is not about broader um prek. It's about serving the needs of our um special special education population. So, I just wanted to make sure I also mentioned that. >> What other questions do people have? >> Who was um in on the
150interview committee? >> Yeah. Um >> Julie, Corey, Jane, Courtney, Lisa Hart. >> So, nobody's here. Um but I presume that looking at their teaching experience uh educational data c can can we say confidently that uh Jessica will walk in and be able to adapt to whatever it is like I presume they know that we don't have a program yet and they are willing to build the program depending on what we decide. >> Yes, I had a chance to talk with Julie Olsen um and I also um I meet with each one of the new hires and so forth and in looking at her credentials and also in talking with Julie, this is absolutely the right person and her experience with CDS is incredible and will help us extensively. >> I can I can speak to
151the candidate. Um I was in a meeting with her this week and I've met with her several times. Um, she's a very nice lady who seems to have her ducks in a row and is very nervous about how the transition between CDS and the district are going to go. >> Um, and is quite frustrated by the challenge of the lack of information. Um, I shared with Leanne and I had a had a brief conversation. Um, I have a child who has um some high needs within his IEP and I was notified that um because I am at a two and not a three because I have not not completed my bells and whistles um that the child would no longer receive his services effective June 1st because nothing is different. But um so CDS did
152go back um and he will get services through June 19th, the end of school. His um extended year services um have been declined or are currently in dispute. not because of anything being different except um there's the state has to approve the fact that I've gone from a two to a three. So um >> and so in terms of this candidate and your relationship, you said frustrated with lack of communication. Is it lack of communication from the state >> through the the information? um highway, >> okay, and and the challenge um within DOE and DHS and the lack of conversation between these two entities. Um my fingerprint and full background check in DHS is invalid at the Department of Education. So, if I were to come and work at the district, all of that would
153need to be redone. It's the exact same company. It's the exact same document. It's the exact same information. And that it was the is the frustration that I um >> And so do you refer to >> do you get this sense that her frustration has is motivation for her to really get this right in our district. >> That would be my hope. That would be the intent. >> Um >> I can't imagine what providers and families have to go through to get services. And I think that's why it's so important for us to want to like get this right because if we are able to get kids these services like the educational outcomes are so much better um the younger that they get served. So, I just this is just so important to get right
154>> and I I continue to feel and I'm in the I'm in the business. This position is not necessary to be a fullyear position at this time. I would prefer it to be um a halfyear position. We have people within the district that are already doing some of this work. Um and especially given that we will not have the children to be managing. But I know again that's a separate issue. >> So the position won't start this summer. It'll start September one. >> September. Okay. >> Okay. And it'll be on basically a school year or through you know and run through like a teacher would run through that that type of a school year. >> And then it will have time that we'll look at extra days in the summer. >> Okay. starting with 20
155starting starting with 27. Okay. >> Um when the position is actually needed. So there will be >> um it won't be this summer but the following summer where there'll be the work that would happen during the summertime for this position. >> I'm sorry that I missed >> No, I just wanted to clarify that that you know so that um everyone would understand this position doesn't start July one. >> Okay. >> It starts like a regular teaching but it will have responsibilities through next summer because that's where a lot of >> Exactly. It'll it'll basically the position will work the teacher work year until we start adding additional days to the position >> for the work that needs to happen for the program for the following year. >> Okay. So, same as like the teachers that
156we you know just approved that they start. >> Yeah. It's not a it's not a teaching position but it's a it's the um you know it's the early childhood specialist position. >> Okay. We have a number of physicians that fall on what we call uh letters of employment >> uh such as like psychologists, BCBAs, our physical therapists all work those same types of uh years. We follow >> the the um salary scale. >> Okay. >> But the issue is is that these positions actually require more time >> and more days. >> Okay. Thank you for that clarification. And just to to also to further clarify um because this was a discussion we had a lot in our finance meetings. If we were to push off hiring for this position even by six months, this person
157>> might not be available um and then we might not have as strong a candidate who can help us navigate. So you know that was why I personally felt confident approving this as starting now especially given that as of right now this position will be build to the state and so it's worth it I believe to start now even though it's a budget item uh now it's an investment in getting making sure that we get the right person because it sounds like this is the right person. So, it's worth the money that we're getting reimbured for. Anyway, >> I'll tell you too in in looking at job descriptions and understanding this role, a number of districts are looking for this person right now. >> So, we are definitely in competition. >> Okay, that that's helpful
158context. >> Helpful. >> Other questions, Monica? Um, so I've supported hiring for this position, but I was certainly among those who um was concerned when I saw it on our agenda to approve tonight. And I appreciate the explanation, Scott, that you gave of how that process works in the district where once the school board has approved the budget in April that those positions get posted. Um, I guess a follow-up question I would have to that is whether you know, and you might not know this information, um, but maybe you do off the top of your head, whether that is common practice within districts to post positions upon board approval of a budget. >> I can't answer it for all districts, but I can tell you that when you start seeing advertisements, they're in April. So,
159and usually, uh, budgets aren't approved and, you know, are actually finally voted on till June or May in some of these in some of the districts and so forth. So, I don't have that data in front of me, but I can tell you that what we see is a number of a number of job openings this time of year in which we need to fill. So, >> we we can certainly look into that for >> future. We can look into >> Well, and specifically, I think even more so for those new positions versus uh filling of vacancies. Yeah, I I would say that that's probably the case just by the data that I see. >> I have an irritating hypothetical question. >> I know it's Go ahead. >> It's irritating and hypothetical. >> I have
160to tell you not to ask it, Sarah. >> But um I guess I'm concerned about the budget and the concerns about the budget and what happens if we hire all these people and then the budget's not approved. Well, I and Scott, please correct me if I'm wrong. The warrants, the cost centers have all been approved. Correct. So, >> like how and I and I know this is totally hypothetical. No, I know. I'm answering your question because if it had come up at the district budget meeting um a motion had been made for cost center one and that um motion was approved, meaning we would have to reduce our budget for cost center one, right? But th since those warrants have now been approved, wouldn't that mean that we would I don't want to say have
161the freedom, but we would have the flexibility to look at the budget as a whole. >> So, so if the budget fails, okay, >> it's going to pass. Okay. Um, but if if the budget was to fail, you have to go back through the same process all over again. So, you would have to go back to a district meeting. >> We would have to do warrants all over. You would have to start that warrant process again and then you would have to have another vote and you would continue that process until you actually passed a budget. >> Okay. Thank you. I thought once the warrants were approved, >> you would have to do the district >> you still do the district meeting and then you still go to the polls. That's my understanding. Okay. >>
162Okay. Yeah. I It was as much a process question. I just >> Well, and Kim, you and I, we've talked a lot about um >> doing our best to um stay away from lives and and um looking at positions that don't have people in them versus like, am I making any sense? >> Um people cutting >> cutting people. >> Yeah. >> Right. >> Yeah. >> So, absolutely. No, I feel like we're putting people in them, right? Causes me concern. >> Followup question is then, so what happens to this um early childhood person in the interim when we're in this new budget process? >> The you you work off the last budget that was basically approved at the district budget meeting until you pass a budget. So, it's whatever you proposed at your last budget is
163the one that would be worked off until the next one was approved. Okay? And you know, at that point, the budget could either go down or it could go up. I've seen budgets go back out again and people come out and increase areas of the budget. I've seen them go out again and get reduced. So, it it goes both ways. >> And I think I remember one time that >> in probably 10 or 15 years that it didn't pass. So, I mean, I'm purely hypothetical. >> It was the same number of yeses and the same number of nos. >> Yes. >> And um and it didn't pass. and we went back out with some small adjustments and it overwhelmingly passed at the district budget meeting and overwhelmingly passed at the polls. So, >> yeah, when
164we went back out, >> thank you for entertaining my irritating and hypothetical questions. >> Clearly, I'm Sarah process. Um, >> just to dubtail it back to this, um, I feel a lot more comfortable about this position knowing that it's the September first start because a lot of our conversation was should this start mid year, which would be January and now we're kind of in between it. That makes me feel a little bit better about it because I think I was leaning the other way the whole time as well. So, >> okay. >> And remember, this position is going to carry funding with it. So, this may not be the position you look to reduce, >> okay, in the in the failure of a budget. Um, because this one will have dollars that are attached to
165it in reimbursement. So, >> correct. and we chose to put the cost in there and not assume that we're getting the money whereas we could have just >> just as a caution, right? Um but um but yeah, so this this >> which annoyed me, but whatever. >> But it's uh you would have had we would have had to put the revenue on the other side. Okay. And then still carried the expense. Um but but yes, so that may not be the the board may not choose to go that direction just because of the funding that's attached to it. >> Yeah. >> Any other questions? All in favor? All >> opposed. Thank you. I appreciate the conversation. All right. Committee reports. You're up. Okay. I'm by myself tonight. Katie's left me. Um but no, she's actually
166doing good stuff. Um, tonight Katie is at her IB celebration of completion night. That's like right before graduation. That's like her final big I mean completing IB and getting her IB diploma. That's huge. I chose not to take the IB route and that's it's a lot. >> So, I praise Katie for that, but sad to miss her tonight. Um, some stuff going on in the arts recently. Um, specifically at the high school, we had a band concert, a jazz night, and an art show all within the past like two weeks of each other. Um, I got to go to the art show. It was conveniently during the evening of excellence that we had the other night. So, I went early and I went and I saw all my friends art. Super cool. Um, I didn't
167take art. Um, and I'm not an artist, but I applaud kids that can put their art up on display. Um, so it was really nice to see. I saw a lot of students there, um, looking at the art, displaying their own art. It's super cool. I love when students are able to be creative with their learning. That's always important. So, that was super fun. Uh, we had prom last weekend. >> It was just >> last weekend. Yes, last weekend. Um, so my class planned prom this year. Um, my junior class planned prom and we had a ocean gateway which was beautiful. Um, that was probably the coolest I've been to. This is my third prom that I went to and so cool. Um, I liked that it was like in a really big area. Um,
168I don't like when we're in like small areas for prom. Stresses me out. Um, so that was super cool. It took a lot of planning um, from the prom committee and our class officers and a lot of um, student input and a lot of teacher input, too. Um, and we had a lot of administrators there trying to help out and like keep from on the on the appropriate level. So, thank you, Mr. Gray. Um, but yeah, it was super fun and I'm really happy with how that turned out. It took a lot of planning. Um, the seniors are gone and it's our last few weeks of school before finals, so everyone's kind of just like pushing through it. Everything's really busy right now. Um, but I think it's a good busy. Um, I mean, spring
169sports are in full swing and it's always fun to go support your friends in sports or in whatever um, activities they do outside of school. So, it's a fun yet stressful last couple weeks of school, but the hallways feel very empty without the seniors. And I say this every year, but I don't get used to it. I don't get used to them leaving and it just feeling so empty. Or like I'll pull into the parking lot and everyone's just gone. And I'm like, this is so >> Yeah, but you got a parking space. >> I can find a park. The sophomores aren't taking my parking spots. They took the seniors. So, that's nice. Um Yeah, that's really all I got. >> Yeah. And can you believe that like you're uh knocking on the the >>
170I know. Yeah. >> We had um applications to be senior mentors and I like was like this is crazy that I'm filling this out right now. >> Crazy. But I'm excited. Yep. >> Thank you, Kaitlin. Um finance. We're pretty much in a holding pattern at the moment. Uh just waiting to make sure the budget passes and then and then we'll move on from there. And and I will just echo what uh Leanne said that I am very much looking forward to a an adjusted schedule, a better schedule I think for next year. >> Thank you, Kim. All right, Jesse. policy. Um, so we have a first read tonight, but before I get to that, uh, policy, we have been grappling with the B-to-bell cell phone. Um, policy that we need to put into place. We
171were, we was already in the works, luckily, uh, because we saw this coming. So, um, had some good meetings. The last piece that we were grappling with uh was whether or not to leave it to building administrators to figure out um the policy for having the cell phones not available uh or whether to put into policy that cell phones should be uh stored, right? So the it was off and away. Does the cell phone like at the middle school just have to be often in your bag? And we would do the same thing at the high school or do we want to go for a storage solution of which there are many, some are more expensive, some are less expensive. Um, and Mari Trabelock uh came and presented at our last policy meeting and brought
172a lot of really compelling evidence about why even having a cell phone that's off in your and away uh just its proximity to you uh provides a dopamine hit and distraction. Um, and they've measured the effects of it. science has done done the research and it has like a it's like a negative.3 effect. Um and like being severely bullied has a negative 2.8 or 28 effect. So just having your cell phone nearby has like a negative uh educational outcome equivalent to being bullied. Um so yeah, it was a really compelling case that just like locking the cell phones up or having them put away. Um and Carl Francis, you know, took that very seriously. he thought maybe the teachers um and students and parents would have an issue with that. Logistically, it might be more
173difficult. So, yeah, we basically spent the whole time discussing do we go with what we know is better for educational outcomes and mental health um but maybe will be difficult to implement or do we go with the thing that allows students to have their phones with them >> and >> we're going to decide at our next meeting where to go >> and watches. Oh, watches. We also talked watches because some some nameless uh schoolboard members like watches. Uh but our hands are tied. They are also a connected device. So >> well and it's it's lit it's listed in >> they will also have to be locked. >> Yeah. So we will be coming to our final decision. That's the last little piece um of the policy. And so it'll be cell phone policy will be
174available for first read at the next meeting. So anyone in the public if you'd like to come talk to us about what you think of the policy and whether you agree with it or not. Next meeting is your chance before we then do second read at our last schoolboard meeting. >> Yeah. And there's going to be such a huge parent education piece. >> Yes. Yeah. Which we talked about uh as well because I mean the the results that Julie or um Mari brought is like it's pretty shocking like how how much of a negative impact even just having your phone nearby let alone being on it. Um, and also that you know students even when they're not supposed to have them tend to use them up to one to four hours a day. Um, just
175sneaking them in the bathroom wherever. So yeah, we'll we'll decide that at our our next policy meeting. Um, whether to put that into policy or still leave it up to the building administrators. >> Is it a time where student reps another one none of the student reps were either able to attend? I know it was like in the middle of the day. Um, >> no, neither student reps were there. >> But we got we got input from from students. Um, yeah. And I think having them locked up. I know a big concern from for students was like the safety blanket of having their cell phones nearby even if they're off because if there's an emergency, they can pull them out of their backpacks. And so if we have them locked up, that is something we
176will have to grapple with on the safety and security committee and make sure we have policies and educate parents and you know, so we welcome input if anybody wants to come talk to us about it at our first read at our next meeting. >> Um, and our first read for tonight is uh EFC, free and reduced priced food services. Um, yeah, just some tweaks here to align with main state law. Um, yeah, if anybody has questions, I'm happy to go over them, but all of this all of this language came from Drum and Woodsome to align with main state law. So, >> okay. So, it was direct from >> Yeah. >> Okay. >> We didn't have much input, I don't think. Did we? Um, I think this was just about the free that it's free
177now. Yeah. >> Which just occurred to me. Maybe it should just be called free food services. >> That's true. >> I didn't think about it. >> Don't look at the the title doesn't get as much scrutiny, right, as we saw with our entitled prek. >> Right. I I didn't notice that till now. >> Noted. We'll talk about that at our next policy meeting and we may have that adjustment for you for second read. Any other questions on this policy? >> As always, feel free to if you see anything, Anukica, I'm talking to you. If you find any small changes that we didn't catch, feel free to send them to me and I'll get them in there before second read. >> So far so good, Jesse. >> That's it for me. >> All right. Um, so
178the facilities committee, I know Tim wasn't able to join us tonight and I'm forgetting. Is it Sean that agreed to >> Yes, I agreed. >> Um, facilities committee. Uh, we had a meeting uh last week if I'm correct. Um, and the big topic last week was the playground presentation by Corey. Um the we had the architect uh from the um as well as Doug there and Corey presented the playground. Uh I was very impressed with what came forward and I wish I had snuck that off the table with me so I could show you guys right now. Um there was a lot of thought um and intention that went into the playground. I think I saw so much I was kind of shocked because um the 30,000 foot view looking down on why we're doing
179things was there and as well as brought it all the way down to the ground level and kind of understood what the implications of each item that they had chosen for the application especially the uh prek area uh was very suited for um outside learning and not just a play space. >> So that was great. Um and then we uh talked about this um wonderful uh first read on the facilities plan. I know it was included in the board packet. I do not have an ability to put it on the screen if we chose to. So I don't know if anybody else has the ability um to put it up there for us. >> Nope. >> Perfect. Okay. Um, so we were uh charged with coming up with a long-term facilities plan um over the
180last year. That's what we've been working on. Um, I want to start with saying that it's not saying that we didn't have a long-term facilities plan already in place. And then this is something monitored regularly. It's just something that we felt was required um with the new strategic plan so it could align with it moving forward. Um, with that said, I would want to give a big thank you to U. Don Foster, uh, Scott Puland, uh, Jeff and many others on the, um, facilities committee and within the district. Um, they went, there's a lot of time, effort, and energy that went into that, and it shows. Um, we base most of this on, um, what the draft plan was, the strategic plan. So we tried to align those two together as we uh developed this
181plan. Um there are three um priorities that came out of this. Um and most of them the first priority is critical infrastructure and safety. The second priority is short-term projects and strategic enhancements. And the third prior level priority is long-term projects and site improvements. um these are all based on the idea that everything with the one campus project and the new buildings and addition um are going as planned. So these don't these are outside of those. Um so I just wanted to quickly go over um the priority levels and what goes below them. So priority level one um the key things in there are the track um we either going to have to resurface it um or replace it. it is at the end of his nearing the end of his life cycle. Some may
182say it's beyond at the end of his life cycle. Um uh the next thing would be the safety and security upgrades. Um the PA system in the high school and a key swipe at the doors, which would be a great improvement beyond what we have right now. Um one of the things that's always been on the plan um that keeps coming back up is the HVAC modernization, especially at the middle school. That is the original system that was when the building was put in. Um so obviously it is passed its life cycle and we have keeping it going right now. So it needs to be on the priority list right at the top. Um as well as new requirements for temperature control through the state and the policy committee um which would key in what
183we need to do with high school with energy product um projects going forward. um in priority uh level two short-term projects and strategic enhancements. Um we were looking at the swimming pool facility. Um it was put in in 1966 if I remember correctly because I was there. No. Um >> yeah. Um and it is uh it was based on standards that are from that time period. Obviously, um, now we no longer have diving there because it is not deep enough as per current standards. Um, and there's no >> We did dive in it. >> We we took the diving board out. >> Um, there's not really enough viewing um, room. If you've ever been to a swim meet or tried to go to swim meet there, there's never been enough room even when I was
184in 20 something years ago when I was there. Um, so that become always an issue be it heating, cleaning, all the issues associated with it. Um, another one is postportable field restoration at the middle school. Obviously, there was a softball field there at one point as well as um the new arsenic mound containment on the far end. So, we'll have to look at how we're going to reestablish those fields afterwards. Um, art and STEM space expansion. Um mostly just understanding what spaces we have um how they relate to renovating those spaces and as STEM and art change over time, how do we uh meet those needs? Um upgrading IT infrastructure always a priority. Um even with the conversation we've had tonight about how much technology is required in the classroom, we still need to support
185our current systems best we can. it's cheaper to repair as we go instead of having to replace big IT infrastructure. Um a central office improvement plan. Um I think there's definitely some talk in that regarding um efficiency with the building and also what we need for staffing there and how much room we have. Um fieldhouse ventilation and functional improvement and then um sustainability and energy efficiency upgrades. Um um most likely this will be from what I'm reading uh grant funded. So I think there >> didn't we get an email about that? >> Yes. >> Uhhuh. >> Yes. So we will address that as it comes. Um then we go on to priority level three um long-term projects and site improvements. Um the first one on there is turf installation opportunities. Um there's some definite talk
186back and forth about where and um we could put that and if it's applicable for those spaces. Uh road signage and wayfinding improvements. Um I think with the new campus that there's enough road shifts that um we need better signage going forward down the road. Um generator backups districtwide and facility buildings. Um sizing them cost cost benefit. um really road uh field enhancements. Um we talked about it tonight um about the lease. So uh what we can add there or what we need. Um and then one of the things that we noticed on our walkound um foundation registration on high school um definitely on the back side of the building there on all the wings. If you look at the uh foundation there, there's parts of it uh cracking, peeling away. Um it's definitely something
187on our radar. Um and then a continued ghs uh study to look at um space and implication for teacher space needs going forward with the class size increases. Um those are where we're at right now. Um the next steps we need to do now that we are getting closer to having approved uh strategic plan is to get um further community input. Um and then feasibility of each one of these items and get cost estimates from the architect so we can better allocate resources and bit a better timeline and spread the cost out over time. Um which comes with phase p planning funding strategy and uh obviously an ongoing review. I feel like there's always something that we need to add. Um, so we have some older buildings that are going to need maintenance constantly and
188I think we've had a really great approach thus far and especially over the last five, six years that we are doing a great job keeping up our buildings because there's plenty of school districts in our state and our um, fellow communities around us that haven't been able to do that and they are not a good position at all. So, I appreciate those that came before me and maybe one individual that's leaving this year for all their work. >> And there is many more things to this. I I would, you know, encourage everybody to read through this and if there's any more questions, please email anybody on the facilities committee and we can answer those before our next meeting and we go over this. >> I did want to catch you, Sean, uh earlier and I
189didn't have a chance to, but we did uh have drafted an RFQ for the resurfacing of the track. And so that'll be going out for uh uh for basically a request for qualifications and uh see what we get for vendors on that >> because we want to be able to resurface before we have to replace it because >> if we resurface it and we can we feel if we get to it now that we won't have to uh do any um site work and tear the thing up. Um, but you know, we're going to get requests uh from uh from vendors and see what the proposals are in order. Um, you know, some may recommend taking it up, some may recommend resurfacing it. Um, we don't know until we get the proposals in and then
190meet with the ones that we're interested in and go from there. >> Okay. >> Did you can I just point one thing out? I don't know if you said it that um part of this plan was done with community input that that Tim did reach out and get community input which I think is an sort of new thing for facilities in my years on the board on the facilities committee. I don't recall us doing that in the past >> which I thought was um an interesting and creative thing to do. A lot of the community input was about safety and security and that's reflected in this plan. Um but it's it's just worth mentioning that that that there that input um is involved in this now >> and on that was part of the yeah
191say I mean that was a great collaboration too between the curriculum committee and the facilities committee because that was a question that we asked about in the focus groups that we led and we were able to share that um information and input that we heard back with with Tim. but he was also really great about pursuing that and requesting that and making sure that that went into informing this plan. >> I had a question about the road um signage improvements wayfinding. Is there a reason that that it educate me here? Um, it feels like it's pretty far down and yet the one campus project to me sort of lends itself to at least doing some of that. And I'm going to ask one more time, could we please change the color of the dividing line
192to yellow out here in the Geer parking lot? Uh, but yeah, just curious like what will happen with the one campus project and then what would have to wait? >> Do you know? I don't have a solid answer for that because I feel like there's been so much different opinions and talking points on that uh subject, especially last year when we were um specifically in the building committee and how that applied to the transition with the roads. I I don't want to make any assumptions, so I think um Jeff might be the guy to answer that question. >> Okay. >> Unless you have a good answer. No, I mean we've had our we've had um uh conversations with the architect about new signage and I think that you know they'll what it may be is
193a staging of the signage. >> Okay. >> Um you know there may be some initial signage as part of the project and then maybe some uh more detailed signage beyond that but we have looked at that and have looked at it being part of the one campus project. So >> I think all the new traffic patterns will have signage they will have signage and stuff. Yep. >> Significant changes. >> Yeah. So, okay. Yeah, >> thanks. >> Yeah, I I had the same question, Kim. I Were you looking at the priority level three or the >> and the five-year road map? >> Yeah. >> Um because it seems like we would do that at the same time that the configuration um the major reconfiguration um would be happening, >> right? >> Yeah. >> I just want
194to say thank you for putting this together on paper and giving it some priority levels. So, you know, we've talked about it a lot in finance and having that um to go kind of hand inand >> with it. What are we looking at from enrollment? What are we looking at from facilities? What are we looking at from curriculum? And just having the opportunity to put it all together and have a little bit of a five-year plan on paper to be able to um reflect on. So, I appreciate that very much. We also have um those are more those are larger capital items there, right? We also have minor capital items that are on like a 10-year plan and um that's actually been uh shared with Tim and I'm sure that'll be coming back to one
195of the facilities committee meetings which will >> tie hand inand in that. And I actually said RFQ, it's an RFP by the way, request for proposals, not qualifications. So, okay. I I have asked repeatedly for Scott to be downloaded and um there seems to be some questions about that ethically, but just saying, >> can we have AI? Scott, >> I I will say Sarah, um being on both committees, I feel like sometimes it I don't think it comes across this way, but I feel this way internally that I get to be the bad guy. As I look at most of the stuff at the facilities committ, I'm like, "Nope. Nope. Um, or we need to look at that again. Or how can we save money there? Um, because it I mean even I'm going to
196bring it up. Even the playground plan. Amazing. Like amazing. Right. >> How much does it cost? >> Right. Right. And we might see some slight modifications based on costing and and when it comes back. We didn't have solid numbers yet, so I can't say much beyond that, but that was a focus. >> I might have some insight or some available um designers, >> testers. >> Well, I have testers, too. Oh, they'll test you. No, don't you worry about that. Um, but I have to say going to I think I've gone to most of the facility meetings and it it really has been helpful to link this those two groups together um to see how it how it really all fits. Yeah, it's definitely one a big cost driver. So, >> huge >> um >> and
197important. >> I did want to recognize the pain in your voice when you read one word on this. >> Oh, yeah. >> I noticed that. >> I did. I did. Um that there is a a mention of of of turf opportunities. >> I'm glad that you had to read that in particular. I think it was just an open question. Uh are there are there places that on campus that could benefit from a the turf? >> Yeah, just to speak to that. Uh I think there's I gave you an open specifically there's the one area that always comes back up is the downward slope at Tuttle Town as it's very difficult to get grass to grow there. >> It's a dark hit. >> Yes, because grass takes over a year to establish and we don't have
198an over a year to lock it down. And um >> we've actually even sawed areas before and it doesn't last. It just gets tore up because there's, you know, 600 kids. >> So they go out on it. >> And talking about um Tuttle Town, um I don't know if it's going to be mentioned at one of the next meetings. Um but because we are going to be redoing the roof this year, um there's going to be a change to community access there. >> Um thank you. So, I'm sure Jeff can elaborate on that further, but just be aware that that playground will most likely not be available all summer long. >> Which is a big change >> because Yarmouth is also doing renovations at the Riverwalk. So, >> this summer. >> Yeah. Actually, the whole
199building isn't accessible because of the roof. So, and doing the roof repairs. We've kept staff out of there this summer coming up this summer. >> So, sorry I made you talk about turf more, but I think dirty kids are fine. >> Dirty kids are awesome. Dirty kids will grow. They will increase immunity. I I can do a half an hour on >> maybe longer. All right, we have three minutes before we have to vote to extend the meeting. >> All right, >> vote dirt. So, quickly, not specifically committee related, um, but one thing about each of our two students, I heard Caitlyn breeze over the evening of excellence, at which she was among those recognized. So, >> wanted to note that. And then I don't know if anyone else saw that they could have voted
200for Katie Wallace for spring athlete of the week, not this past Sunday in the Press Herald, but the Sunday before. So, >> I got to vote for her. I have no idea how you find out who won. So, I don't know. I think they post it on the same >> Okay. >> But I don't know. I don't think I'd see it get posted, but I voted for Katie, too. >> Don't worry. >> So, um, but curriculum committee, very brief update. We met on the 5th and reviewed the plan that >> you've been busy. >> Yes. Presented tonight. We have one meeting left for this academic year, which is this coming Tuesday. And, uh, Mari will be presenting an update on the CKLA implementation. That's kind of our big ticket item for that meeting. >> Great.
201>> Thank you, >> Kim. Equity. >> We also have our last scheduled meeting next week where we will finalize our review of the equity plan and put together our recommendation to the board on the future of the equity committee. >> Great. Thank you. Looking forward to that. Communications, Megan. >> Alrighty. Um, so as Carolyn Small alluded to, there will be a beam signing ceremony, which is a very sweet thing that will happen at the new school. >> Um, where the prek students will walk up from Mabel Eye to sign a beam that will be installed in the school. So the students sign and the school the incoming school staff, so preK through one staff will sign as well. Caroline will sign. >> I love that. Um, ideally then the beam would be lifted and and
202put into place with the kids, which is a really wonderful photo op, as one can imagine. We can't do it that way um because of where the beam will ultimately go. So, Carolyn had more information than I did about which day the beam signing is happening on because we're running out of days um with so many things happening like the senior walk and different like field trips and things like that. So, um, that is a very sweet thing and you'll see photos from that on a bunch of our ways that we reach out to share information. Um, so I just want to highlight some of these for the people watching, the people in the room that the community, the communications committee tries to disseminate information about our district and our students and all the wonderful
203things happening here through as many channels as possible. And that includes our social media which is Instagram and Facebook, the superintendence report which is via email, the Cumberland Crier for Cumberlandians, notes from town hall for norththeians, um the msad 51.org org website and the newest avenue is good news gley which is a hard copy onepage front and back only good news about gley students that is in its third edition coming out I think this week you can find that in um the offices of each building at town hall at the library at North Variety store or north convenience store um anywhere that we can physically put them and hopefully they don't get covered by somebody else's flyers. Um, I bring all these things up because many times people say things like, "I have no idea
204what's going on at that school. I have no idea. I don't know what's going on. I want to know, but I don't know." And we're certainly open to ideas, but that's those are our avenues. And the message that I want to get out is to encourage your parents, your friends, your group members, your neighbors to opt in. We can reach out through these avenues. We cannot reach out through mailers. A simple black and white mailer to just Cumberland on like a postcard is $1,200. And if you recall, most of our postage was cut from the budget for good reason. But we don't have other great ways to get to those people who don't, you know, use social media or go on our website. Um, so there's a little bit of an impass, but if you
205can get those people who want to know but don't know what's going on to opt in, to just get on the superintendent's report, to watch a schoolboard meeting, to look at the Cumberland Crier and the schoolboard section at the bottom, um, because I think it, you know, communication is a two-way street. We're going to put it out. We're going to keep putting out the good news, but we need people to receive, to actually read the emails, to opt in, and to know what we're doing. This is going to get really important as we get into our strate strategic plan which Mari alluded to because one of the heavy lifts there is building a database of Cumberland and North Yarmouth's resources, >> right? The people who do the jobs that are going to be helpful to
206our students. So the the um example that Mari brought up was Carolyn Small and somebody I think researching in Cumberland. Another one was when your kids in trigonometry and they're like, why do I need this? Well, if somebody from the community can say, I do this job and I use trig in this way, it's much more meaningful. So, as we build that database of people in our communities who have experience, who want to share with our students, there's going to be this need for people to start opting in, tell people how to how to get in touch with the school, tell people how to get the information, and then when we send out the emails and reach out to the community, it's encouraging people to opt in, to say yes or to click or to
207actually read the email. Um, because that that's going to be an exciting thing. And Jesse alluded to it earlier that there are a lot of personal comm connections that we have through this group, through the parents group, through the teachers, through all of us, but there are people out there who don't have kids in our district who don't really know what's what's going on, but probably who would benefit us greatly. So, it's um it's a multi-dimensional need and problem. Um, but when you talk to people out there, get them to often. >> Great. >> Join us. >> Thank you, Megan. Appreciate that. >> Can I piggy back on that? >> Sure. Can >> um I kind of see that I'm going to really date myself, but there was a commercial for a shampoo where it
208was you tell two people and they tell two people and then these faces would appear. And I really see the databases happening that way where um I say, "Hey, Megan, you are a doctor and I would love to have you in this database if there's a kid who, you know, wants to to learn more about that or or about sun safety, right?" And then you are telling somebody, "Hey, I did this cool presentation. You know what? You are an engineer. I would love to put you in the database." And so it may take a little while, but starting with what we already have. Um, and I just I hope it just keeps spreading and spreading and spreading. Um, but also thank you for the reminder to opt in because I just had this conversation with
209someone today and I appreciate that. >> Thank you. Um, Lauren, early childhood special education committee. >> Nailed it. >> See, >> good job. Um we have met a few times since our last board meeting. Um we have moved into the phase of deliberation and discussion. Um up until uh through um up until May we were focused on gathering information. Um so we had held a focus group. We had a member gather information about what neighboring districts were doing. Um we had a community survey um out there to try to gauge some information about what families with young children what what their thoughts and needs were around um uh uh child care and prek. Um, and we uh uh one of our members got information from community providers in Cumberland and North Yarmouth and we were
210able to sit in and meet with um the district's prek program. So that was kind of the first focus of our work and now we've held two meetings where we're discussing kind of all of that um and how the district can best meet its um obligations for child find and FABE for three and four year olds. Um we have one more meeting uh next Tuesday. Um uh the committee members have a lot of faith that we're going to come to consensus. Um, I I uh that that would be great. I I won't be shocked. I don't know. I shouldn't I don't know. There's just so many ways to do this. Uh so many considerations. It's a really interesting um topic that we're in. Um but we have a really wonderful group of really dedicated and
211passionate people. U we're really lucky to have such great um members in our community who are dedicated to this. >> Great. Thank you. Yes. And that'll be a big focus of our board meeting on the third. So, thank you. Um >> can can I just extend an invitation? Um I appreciate that you guys got to see the district prek program. I would welcome any and all of you to come and see my prek program >> and see what other what does it look like off-campus. >> Thank you sir. Appreciate that. >> All right. Um ad hoc committees. Anyone? >> Sure. >> Oh yeah. Safety. Um before do we motion to continue? Anyone pass nine? >> 10 minutes. >> I'd like to make a motion to continue talking. >> Can I get a second? >> I
212would second that. >> Second. Okay. All in favor? >> Okay. 10 minutes. >> All right. 10 minutes. >> Go ahead. >> Okay. Um, at our safety and security board meeting, we had um an excellent discussion of the May 1st Centiggics alert. Talking about safety and security is a little bit like fight club where like you really can't talk about it very much. So if I sound vague, it's very much on purpose. Um but we had a really really robust super comprehensive discussion with the safety and security committee about what happened on the first with the um happily the false alarm. Um a lot of action items came out of it, a lot of great ideas and a lot of agreement to continue talking about things. So um the event happened on the 1st. Parents and
213um caregivers were I you know quickly and appropriately notified through um bright arrow. A lot of questions remain but um I felt really super satisfied about the work that the committee is doing to continue re-examining Centiggics and and our safety and security um protocols. based on that. Um, you have anything to add? >> I do if you are. >> The last thing is, uh, the stop the bleed kits, the first 100 are almost built. The nurse at the high school, Erica Sarraas, who's amazing, has been hand building them. Um, I'll join her tomorrow to continue building and then they'll be distributed into the schools until um, so those are our first gorounds and then when we get the next infusion of cash to buy the next however many, more will be built. Great. So, it's
214happening. Thank you. >> I just wanted to say one thing else about the safety committee. Um, >> I will say that the stop belie. So, I just wanted to say that outright. You did most of that work >> um to make it happen. You pushed and it it got done. Um, so you're going to be missed on that committee greatly. >> So, thank you for all your hard work. >> My pleasure. and somebody else sitting over there. Um, Don, I don't know if you're going to be part of it next year, but you have pushed that committee leaps and bounds ahead and I just want to say a big thank you >> for everything you've done. Huge. >> Yeah. >> You've been instrumental in every act part of that. >> Yeah. Hopefully he still plays
215role. >> Can I say something? >> Um, I'm really glad I just want to comment and I'm really glad that the committee is is working through that experience. Um, I just want to make the comment because I heard it from so many parents that that was not a great experience for their kids or their par or the parents. So, I just want to publicly acknowledge that I heard that um and I just that's important >> and I think I think a lot of um I think a lot of people felt that way. The experience was so different between the schools and between the kids. And one of the questions that um was asked at the rehashing was did people respond appropriately? Like was the reaction of the kids and the staff was that how it
216was supposed to go down? And the answer was essentially yes. you know, there's there's a threat, the the systems are activated and then there are series of decisions that are made at the lower grade levels. They're made mostly by the adults. At the upper grade levels, they're made by it's sort of shared decision-m um and so yeah, no, I don't think it was a great experience for a lot of people in the high school. Um and it was talked about quite a lot. Um, and I think one thing that will be helpful, but it won't happen till next year, is that there's a plan to have a communitywide what is Alice? What is this thing that our kids are being taught as the way to respond to an emergency or an event in the schools?
217Because I think a lot of people who don't either work in the schools or do that kind of work don't know, you know, what what are our kids doing? So there will hopefully be a public what is Alice um sponsored I think by the town mostly by the PD. Is that right Don? Yeah. to explain to to people like us and parents and the the the towns what it is where um I think more light will be sort of shed on both what our kids and our and our staff are doing and like how do we understand that as parents because then as we get this maybe your kid won't have a cell phone with them and there could be some kind of emergency what happens then how do we feel safe then >> and
218all of that is addressed >> um by by the different programs that the safety and security committee are just working at all the time. >> Yeah, thanks for mentioning that. >> Yeah, I appreciate that being raised as a parent of two high schoolers. Um, one had a phone and one didn't and I can tell you how that felt. Um, and I we talked to about that. Um, but it's a consideration. >> I'm just going to piggyback a little bit. Um, I was I was concerned about the teachers and the staff and >> um did the and and this is probably not a question that you can answer. I would assume it's not information you would have. Um, but I'm hoping that at building levels there were opportunities to kind of detox what happened >> and
219what we did and how we can do it better. so that the teachers felt um that support because when you're the adult in charge and there's a traumatic situation and then it's it's not a traumatic situation, there is still a huge massive emotional fallout. >> Um >> and once again, our teachers just went back to work. >> Yeah, >> there was a circle back at the building levels with the staff. And if you want to jump in at any point because you were part of that. >> Just real real quick. Yes, there was. So I know at the high school there was a survey sent out and and I know that teachers went back and talked to their kids about what what happened and how what was learned. But the very next morning, that was
220on a Friday, Monday morning, uh Carl held a um a meeting before school started and invited everybody to that meeting to discuss what happened and talk through some of the learnings and you know the experience and so that that opportunity was given. >> But yeah, I heard even the students were concerned about their teachers. >> Right. Right. and and I know the middle school had a little bit of a different experience and um >> I just hope that there were opportunities for that to have been addressed as well. >> Don, you also made some protocol changes at the high school as well with the use of radios um is in without using the strategics program for certain items. >> Correct. We we're looking at changing, you know, things are always to improve and we'll we
221have a tabletop exercise actually scheduled for uh this upcoming upcoming week uh with the um you know the school safety center, the main school safety center is coming down and we're going to work with the Cumberland PD and our partners and go back through that with the learning that we just we just you know had from this event, right? and to improve further. But yes, you know, so the badge was was used and and so um you know, it was one of those events where it just was an anxious moment and so those things happen. So we did change protocol to try to eliminate you know those those false um reports from happening. So we do we do use we are using radios for certain for certain things and not going to use this in
222TIS because one is you can use it for staff alerts and then there's the Alice alert. So anyway >> and then there were also some changes made directly following the event for how um for how Centix communicates with all of the schools because there was a little confusion at the middle school. The other thing that was mentioned at the meeting was that um kids in the high school, students in the high school were given an opportunity to talk about what happened in advisory. >> Yeah. >> Okay. Not an enthusiastic. Yeah. But >> I don't I don't think that it was necessarily something that like every advisory formally went about talking about the same. I think it was a general conversation and kids who felt comfortable speaking about the situation because I think a lot of
223students kind of wanted it to be a pushed under the rug situation and like I don't want to talk about it. >> Um because obviously it was a very traumatizing experience for a lot of people. Um and I think it was important that it was talked about. Um but I definitely think that it was kind of a personal like advisorybased how much do we want to talk about this? >> Do we want to go into detail about whose experiences? because it is weird like and um Sarah mentioned like the the teacher aspect of it. Seeing your teacher hide in the closet is a new experience for people and like that's scary seeing like like administrators and facilitators like like also have that same like emotional response that students have. >> Um and I think I
224kind of had a question about the centiggics. I don't know if anyone knows the answer to this and like I know that there's um a security thing with how much students are because like they're connected to teachers badges and that's kind of like we're not allowed to have the teachers badges because that's their way of like alerting in an emergency. Um but I think a lot of kids were confused about in the moment like what communication was given to us because what we were taught um through Alice and in our advisories which we get a lot of information about um what we're supposed to do in these types of situations. But from my understanding, what we were told is there would be like a color of those lights that would come off that is supposed
225to have significance to whatever type of emergency is going on and that there would also be some sort of announcement as to where the emergency is in the school. And I think that the lack of that like information in the situation scared a lot of kids because although we do have our own choices of whether we stay in the school or we leave, I think that's very dependent on what we know about the emergency >> and the overall lack of knowledge in what was going on in the moment because it was an accident um and whatever happened. I think that was what was scary for a lot of kids because you're making a gut instinct decision >> based on very little >> and teachers are too because teachers had no idea what was going on
226either, right? >> And so I think that was what was most scary for people is like making a gut decision of your life, >> right? >> And so I think that was a lot. Um but we did talk about it in my advisory personally. Um and I thought that was very helpful just to get perspectives um from teachers and students. It's definitely a learning experience >> and I would I would just say yes that you you are right on that was one of the things we identified was communication and I think it goes back to anybody can communicate and I think after this happened some of the discussions were if this happened again you know I had the information I would have I would have said something but it's like the fire alarm nobody wants
227to pull that fire alarm they're scared there's a little bit of smoke and instead they want to get somebody else to to look at that to see if the fire alarm needs to be pulled because you know you've and taught you know you know that that's a big responsibility right don't touch it and and I think the same is true in these instances where it's it's uh pretty anxietyinducing and you know do I do I get where do I find you know to get on the intercom and do I get on the intercom or somebody else is going to do that I shouldn't do that so people are more comfortable as a result of this it's unfortunate that you know it takes something like this to to make that happen um but thank goodness that
228it it was a false alarm. >> Thank you. Appreciate it. Um other ad hoc committees >> just quickly on behalf of our community partners, Philibus, Filibelli um uh from Gley PTO in collaboration with the schools of course is happening next week. So, there will be a bus parked in the middle school lot and people can drop off their non-p perishable donations for the uh Cumberland Food Pantry. >> Thank you. >> Any other ad hoc committees? >> All right. Um so, the last item before adjournment um for communications um given where we are in our year, we have two meetings left of this I know right of this board. Um, unfortunately, two members will be um rotating off. Um, I mean, Tim's running out of post. Well, I'm going to assume he's back, but we have
229another member's term is up, but um Megan and Anukica's terms are up. Um, and we have a uh procedure of policy BDE around posting of names for board chair and vice chair. Um, and I'll just read this because I have it handy. It's short. Um, so in order to ensure board members have an opportunity to participate in leadership roles, the chairperson shall ask a board member to contact each board member prior to June 1st to solicit names of all individuals to be considered for chair and vice chair. The vote for chair and vice chair will be held at the last board meeting in June and that is the June um I'm just getting the dates right 18th meeting. We have one meeting between now and then. um which is the June 3 meeting. So typically
230as this goes um the chairperson asks one of the outgoing board people um to do to start this process. Um I have asked Anukica as she has been policy chair before and has lifted this policy and also after last year's uh procedure um people had questions and I know we gather try to gather some more information to try to do a better process going forward. Um and so I know Anukica's reviewed that again and just would like to talk through what that might look like for this year. Um, and I know I let Tim know we were talking about this and you guys I think connected to before this meeting since he wouldn't be here, but if you'd like just to to mention what you're thinking about for this year's process. >> Sure. Well, as
231reflected in policy, uh, I will be reaching out to all of you to sign up for a time with me next week. It sounds like since it's supposed to be done by June 1st. Um, so I'll create some way for us to find times together. But I actually need to go back to um credit Ann Maximovic uh who uh filled this role prior to me a couple years ago um and shared some thoughts on the process at that time. um looking at other districts practices around um electing their chair, at least chair, maybe also vice chair. And one of the um policies that Ann shared at that time was from Portland um where their procedure involves having an opportunity for each person who uh is interested or willing to serve as chair. Um have an
232opportunity to speak at the meeting. uh you know can go with our three minute time limit that we have during public comment as well and just speak to the board about why they are interested in taking on that position. um gives the board an opportunity to hear from each person who might be interested. And then the way that it works in Portland, as opposed to just moving one name forward um for a motion at a time, would actually be a voice vote of the board following those presentations um and each person naming the candidate who would have their support. Um and there's a you know procedure if there were to be a tie, that kind of thing. Um, but it's something that I would like to put on the table for feedback as a potential
233process. I would see it kind of being a a hybrid, I guess, of how we've done things in the past where certainly I would continue to have those conversations with everyone next week if possible, um, to find out, you know, who is interested in serving in those positions. Um but then when it comes down to the actual meeting have an opportunity again for each person who's interested to speak for up to three minutes and then um have the voting and the actual then motion I think for who we're electing into those positions come after that. Um so happy to answer questions if people have them about what I'm thinking or hear your initial reactions and feedback. Um Leanne was going to reach out to the Portland board, but we might not have or chair heard
234back. >> Usually I hear back and I I haven't. But um >> we were hoping to get some feedback on >> how is it working? >> Yeah. How is it working >> in practice? Although they've now had the same board chair for a few years, so I don't know. >> Maybe there hasn't been a lot of competition for I don't know. >> Um but yeah, as soon as I I do hear back, I'll I'll certainly let let you know. Um, I guess my only question, um, and I'm just forgetting, um, is part of the conversations with individuals also include who they would be interested in in seeing in leadership? >> Yes. So, we have Yes, that that has been part of the conversations in the past. Yeah. And I'm apologize for not mentioning that. And
235the process, at least as Portland practices it, is that I could also nominate someone else. Um, but you know, I guess then they would have to >> maybe if nobody was interested really that you'd have to like pour >> somebody's going to do it. >> So you could nominate someone else through that process. It doesn't just have to be all identifying myself. But of course that person would have to be willing to >> potentially take on the role >> which could be figured out in the moment pretty easily, I'm sure. >> And I'll just repeat publicly what I said last year. Um, three years has been great. Um I am excited for uh somebody else to take on chair. Um so uh >> yeah but I think that that process that we have in place
236both of finding out from people whether they're interested and also who they might like to see in leadership that that can be an important clarifying um process just going into then I think the meeting where we have more discussions. Yeah, because sometimes it's like, oh, is somebody interested? And I just need to know if they're actually interested. >> Yeah. So, other >> I have a quick question just on process. >> Uh, we are we legally mandated to do this with the current board rather than the incoming board? Uh well by our policy we are bound >> by our policy. Yes. So that is not state statute. >> No one >> at one point the board did it was a few years ago that that >> changed and I don't know if it had flip-flopped ever
237before then but >> years ago 2017 yeah there is when that changed from the incoming board to the outgoing board. >> But that is our policy. >> Okay. >> Policy. I I couldn't remember if it was our policy, if it was state statute. >> They are actually pretty unique. Pretty unique. Okay. >> Interesting. >> Yeah. I know in Ann's comments that she shared um you know, having noting like some mixed feelings about that, but apparently the rationale at the time was thinking that the board that has been working together knows each other might have, you know, more experience and information to go off of. Again, she was not that that was necessarily >> the way to go, but it is how how our policy is. >> Okay. >> Other questions? >> Okay. All right. Anybody
238want a motion to adjurnn? Sarah >> second. Anyone? >> I was just voting. >> I am motioning. >> All in favor? >> Scott. Thank you. It's unanimous. I mean, it went past 10 more minutes, but >> that was me. I apologize. >> 10 minutes. >> See, David, you got to stay awake.