MSAD#51 School Board Meeting, April 15, 2026

001I >> Mhm. >> Oh, see, I just I already did it. I already touched it. >> it. You already did it. >> I already touched it. Okay, I need to start getting points taken away. Um good evening. Welcome to the Board of Directors meeting for MS 8051, Thursday, April 15th. Um we do have a couple other board members who are joining late. They should be coming in anytime, but we are going to kick off uh this evening with a recognition at MIW. Um I'm going to Okay, that is not me. Okay. [laughter] Uh Principal Corey Munsey and Vice Principal Mallory Mallory Orachowski um to the podium for this evening's pilots. Good evening. Can you hear me? Good. All right. Um so yeah, I'm giving I am recognizing two of our staff members on behalf of

002uh Mrs. Orachowski, Mallory, and myself. Um at MIW, we have three social workers in our building. One of them is exclusively in our behavior program, and she is amazing and wonderful and fantastic. But for tonight's presentation, I'm going to actually talk about the other two social workers who uh work with all of the students in the school, um and their names are Kristy Davis and Emily Thompson. And they are incredibly valuable to us. So, I am presenting on behalf of Mrs. Elward and myself. Uh I think recently you heard a presentation from Eric Brown about the importance of mental health, and our social workers play a huge piece and a huge role in that, especially at MIW. Um our social workers Oh, also, I'm going to be sharing two different perspectives, sort of Mallory and

003my perspective, but then also a student's perspective, so just so you know. Um our social workers at MIW, they deal with some of the hardest situations that our students and families are going through. Um just to name a couple of them, things like DHHS referrals, which can be from a variety of uh situations and reasons. Um even at our level, students making homicidal or suicidal statements. Um they often don't know what they're saying, but we still respond to each one sort of and really investigate and work with the kid and the family to make sure they have the supports that they need. Um divorce is another uh topic that they work on a lot with their students. Any changes at home in general. Um but most frequently at our level, it's just students who are

004experiencing some level of worry and it could be about a hundred different reasons, but we have a lot of worry and they have worry groups and they do strategies and they really um work a lot with our students for that. And Emily and Christie handle all of those situations with like a sense of calmness and determination to support both the students and the family and they are just so reliable. Mis- uh Mallory and I count on them for all of pretty much everything that needs a really specialized person. They are there and they drop whatever they're doing and I don't know how we would function or support our students in the same way that we do without their support and um often times when situations happen, it's never a perfect time, right? It's in the

005middle of the something else going on. And we always are asking them to like drop what they're doing or rearrange their schedule and come help us sort of um navigate some really tricky conversations and they are unbelievable at that. They just drop what they're doing, make it work and they just and they make it look so easy, but I know that it's not. Um and our students and our families really value them. So, we rely on them. They are consistent. Their follow through is is perfect and in their field, there's really no room not to be. Um and they just again, they make a huge difference for our students and our staff. So, we just wanted to take a minute and thank them and their support, and recognize how amazing they are. Um additionally, and

006Jeff, I didn't tell you this, so I apologize. Um one of my rules is never surprise a superintendent, but here we are. Um so, that's the staff perspective, but I was I was talking about coming to the board meeting tonight with my daughter who is a fourth grader, and she asked if she could share a few tidbits about both Ms. Davis and Ms. Thompson with you. So, she wrote her own little speech, and she's going to come up. I think she's a little nervous, but she's going to be great. Come on up. And so, I'm going to let her talk and share about the social workers with you. Hi, I'm Bryn, and I'm currently in fourth grade. When I went to MWI, I had very strong anxiety. One day, I was feeling really worried, so

007I went to Ms. Thompson's, and I remember she made me feel safe, and she was very kind. She made me feel free to say anything. She really helped me. Then one day, Ms. Thompson was out, so I went to Ms. Davis. I remember she made me feel like I belonged to be there, and that I could tell her anything. She's a great listener. From my kindergarten year to when I finished third grade, I worked with both of them, and they taught me many many strategies, including the five-finger breathing and that coloring can help my worry, and to tell the teacher if I needed a break. They take groups with a lots of kids to talk about worry. They have lunch with them, and they are always so helpful. So, when my dad said that him

008and Ms. O were going to recognize them, I asked if I could speak because they made such a huge impact in my life, too. So, I wanted to thank them. >> [applause] [applause] >> So, thank you. I said people are going to care way more about what she said than I have to say, but um so, yeah, we just wanted to thank them and all of their support for our students and staff. So, thank you. Thank you so much and you're welcome back anytime, really. Thank you. So, now we're going to move into approval of minutes. Can I have a motion to approve the minutes of March the meeting from March 5th, 2026, please? So moved. Thank you, Anna. Can I get a second? Second. Thank you, Tim. Any questions or comments? March 5th. All

009right. Seeing none, all in favor? Unanimous and Megan was absent. Great. Thank you. Um I know. I was like, should I take both as a group? I'll just keep going. Can I have a motion to approve the minutes of March 19th, 2026, please? So moved. Okay. Can I Can I have a second? Second. So, seconded. Okay. Megan, first. Kim, second. Any questions or comments? Okay. All in favor? Okay. Unanimous. Looks like everyone was here. And last, uh, motion to approve the minutes of April 2nd, 2026. So moved. >> Thank you, Tim. Can I get a second? Second. Thank you, Jesse. It's going to be a long night. Okay. Any questions or comments? All right. All in favor? Unanimous. Thank you. Abstain. Oh. Anna was out that meeting. Thank you. Okay. Now, we're going to move

010to public comment. I have a sign-up sheet and I see one name. Is there anyone else? Okay. That Oh, I Okay. All right. So, I will start with Shirley Story King. Good evening, Shirley Story King, Cumberland. Um, I had intended to prepare remarks, but 93-year-old mothers with bloody noses that won't stop sort of intervened. I want to first say I know I'm know I'm supposed to speak to you directly, but I want to say happy tax day, Kim. >> [laughter] >> That's fair. Of course. There are two items on your agenda tonight that I want to speak with. One I noticed was your cap your board calendar for next year, and I just want to um implore, beg, stand on my head, do cartwheels, and ask that you start creating um start putting your finance

011meetings on the calendar in a regular kind of way, maybe before your regular meetings. I know at the town council they have they meet at 5:30 and go to 7:00. Um I don't know if you want to do that every meeting, but I think next year's going to be super important and um important that everyone on the board is informed and and that the public can access um the decision-making. And then I wanted to also um extend my thanks for your efforts on the budget. I'm not I'm not still in agreement. I'm I'm just not there. I'm super happy that health insurance came down. Um it's nearly half. I mean, it was budgeted at 11. It came in around six, I think. Um but I I disagree with the addition of um two new staff

012members that are not due to enrollment increases. Um I have I shared with you an idea that perhaps when Mr. Gray goes over to central office that we look at how leadership at the high school is done and maybe um put a hold on that rather than hire someone and then have to cut them next year when things get more dramatic. Um I don't think we should pad pad this year's staffing only to have to cut them next year. That would be way too dramatic. Um and then there was also, you know, the pre-K. I think it's um a little too soon to decide on a pre-K facilitator um when we're not sure what the model's going to be. So, those four positions are half a million more a little more than half a million

013dollars that I think could be um I The word cut just doesn't apply cuz they don't exist now. So, I hate to use the word cut because we're not cutting them, but don't add them. Well, you are you would cut one position. All right. And then um I think I had had one I had one more thought and now I've lost it. But um oh, at the pre-K coordinator. Neither Falmouth nor Yarmouth have them and they're not intending to put them in their budget for next year, maybe the year after. So, I think we could go with our cohorts on that as well. Um oh, yes, there was one more thing. I think this is fantastic. >> [laughter] >> What a great ending. It was like you planned that. The bell celebrates it. [laughter] >>

014[gasps] >> Amazing. Okay, thank you. And yeah, you reminded me I didn't go through my very well sign up, but since we have so so only two um you guys know the rules. You've you've heard them. I know you're you're respectable, so no worries. >> [laughter] >> Good evening, Terry Maloney Kelly. And I you know me, I'm an impromptu kind of gal. So, um I really wish the the two folks that were here earlier had stayed because um I was um very intrigued. So, let me just quickly so you know, I I I've lived here my whole life, but I never I attended Greeley, but I've never put children through Greeley. I have all kinds of nieces and nephews um for whom I am their favorite aunt. Anyhow, um so I was stunned, honestly, and

015intrigued, and then it brought me back to a few years ago, or maybe probably 15 years ago, when we started on the community side, the Aging in Place program. So, um the mental health and wellness extent of what we do on a community level for our children. Okay? Most of us were sitting here at the presentation, truly thinking, "Oh my gracious sakes, how did we make it to where we are today?" So, for me, I'm and I've I've gone through this with the Aging in Place thing 15 years ago, thinking, "Why are we not more connected as a community?" You have programs. I would You know what? I have I interact with young children. I'm an adult. I'm a senior whose mental health options are limited and extremely expensive. So, I'm thinking, "Is there not

016a way in our community? We need to come together. We need to figure out ways." I'm very passionate on the municipal side because quite frankly, we're neighbors. We are here to support each other. So, I I really would love for you to really think about in becoming part of our community in a real way. You know, a real way. Um so I know the right skills. Not only to support my neighbors and my neighbors' children that are going through programs that have some idea of what how I'm supposed to respond and which I don't know. And I have it right here in my community for which I'm paying for. So I would really love for someone to take that idea and figure out because you know what? We got a blend. We've got to blend.

017We've got to figure out ways that you want everybody to support the systems, but maybe there's some resources that we're paying for that could benefit the community for whom is supporting you. So my impromptu thoughts. Thank you. I I I know that you've been on a under a lot of pressure with this budget. And I'm I'm glad because I think conversations are happening that need to happen. And as we move forward on the municipal side, they're very transparent and I will tell you that I will keep pushing all of that, especially if you become a member of the school board. I think you all need to be part of the fine nine finance committee. So thank you and thank you for your service. Thank you, Terry. All right, that will close public comment this evening.

018And now we are moving on to some presentations. It's really wonderful to see the Greeley High School English Department join us this evening. Um I know this um the topic of AI is uh on everyone's mind every day now. What's that? What they got? Yeah, right. Um whether it's like in the school, um for me at work, I know like everyone is is trying to figure out like what what is this? How are we using How are we not using it? Um it was a school board meeting just was it 3 years ago where I remember we had it was like the first time yeah public comment about it and it was really before we were all completely infiltrated by AI and everything that we may not even want it in it's there. Um and

019so this came up last year on the school board related to um what are we what are we doing in our high school especially our English department and I'm really grateful to have the English department here this evening. Um and they very kindly asked the school board if they had any questions prepared and unfortunately we had like too many questions many of which did not apply to the English [laughter] department per se um and Carl will hopefully address some of that after we we hear from you. Um but I we just were were really happy to hear what the English department is is doing to tackle this because we know that it is uh near impossible for us all to to figure it out. So Thank you. Remember you. I want your little sway. Your

020sway in your steps. Okay, give me a second here. >> [laughter] >> Got my team here. Let me see. It's just Geiger room, right? Oh gosh, can't see it. We got you. >> Oh, let's see. Aha. Okay. All right. Hi everyone. Uh thank you so much for having us. We really appreciate the opportunity to be here. Um I'm really grateful to my colleagues for being here as well. This isn't the entire English department, but it's a pretty good representation on a Wednesday night. So, I'm really excited about that. Um I'm Susan Inman. I'm the chair of the English department. Uh and I'm here to talk about um artificial intelligence and the English department. So, to be clear, yes, that's that's our focus. We are not here to represent the entire high school. We can really

021only speak for our department. Uh and so, that's what we're going to do. So, first things first, um a little bit about history uh for us. So, back in school year 2023-2024, ChatGPT specifically was what came out and it hit us like a freight train. Came out of nowhere. Um and we responded the way English teachers do. We started reading. We read everything we could about it, and we started experimenting with it, too, because we are really interested in technology as well. Uh so, we started getting smart, and we have continued to read about it to this day, every day, all the time. Um and then in the summer of 2024, we a few of us got together on a PLG. Um Barry Modest, Gregory Greenleaf, and I got together, did even more research, and

022started developing our English department expectations around AI use for our students. And we brought those to our department in the fall of 2024. Our department looked them over and revised them and got them ready to go, and we developed a department-wide instructional plan around those expectations, which we rolled out that fall. So, in every English class 9 through 12, we had a lesson for our students. And as you know, every student takes English all four years, and so every student got this lesson. Uh we revised those expectations and our lesson for this past fall 2025. Uh we learned a lot that year with our expectations and the developing technology. Um and so we rolled them out again. Uh and we revised our lessons since it was going to be a second time around for three

023out of the four grades. Um and we will do it again this coming fall. We have changes to make as we go forward. Um so that's where we are now. So, what are those expectations? What is it that we expect for our students? Well, here is the first part of the first paragraph of our expectations. The primary goal of any English class at Greeley High School is to help students learn and develop essential skills in reading, writing, and critical thinking. And to encourage personal voice, style, and creativity. Developing these skills and qualities requires engagement, effort, and practice. Based on those guidelines, English class is not the place for artificial intelligence. It is the place for critical thinking, critical reading, and intentional writing. In short, it is the place for authenticity. It is not the place

024for artificiality. And so, our expectations are that our students in English class are not using generative AI really at all, and that is the baseline for our work in the English department at Greeley High School. That's how we begin the year, and that's what we explain to our students. All right. And our students can attest to that. We've got a couple over there. Another part of that opening paragraph, though, I think is really important to highlight. And it is that the GHS English Department believes firmly in the ability of all of our students to grow and even flourish in this area. We really believe our students are strong and wonderful thinkers and learners, and we really want to encourage that. So, that is at the heart of our expectations. We really make that the foundation

025of our teaching, our belief in their abilities. That's at the heart of our expectations. So, one of the questions that we got from the school board is, "Well, how are our students using AI? What are they doing that's a little bit maybe out of out of order in school?" Um, and so, some of the ways that our students have misused AI for English class uh include the following. And I'll And I'll be clear here, it's not all of our students. It's a portion of our students. It's really, technically, I would say a minority of our students, but it's enough of our students to to be something we really need to take seriously. Um, and so, these are some of the things we have seen. Of course, to generate writing in response to assignments, uh whether

026they be analytical, write an essay about a book you're studying, or creative, using AI to write a poem or a short story, or even, yes, personal writing. Write a little bit of writing to help your teacher get to know you. Chat GPT to the rescue. It has happened. Uh, students have used AI to outline writing assignments, even though outlining and thinking through how to organize a piece of writing is an important step of the process to learn how to do. Um, students have used AI to do research, to summarize readings, even though the homework is to go home and do the reading. Okay. Uh to answer questions about said reading, even though the homework is to answer the questions. Um and even in some cases to uh answer multiple-choice questions on say practice AP exams,

027even though they're supposed to be practicing so that they can take those exams. So, these are some of the ways we have seen uh over the past few years of students misusing AI for English class. And so, how has AI impacted our instructional experience? Well, we have moved a lot of writing to our class time. Um writing is happening in class. And when we do writing in class, it takes time, and it takes time away from other class activities. It has really changed uh the feel and vibe of our instruction. Our students do a lot less writing on their own outside of class, and that has some losses, too. When our students do writing and revision and have opportunities to do that outside of class, our assessing of that writing can take longer. If something

028comes up and it raises a flag for us, digging through their revision history takes a lot of time. Um and so, that's challenging to give them feedback and turn it around really quickly. Um as a department, we are very collaborative. We are always working together. Um AI has really got us reassessing our instructional methods. It's always good to reflect and change and grow. Um but, this one keeps us on our toes a lot. Um in ways that we don't always want to have to be thinking about, but we are. Um we do have conversations about AI in every course, more and more as the years go on. We learned the first year that it's not one and done. You can't talk about it in September and be like, "Okay, now they know." Uh that doesn't

029work. So, the second year we realized we needed to talk about it more, and now it happens more and more. Uh some of us put a little disclaimer on a lot of our assignments that says, "Reminder, this assignment should not be completed uh using AI. Uh we have faith in you. We know you can do this on your own." Um so, that's something we do. Um we do have some opportunities, even in the English department, sometimes, where we do invite our students to dip their toe into the pool of AI. Uh just the other day I talked with my AP Lang students about how they might use artificial intelligence to study vocabulary, how they could use it to grow their understanding of the meaning of a word and the nuances of it, and how it

030really would be used, say, in in a sentence or in certain situations. Um some students have used uh some students some teachers have used it for for studying grammatical concepts. Um but we tread carefully with that because it's a slippery slope. Um we wouldn't introduce it in a class where students were struggling with always turning to it. We've got other teachers who are really trying to break the habit of turning to AI among their students. And in that case, no, we wouldn't go near it. We would really lean hard on our expectations uh that we don't use AI for English assignments at all. So, it's it's something we really have to carefully balance. Those opportunities are quite limited. So, as I noted earlier, we do a lot of research, and I just want to highlight

031a few things that really seem important to us from our research. Um AI impacts uh AI really does impact cognitive function in students. There's a lot out there that shows that young um young people who are just learning and who are using AI for their um for their school work show cognitive decline, and that's frightening. Um we really want to grow their cognitive skills. So, that's the opposite effect. So, we really are concerned about that. Um we know AI detectors are problematic. Uh, research has grown on that over the last few years. We get it. We're not using AI detectors. There was a time when we were exploring them as a possible tool. Again, only as a possible tool, only as an additional tool to other strategies for helping us understand what our students were

032doing in their writing. Um, never as a whole wholesale way excuse me, to assess their work. Um, but the research is evolving. The tools are evolving. The technology is evolving. Um, and we know these are problematic. So, we're not using them. We also know from the research that AI has a significant environmental impact. And I'd like to point out that a lot of our students are really concerned about this. It's something that's on their mind. They're concerned about the planet that they are inheriting. Uh, and so that's something we need to consider even if we're turning to them and saying, "Hey, try it." Uh, some of them don't want to. Then there's this. AI companies are economically motivated, not necessarily ethically motivated. They are first and foremost companies. For example, um, Google is offering Pro

033Gemini Pro to first-year college students free. Free for a year. When they get to college, they can log in. They can have their Google Docs say, "Let me help you write that." For a year. Build that dependency and then charge them for it. I think that's terrifying. So, something to think about, something to talk to your teenagers about before they head off to college. So, those are some research things that we were concerned about. Uh, question we got from the school board. What are teachers doing with AI themselves? I can only speak for the English department. I cannot speak for the whole school, but I can say that we never use AI to assess our students' work. That would be very disingenuous of us. We don't do it. We do not use AI to plan

034entire lessons. We are the teachers. We have skills. We value our skills. We collaborate. We work hard. We bring our knowledge to the table all the time. We do occasionally turn to it, experiment with it, try to see how it works, and sometimes use it for administrative tasks or assist to assist us with things. For example, maybe turning short answer questions into multiple choice for a student who has an IEP and some that's something we need to do. We need to offer them an alternate assessment. Um we might use it to generate vocab sentences. Something like that. Um the more we experiment with it, and I think we should experiment with it so we understand how it works, the more we realize the more complex of a task we ask it to do for us,

035the worst job it does, and we have to revise it anyway. It takes more time. So, uh it's really only marginally helpful. Um but ultimately though, we really value our expertise. Uh if we need help, we go to each other. Like I said, we're a highly collaborative department. And honestly, we fear for our own cognitive development. So, we want to stay sharp. Uh and we want to model that for our students as well. So, that's really important to us. So finally, where does that leave us? What can we as a community do about artificial intelligence in school? I want to be clear, that's really where our focus is. Um I know this isn't the year to ask for anything expensive, but I will just float this out there for the future. Um technology support is

036is really useful. If all of our students have the same computer in front of them when we do use computers, we have a lot more control over what they can do and what they can access. We can have lockdown browsers that we're in charge of. We can make sure they're on the same software. Who knows what else will come along that will help us monitor and guide their work when they are writing. Um so that's something we can think about. Um, and then sort of in some bigger ways, I hope that we as a community can consider that 21st century learners, which I know we are very concerned about, need to be flexible thinkers with strong critical thinking, reading, and writing skills. If they have that, they can do anything. And we know we like

037leading the way around here, right? It's what Rangers do. We think that means being original and authentic. And so, we feel like we're trying to set our students up to lead the way. And finally, I hope that we as a community can extend grace to each other. We're learning. We are learning and building the plane as we fly it. Um, please assume best intent. We are trying to do that with each other, with our students. Uh, we hope the community will do that with us and communicate with kindness. If we hope that if people have questions, they'll reach out to us. We would love to talk about this more. Um, and I feel like we'd be remiss if we didn't end with a quote by a writer. Seems important. I write because I don't know

038what I think until I read what I say. We want our students to experience this kind of joy. Um, and finally, our wonderful librarian has gathered up a lot of our research and I will share this with you. Um, but it's a really beautiful collection of our guidelines, our expectations, but then also just tons of research, more than you can read. I suppose you could ask AI to summarize it. >> [laughter] >> Um, you're not in school anymore. Uh, but there it is. So, we'll share this with you. I'll send this link to uh, to Leanne and you guys can can see a little taste, a little taste of some of what we've studied. Thank you. This is incredible and I do not envy the position that at any educator, especially English, has been in

039as the past few years have just, I think, taken us all a little off guard in figuring out how how do we navigate this? I mean, I know as a you know, as a parent, my kids have taught me a lot about how they're thinking about it and it resonates some of the points that you made about the environment. Like, I've had to educate my professional colleagues that kids coming out of school right now are at least in my household against AI because of the environmental impacts and that conversation is not happening in a lot of professional settings where the expectation is is that, you know, you'll hire, you know, people coming up out of school into the workforce and they're just going to be like, "Oh, yeah, like, let's get it do everything with

040AI because, you know, part of how they're thinking about it is their future." And so, it gets it gets lost, I think, a lot in in the business setting right now with the deluge of AI tools that everyone's trying to navigate. So, thank you. I just want I know we had opened it up and they were able Thank you for addressing the questions that were English department specific. Um I know I'm also interested in like how how are you sharing what you're learning with the the middle school English department? That's an area for improvement. That's Cuz yeah, you you guys have done incredible amount of work. Other questions and I know Carl was going to address afterwards just school wide a little bit what they're looking at. So, he'll be might be able to answer

041and if there's any of those questions, but I didn't know if anyone I have a quick question about like is there a role again for handwriting? Yes. Absolutely. A lot of our And members do a lot of um a lot of the [clears throat] a lot of the in-class writing by hand. Um yes. Yeah. I see Katie nodding extensively right there. Um it sort of depends on the class. Uh my my AP Lang class types a lot because they're getting ready for an AP exam that's going to be digitally administered, but my IB kids write everything cuz their exams are handwritten. Um and then uh for other courses it kind of depends on the teacher, kind of depends on the situation. Um I know in the K-12 literacy committee I'm part of, we've been talking

042about handwriting some as a skill that maybe needs to be coming back a little bit more. And we get our kids on digital tools really early and I have questions about that. >> cursive? Like does is that that's not it? That's a question I can't answer. >> [laughter] >> But our students struggle with it for sure. Our high school kids can't read it, they can't write it. It's it's a challenge getting them to read our comments that we leave them is hard. >> [laughter] >> They can't do it. Yeah. Yeah. But but yeah. And so sometimes like sometimes our students' handwriting is so bad that we struggle. That is another use I have of AI actually is I have AI translate my student handwriting sometimes. I can take a picture of it and then Gemini

043will will turn it to text. Very handy. I cut their names off, I promise. >> [laughter] >> So [clears throat] wait, you and me, we've been studying this a lot. Um and actually to Leanne's point, most of the students have a like a very skeptical about it. Great. >> Um which is good except to your point of like they're not a like they're so we're going way more blue book. So invest in blue book companies if you want to right now cuz it's there's a lot more of that, but that skill of writing things down is actually been a huge benefit from what we've seen so far. >> Mhm. Um in terms of just their ability like even writing notes down, like having more stamina back in writing and connecting with that. >> Mhm. So

044I think uh we have a big AI governance committee that's doing a bunch of research on it similar to you and I'd be happy to share Super. >> at least from the collegiate level Great. what is on that side with Jeff and he can disperse it. Super. I think their line, students' lines, and I wonder if you feel this too is they understand like not using it from a the stance of like writing their papers. But there's that student like you talked about the special ed student or like changing a test assessment based off of the needs of a student. Mhm. A lot of students do that in their own work. They get assignments and they would in at least at U and A and will translate that in a way that makes sense for

045them. So like re-change these questions in a way that like based on my learning style. >> Right. Right? Which we've done work on. And then those students will like hand that in and sometimes that's been caught and been flagged as like some form of cheating. Sure. >> Um and so there's a lot of talk about that and whether or not that's fair because we know that faculty and staff use it. You use it for your own support >> Mhm. And so I I do wonder about that from a stance of how they're using it as a tool to gain access to stuff they've never had before or make things easier for them. Sure. If it's not interrupting the integrity of your assessment. So just how do you guys balance that at home how they're using

046it? I mean I use CliffNotes for like Dante's Inferno or whatever, right? But that helped me that also helped me understand it way more. [laughter] Hey, no big deal. Drop the album. Well, we don't read that text anymore. I'll tell you that much. Um You bring in the 90s, what do you say? Right. I would I mean I would say to that in part like one of the things we really emphasize in our department is communication. So often we would say to our students if you are struggling with the instruction or in the instructions or the task at hand first of all first and foremost ask us about it. Talk to us about it. Um and if the directions aren't working for you, let's figure it out together. Let's figure out what the best method

047is for you. Um my my disclaimer often says like you know, this work is to be completed independently not using generative AI. Um you may consult with uh a parent or support staff person or reach out to me if you need assistance. Um so it's sort of very clear that like you might struggle. If you need help, these are your methods. So one of the things when Dr. Trust came in spoke to our whole staff in the fall, we had a great wonderful full day PD session from um a professor who's really smart about all this stuff and she talked about it's one thing to say no, you can't use AI, but you need to follow up with okay, well, if kids are turning to it because they need support, what are you giving them

048to support them? So you need to be ready with those support methods. And so I think that's something we are working on and can work on. And so first of all and foremost like open line of communications. We want to teach our kids to reach out to us and advocate for themselves. And so that would be one thing I would say to that. Um I know that our special ed department does use AI and does help our students um develop tools for it. And I would say that makes sense because they're learning about it in a supported supportive environment, which is very different than I don't really feel like reading this homework. I'm going to use AI to do it. Um asking a student, you know, to read and answer questions isn't terribly complicated. Um

049if they don't understand the question, that's fair, but I would rather them say I didn't understand this question, skip the question, come back to class and we'll talk about it. Um and I would hopefully communicate that to my students. But, I think that's a really good question. Yeah, thank you. So, full disclosure about this morning, my boss, um, used AI to generate a motivational speech for accountants in the style of Mel Gibson from Braveheart. >> Oh, good. >> [laughter] >> That's funny. >> there are times. That's funny. It was pretty funny. Yeah, actually. Uh, I would love to see, this is a real question, I would love to see this presentation on our website. Um, the all the work that you did, Heather, and as a department. And I do also want to say, thank

050you so much. This presentation was fantastic. And I know how hard uh, this has been to put this together. And so, so many people want to know how we're handling this. And I think leading the way, um, this would be just a wonderful resource for parents, the community, to be able to go to our website and see how much time you all have put into to this. And that we are really working on this problem. We're trying. Yeah. Yeah. What? I had a couple comments and a question. Um, so, first of all, I just want to thank you guys. Um, I know Katie and I can speak. Um, as students, this is super impactful just to hear as someone who walks the halls of the high school every day. Um, obviously, we deal with AI

051on a daily basis. Um, and I think as a student, it's it's definitely hard to to think about, um, a tool being as accessible as AI is. Um, and as a student who, you know, like classes are sometimes hard, they're meant to be hard. Um, and it is hard to to think about the fact that I could just use AI to do an assignment. Um, and to battle with the perspective of, am I doing this to help my learning, or am I doing this because, you know, this is an easy an easy, um, thing to help me. Um, and so, I think that it's super important to see the perspective of how much work you guys are putting into um teaching students to be the people that you want us to be. Um and I

052know that having two of you as my English teachers, and I also have Ms. Barozzi as my advisor who I a lot of the times ask for English help right before third period. Um I can definitely say that it's clear in class the curriculum that you guys um are spreading and what you want us to take out of these classes and bring into the world um is super impactful. And so I thank you guys for that. Um it's not unnoticed as students that the amount of work that you guys put into this. Um So that's super great. Um sorry, I'm looking at my notes. Um Thank you for taking them. >> Yeah, of course. Um [laughter and clears throat] yeah, and then I also just wanted to say um I know Tim said something about

053the communication and you spoke about it a little bit. And for people here that don't know like high school um stuff, we have an English lab um which is hugely used by students. So every period of the day it's fully staffed by um teachers in the English department. Um and so if we need help with an assignment, we go to the English lab. Um and like Ms. Inman said, our teachers are super helpful. Like if we email, it doesn't matter what time of day, our teachers will get back to us about stuff. Um and the English lab is definitely a huge resource when we're needing help with an assignment. Um that's what they're there for. And all of these teachers work so closely together and they all know the curriculum that each teacher is teaching.

054So if I go and I ask Ms. Gilde for something, even if she's not my direct English teacher, she knows what I need to do. Um and she's there to help me. And so that's super helpful, too. Um And then also going back to what Ms. Inman said about um using AI as like a constructive tool. Um that's super helpful. I'm in her AP Lang class and we had a vocab quiz a couple days ago. Um and she gave us like a 30-minute presentation about how using AI to like look at sentences for us because a lot of the words were very similar and it was super hard to figure out what they meant. Um, and so using AI to help kind of um explain things to us and structure it in a different way

055um was super helpful and I never really thought of using AI that way um because I think that that often times in high school when you hear about using AI it's just for the negative things. Um and so I think that as as a teacher um explaining that it doesn't always have to be a negative thing that you can use it in constructive ways and to build on your learning uh that was super interesting. And so the fact that she took the time to out of class to teach that to us was super cool. Um so yeah, just a thank you. Um this was super cool and yeah. Oh, and my question. Sorry. Um I lost track. I lost track. So my question is what is the typical like system or process that you guys

056take as teachers and as an English department when you believe that a student has used AI to complete assignment? That's a really good question. And I would also like to say that since we have been working through this over the last few years, the numbers of instances have gone down. So like when that freight train hit, it was scary times uh and it was a lot more uh instances and it was rugged. Um and it's still hard and it's still a problem when it happens um and it still happens. Uh but I feel like the I think it's safe to say like it's a little better since we've having more open communication with our students. Um okay, so if we if our spidey senses tingle, we're reading this thing and it just doesn't feel right,

057doesn't match what we've seen before from the student which is one sure fire way to to notice um or [clears throat] the the language is odd, the vocabulary strange, the syntax is not high school syntax, um it just doesn't match what they've written in other assessments. Um there are tells but even those are evolving because again, AI is always evolving. Um we if it's um so we turn to revision history. That's a really good place to go. Um there's a lot we can tell from that, which is also why one of the things in our expectations is that students do all of their digital writing in their school account on the Google Docs usually that we share with them because that protects both the teacher and the student. Everything is there and saved for the

058student. So there's no more, "Oh, I wrote it on my mom's computer." Or then I just copied it in. Like, nope, that does not protect you, student. Like, right? We want everybody to have that history. It's good for everybody if that's there. Um so we do that. And again, that takes time. Um gone are the beautiful days of, "I'll just Google their first line and boop, there it is, right?" Plagiarism was easy. And the kids were always so impressed. They'd be like, "Wow." >> [gasps] >> I remember when that used to get us like admiration. Remember that? They'd be like, "Gosh, you're good. Wow." It's like camaraderie between us and the kids when we'd catch them. Those were the days. Um but anyway, so right, so we we start to see that. We start to

059look. So if a student's not particularly savvy, usually it's big blocks of text appear and the writing time is really short. And that's like, "Okay, you did not write this 500-word essay in 3 minutes." And then they're like, "Oh, dang it." You know, and that's kind of how it goes. So it we leads to a conversation. We have conversations with them. Um and that's that's really like that's what we can do. We can have conversations. Um and that's the challenge with AI that's really, really hard is there isn't that you there's there's no way to really say, "Here's the AI box and I can show you that it's out of AI." There that's the challenge. So we have conversations and we can point out to them all of the things about it. Um sometimes if

060they if a student uses AI and they write something about a book, AI will generate false quotes. And then it's real easy to say, "Well, none of these quotes are actually in Frankenstein." I've read it. I know they're not in there. And the student may or may not have read it, but they don't realize that the quotes that they've just quoted are not actually in the text. They sound like they are, but they're not. Um, so things like that make it easy, um, but sometimes it's harder. And usually it's a conversation. And often in the conversation we learn that the student was feeling stressed and they were running out of time or things like that. Um, sometimes the conversation reveals that the student wrote part of the text and then ran out of time and

061AI wrote the rest of the text. So it's not always a wholesale, "I just asked AI to write my whole paper." Sometimes AI wrote part of my paper or shortened my paper for me cuz I went way over the word count. And then that's a really important lesson. Like, "Nope, that's not a good solution to your problem. What would be a better solution to your problem?" So really it's us seeing things in the writing that are concerning and then us having conversations with our students and then figuring out what to do about it based on what we see and what happened. Um, but it's it is unfortunately challenging and it is fuzzy. Um, freshmen usually roll right over, you know? And oh, you caught me. Uh, but it it gets harder. [laughter] Uh, and our

062kids are under a lot of stress. So, but it that's I think that's like largely what we have for recourse is conversations. Um, and sometimes we have to bring in parents on the conversations and administrators on the conversations. Um, because ultimately using AI to do your work, especially when we have laid out our expectations that you cannot do so, it is in defiance of our academic honesty expectations. And so sometimes students rewrite assignments. Sometimes they get lower grades because of it. Um but it's it's definitely the biggest like bugbear. And so it's in our expectations, but it's our least favorite part. Mhm. Um I can definitely Well, first of all, thank you guys so much. This is really informative. I think that I mean, I'm lucky enough to sit on the board, so I get

063this presentation, but I wish every single kid did cuz they would feel the same way that I do right now. Um but another thing just to give you guys some perspective, it's like obviously, you know, we feel the stress, deadlines, craziness, whatever. You guys used to get your homework, and if you couldn't do it, you just didn't do it, right? If I get my homework and I just can't do it, they're like in the back of your mind like Caitlin just kind of talked about like there is the other like way. Like you can use AI, and like of course, you don't because there are repercussions, and it's so bad for your future brain as we're still developing and all of that. Um but I think that like something that really pivotal that has changed

064my perspective on it this year and with the like the new like turnover, and I'm sure all of you guys do it. I just can't speak to it last year cuz I think the norms were different last year. But I have a assignment right now, and on every assignment that we're writing, like she's spoken about, she gives a little like message, just like a little disclaimer, like, "Hey, just so you know, this would be super helpful for you to do. Not she's not saying, "Don't use AI. It's bad." She's saying, "This is really good if you stretch your brain right now and work on this and then become a better writer out of it." And then it gives us like this insane like motivation like surge of energy, and then of course, we write that

065and we try to write it as best as we can. And I also think that part of that has really fostered the relationship between her and her students that let's say my Othello question didn't get number three. I come to class and I ask about it, and then we have a discussion. Then, oh, I didn't get number three either and then we all talk about it instead of scrounging through the internet to try to find the answer to number three. It's so much more of an open discussion and I think it's really like mature and it helps us feel like we're really working together instead of kind of doing that power-hungry like I need to get 100% on this. Like, no, it's a collaboration and we're speaking on a mature level and I think that's

066really important and I've seen that so much this year. So, thank you like specifically for that and this presentation, too. Thank you. Great. Other questions? All right. Thank you all so much for having us. >> Thank you. Yeah. >> [applause] >> And I don't know how many like viewers are there are on are online right now, but um I think this is just so valuable for um yeah, high school parents, students. >> So, being able to get this out. The resources. Yeah. I think should be Mhm. Yeah. And yeah, Principal uh Carl Francis, well, maybe just Oh, yeah, take it away, Mr. Francis. >> minutes. I'll give you 2 minutes. Or 3, should we put the three up? You know, I I am I am not going to represent it as clearly as well as

067our English department and um I'm so proud of them, right? I mean, what a quality presentation and if you ever questioned a teacher's intent or why they're here or what they're doing, right? How did you feel about that? I mean, our kids are so fortunate. Our English department is so strong and their hearts are in it every minute of the day and we are so, so fortunate to have them. So, thank you so much. Mhm. Um I can't say anything else besides um as an ILT, an instructional leadership team, we've had a conversation and the conversation started with, all right, we're going to we've learned from Dr. Trust, from UMaine, from UMass Amherst beginning of the year as Susan mentioned that with there are things that you can do to make sense to talk about

068it in departments and in schools. So, we said, let's try to create something school wide and and um I was pushing that and they talked me out of it, right? It's like, what are we trying to do here? I don't we don't support it in our classrooms, in our schools, but there might be some opportunities where there's some value to it, right? So, why don't we just not have it in our classrooms until an instructor, a teacher, an educator says there might be some value to use it in this way on this assignment. So, instead of labeling each assignment as don't, sometimes or do, we're just going with you don't until somebody tells you that it makes sense to do it. So, um we are not experts, we are learning every day. They this department

069knows more than anybody else in our building by far and um we've got a lot of work to do, but um we're I'm encouraged by the English department leading the way. Thank you so much. >> Thank you. Yeah. Yeah, you can leave. [laughter] Yeah. No, we're >> have the budget presentation now. >> Yeah. Yeah, come [laughter] on. You don't want to be there? Thank you. >> you want the budget. Which ones? Which papers are you going to grade? >> [laughter] >> Wow, you're fast. That was like yesterday. Oh, okay. Bye, Kim. All right, top that. I will not be able to top that. >> [laughter] >> No way. I don't know if this is on. Um I will say that um just one quick thing um on the website on the policy page at the

070bottom, there's administrative guidelines on our our policy page um that are not policies, they're admin guidelines. And Mary Trebilcock worked with actually some of the folks that were in the room um and were on this committee about a year ago and developed AI um guidelines for the district um and so and some of our English um I think Susan actually was on that committee. Carl was on the committee. Um so they participated in pre- providing those guidelines for our whole district. So we appreciate that and those are on our policy page. So here is the um budget summary. So this is the final step for the for the board in terms of um developing a budget. And hopefully tonight um um you will finalize that development with um whatever way you approve this budget. Um

071so here is a summary of the budget and I did not ask AI to summarize the budget for you. [laughter] I generated this myself. Um so just a reminder, this is our revenue um for our projected revenue revenue for FY27. 17,239,405 is what we expect to collect. Um most of that, of course, is state subsidy, just under 17 million um in state subsidy. We no longer receive revenue from Chebeague Island. That is now um they have paid their debt in full. So back in time on March 5th, when When initially presented the budget, um, I presented a budget of 57,931, $581, which was, uh, just over 4.1 million, uh, as a variance over the current year, or 7.63% over the current budget that we're in. That was the budget that, uh, I initially presented on

072March 5th. Since then, um, there's been a lot of re- reiterations over, um, this budget over the last 6, 7 weeks. Um, and I'm not going to go through all of these. A lot of these were were covered, um, at the budget workshop a few weeks ago. Um, and, um, but I will, you know, just mention, um, that there were some adjustments along the way. Most of them were reductions. A couple of them were additions. There were There was $31,194 that was adjusted between the time I presented the budget in March 19th, which was the budget workshop. Um, on There's There were two budget workshops. The first budget workshop on the 19th. So, I just want to mention that there were some miscellaneous adjustments. Those were additions to the budget. Um, we didn't talk about

073that at the last meeting. I just want to point that out. We also made a $150,000 adjustment. That was my decision, um, based on looking at all the salary lines, um, and feeling that we were short for next year. We have a lot of FMLA, um, issues that we have to cover. We have to make sure we have long-term sub- substitutes, money for that, uh, for long-term leave, retirement payouts when we have retirees. Uh, by contract, they're, um, they get a payout of their sick leave. Um, and so, those are things that we have to account for and have to have enough money. We were, in my estimation, short about 150,000. So, I mentioned that at the last meeting, um, and so, we adjusted that line. The big one is the health insurance. Um, so,

074we had originally budgeted 15%. We were getting information that we should budget pretty high. Um but our actual uh rate locally we just received about a week and a half ago um is just uh 6.01%. So that brought down the uh health insurance lines from March 5th uh down $624,462 in a reduction between the 15% and the 6.01%. So very happy about that um in order to make that adjustment. So that's certainly uh a downward adjustment. All the other ones were discussed um at the previous two workshops. Um so they shouldn't look different but there's a total um if you put the adjustments that were made that are additional adjustments since March 5th which were two two of those adjustments and then the rest of them which were reductions um that the board signaled they

075wanted to see um at the last meeting uh we are we reduced the budget or adjusted the budget by $1,163,693 downward since March 5th. So these are your new numbers based on that. I'm not going to go through every one of these cost centers again but just say that the total um budget um is at $56,767,888 or about 2.9 million as a variance at 5.46% over the current year. So the reduction in the percent um considering that it was at 7.63 we're down uh really took it down 2.17% off of the increase since March 5th. Um so again standing at 5.46 on the expenditures uh as an increase um over the current year. You can see I uh struck the items that the board signaled that they wanted to reduce um over the last few

076weeks. So, you'll see that those items have been struck on the side on the on the budget drivers, and you can line those up. So, I had shown you the slide initially on March 5th, and obviously adjusted. I kind of did a backwards take on it. We're at 5.46% on the total budget. That includes everything all in. And then there's the previously approved. If you minus the previously approved debt service and land acquisition, which is 1.24% um the op- operating expense, this is just another way of looking at it. The operating expense increase um less debt is 4.22% of an increase over the current year. And I made a note at the bottom that just reminding people um that the one camp campus finance plan um which Scott did a lot of work on to

077get that in place um so it'll position us for the next three fiscal years in applying um fund balance um to help offset the debt service, which will be coming on in FY 28, 29, and 30. And then just as a reminder in FY 31 uh debt service starts to naturally decline in the um in the budget. So, we'll be looking forward to FY 31. So, this is based on the new expenditure of 5.46. In Cumberland, the estimated I'm underlining this uh because it is estimated at this point, but this is based on the best information that the town managers can give us. Um of course, there is a reval going on in both towns. The biggest part that we don't know though, and we always have to wait, and we don't have that information

078um in mid-April when the board is ready to adopt is that any um community growth, which would be new property value that comes on and this dis in both towns um, have seen significant property value over the last 15 years in the in uh, both towns. Or I should say the last 10 to 12 years. Um, this community growth is not factored in. So, when those when that is factored in and we have that information, that's not usually until the after the budget process is over. Um, you should expect that the mill rate increase in both towns will drop. Um, so this is again, I had given you a worst-case scenario on March 5th. Um, and now I'm giving you a better worst-case scenario than I did on March 5th. Um, so we're at a

079dollar 30, I think in Cu- I can't remember what it was in Cumberland originally. It might have been a dollar 80. If that was correct, I didn't I should have put that down. It's a dollar 30 now, um, and so now we're at 5. Uh, 1.6% is a mill rate increase in Cumberland. So, for every $100,000 of assessed property value, it'd be $130 uh, more per year to support education in Cumberland. And in North Yarmouth, again, estimated, same situation, the community growth has not been factored into this mill rate, so we're expecting again it to drop. Be a dollar 20 or 5.79% would be the uh, mill rate increase. So, again, for $100,000 of assessed property, you can expect $120 more uh, a year to uh, support the schools. So, looking at expenditure and tax

080history, again, based on today and hopefully the tax effect in both Cumberland and North Yarmouth will be lower at the end of the day. Uh, but you can see compared to um, previous years, uh, we're at 5.46, um, and you can see all the way through for the last 12 years what those expenditure increases have been as well as the tax effect in both towns. Um so, the average expenditure over the last 12 years is 4.72. Um and then the tax effects in Cumberland 2.92 and in North Yarmouth over the last dozen years 2.84%. So, looking regionally, where are we at regionally? When you look at the uh expenditure, 5.46% increase, um we are on the lower side of the expenditures in the region. Um so, we're we're actually quite near the bottom there. Portland,

081South Portland, and Yarmouth are lower than we are, but everyone else has a higher expenditure um at this point in time. This is just a snapshot. Budget processes are not over, but generally this is a good indicator of where other communities um are. So, you can see where we are on the expenditure side. When you go on the right-hand side of the screen and look at the tax effects, um you can see that where we compare as well. Um So, Brunswick and Bonny Eagle are lower than Cumberland um and North Yarmouth, and you can see that Westbrook and Falmouth um are right there um lower than North Yarmouth, anyway, and then others are a little bit higher on the tax effect. Again, community growth in other communities has also not been uh factored in, so

082I'm sure that um I would assume that most of the tax effects will drop somewhat over uh the next few weeks. So, let's talk about raw and adjusted per pupil. Uh per pupil costs are one indicator, the state tracks those. Um and when we're talking about a raw per pupil cost, we're talking about the gross budget, the entire budget, and simply, it's very simple, divided by the student the number of students you have, and that's your raw per pupil. So, when you look at the raw per pupil, that's the blue um in those communities and we've compared I've compared us against four other communities, Yarmouth, Falmouth, Freeport, and Gray-New Gloucester. Um, you can see that we are, um, below Yarmouth, a little bit higher than Falmouth, um, we're just around or just a little bit

083higher than Freeport, and a little bit higher than Gray-New Gloucester on the raw, um, per pupil. When you look at the adjusted, it's a little bit different. Um, so the adjusted per pupil cost is taking the entire budget, the gross budget, divided by the students, and then back out the revenue. So we receive a lot of revenue from the state. That's important. We receive more revenue from the state than a lot of our other regional, uh, comparisons. So you're going to find that when you adjust the per pupil, that our district, we come in at 17,694 per student. That's below Yarmouth. That's below Falmouth. That's below Freeport. And that is higher than Gray-New Gloucester. That's the only district in our compare immediate comparison group. So that is another way of looking at it. You can

084look at per pupil both ways. Through revenue or not applying the revenue. So this is information that usually at this meeting I provide, um, or try to provide if we have all the information that we can do. Where are we at right now? Current balances in our reserve accounts, our capital reserve accounts, right now has 145,000 uh, in it. Um, there's a couple of projects and I'll talk about that in a moment that we are hoping to get done through capital reserves for next year. In the fuel reserve fund, we've been holding this fund for a number of years. Um, we have $250,000 in it. What we're going to be requesting at the district um, budget meeting to transfer this 250,000 out. We have not been using it. Um, and just not to have a

085fuel reserve fund. Use this money for capital reserves instead. So, this will be a an article that will be asking at the district budget meeting to go ahead and make this transfer. Our emergency fund. So, these are for unforeseen expenditures. Could be a blown boiler. It could be staffing needs that we didn't account for. Needing another kindergarten teacher because we didn't anticipate a large enrollment, for example. Facility issues. Anything that comes up that can be a large expenditure. We carry right now our balance is $1,239,641 in our emergency fund. And then our unallocated fund balance. So, we are carrying right now $3,350,000. This obviously helps um with will be helping with the next three fiscal years to help offset the debt service. And this was a plan. This is why we carry this. So, that

086we can soften the the impact on taxes with the debt service over FY28, 29, and 30. So, capital reserves. This is what we're proposing. And again, this all falls outside the general fund. So, we're talking about things now outside the general fund. The intercom system at the high school is on its last leg. Has been for a while. We need to replace it as a safety issue. It was flagged by Sentegic when they put the safety system in for us. They said that, you know, the intercom system is just not adequate. We know we need to replace it. That's a $180,000 expense. As I mentioned at the last meeting, we're able to include that now into one of our two tech leases. So, that tech lease will carry this and we do not have to

087carry that as a capital reserve item. The next one is something that the board previously approved. And that's for the SRRF, the revolving renovation project on the high school science wing. Um when we put that out to bid, um we were short about 3 131,180. Um and the board did approve that a couple months ago to um offset that expense um with uh capital reserve. So, that that one is right there on the list. Um the next one, which I had originally proposed, which was replacing the floor in the high school commons, as you know, we had some water damage from um a major leak that happened in the old kitchen off of the commons. Um and I have I'm not proposing that we replace that floor at this time. Um I'm proposing that we

088remove that from the capital reserve list and we're going to patch the floor and um and not uh incur the expense. That's my proposal. Again, this is outside the general fund. And then the last item is the track resurfacing. Um we've had this the track looked at. This is one we've kicked the can down the road for years. We're at a point that if we don't resurface the track soon, we're going to have to replace it. And that's the um the um expert opinion that we received when we've had it looked at. So, we don't think the track will actually cost $200,000 in resurfacing, but we're not 100% sure until we can get the company to come back out and give us a better estimate. So, that's the estimate we're reserving. So, at this point,

089I'm proposing that we stra- strike two of the items that I had originally discussed. Um and we're talking about 331,180 in capital reserve. So, it'll be important for money to be transferred to capital reserves at the district budget meeting in order to account for these costs. Federal grants. So, our district receives federal money, and we apply those monies and use them for various reasons. So, we receive about 110,000. Um and this is current money. So, you can see over the last 2 years. Currently, we're receiving 110,000 in SA money for title one and two. That pays for part of two literacy specialists at MIW. So, it offsets staffing. Local entitlement is special education. We receive about 536,000 in special education federal funds. We use that to pay some of our staff. We have several staff

090that are paid out of federal monies and not local money. Professional development and supplies. We also receive a little bit of money for pre-K salaries. We apply that to our pre-K program that we have at MIW. Just over 16,000. We also receive food service money from the USDA for government government commodities. Just under 107,000 this year. And food service direct for subsidizing free and reduced lunch that comes from the federal government as well. It flows through the state Department of Education. We're receiving We're expected to receive about 227,000 before June 30th. So, all told, we are anticipating collecting in federal money 996,774 dollars. That's a little bit more than last year in terms of federal money. So, important, just under a million dollars, very important to the district. So, the food service, just to dig

091in a little bit more on the food service enterprise fund, again, this is outside of the operating budget, the general funds. The revenues that we're anticipating that we're we're going to collect by June 30th is just over 1.5 million. We'll be estimating that we'll be incurring 1.3 million in expenses. That includes staffing, equipment for our food service program, and food, of course. And then the year-end net, um, so we're in anticipating that we'll have about 159,000 um, at the end of the year, which we always want to have some money left over. In food service, that carries over to the next year. So, I also want to bring to your attention, I hopefully you all have one, um, and I also there's also um, these available on the chair if if people wanted them. This

092is a new item and I want to give Melissa Porter, my administrative assistant, no relation, I always have to just put But, um, After meeting, not marriage. Yes. Um, right before you move into that, um, that we're all very excited about, remind me what happens with the additional funds for food service at the end of the year. They can carry they just apply they roll over to the next year. They can also be used for equipment. We're going to be using some food service money to, uh, pay for equipment in the new school as well, which is very important, so we don't have to carry that in the one campus budget. >> Okay. And it's a substantial amount. Okay. Of that fund balance that will be used. Okay. So, the budget brochure, again, Melissa Porter,

093um, really worked on this a lot. She and I worked together on it, but she's the the really the brains behind it, um, to get it to where it is. Um, I'm not going to go through it, you can go through it yourself. Um, it has a lot of information in it, the budget timeline. Um, it has enrollment information. Some of this we just pulled from, um, our website, which I do the, um, annual reports. Um, some of this information comes from the annual reports, some of it comes from our data dashboard. [laughter] Just reminding you that we have those things on our website. And so, some of that information was pulled and then some of it is new and we created it, um, new for this brochure in order to provide, um, folks in

094the community with more information. Um, instead of when I'm saying, oh, well, this is what we have for class size or whatnot, you can actually go and look at that information yourself. Now, one thing I do want to point out cuz I've already received a question about this is on page seven. Um we talk about uh class sizes and teachers uh pre-K to 8. So, you'll see that these are current numbers, and then you'll um see that in subsequent pages we have projected numbers. So, on page seven, you'll see under grade 6 7 8, it looks like um there's 40 for grade uh Grimsley Middle School for example, 40 teachers at grade six. Not true. Okay, there is a disclaimer at the top. It says current sections. So, at the middle school level, it's organized

095by team. So, we report that um an elementary section is one teacher per section or group of students. At the middle level, we report by section. So, in other words, 40 sections um would be 10 teachers. So, each teacher teaches four sections of their content area. So, I just want to um make that clear. 32 sections would be eight teachers. Um and just point that out because I already had a question about that number. Um class size ranges, I want to put a caution on it. Um we put the entire range in there. Most of our class sizes are at the middle to upper range of these class ranges. But when we look at sections, we do have courses for example at Grimsley High School on page eight, um we have some courses, special education

096courses, or um and you'll see different areas. We actually didn't account for special education in this chart, but we have AP, IB um courses, um and some specialty courses, uh modern language courses that might be on the lower end of that class range, but we've accounted for the entire range. So, if we have a few sections that are on the lower end, we put it right in there. We said, "What are our lowest ranges?" And we put all the way up to our highest ranges. So, it does That accounts for everything there. So, you can kind of walk through. Um we We not have projected numbers for high school uh for teachers and class sizes because the master schedule um which is being run and and students are signing up for courses. We don't have

097that information available. We'll have obviously the um current year um next year when we do this brochure for the high school so you can compare it. Um but everything else I think is standard and again we pulled a lot of this from our data dashboard. Um and then Melissa was able to put some of this in graph form for visual purposes um such as the state aid and you can follow that over a period of time. We also have the capital reserve accounts in there just the information I provided. Um and then we've been asked if in the past and I thought we might as well just put it in the brochure to have some important information. What can you do at the district budget meeting? What makes sense for you to do or not

098do? Um what's the process and not just assume or talk about it year after year and remind people. Thought we'd just put it in writing for you and have all the information in one place. One thing that's missing from the brochure and we're working on it. We'll have it for the district budget meeting um is our staff counts. Um and what I wanted to do and ob- we didn't get it done in time for this brochure tonight but we'll have it um is actually break it out by staff categories. So I give you that information annually um but it's usually by school or cost center or in then an aggregate. Um but we wanted to go deeper and actually look at categories of staff members in our district. How many do we have FTEs? How

099many are we putting into the next year's budget that is in the proposed budget at this point in draft budget. Um so you can compare from the current year to the upcoming year and then there's a variance. So we will have that that will be in addition to this brochure um for the district budget meeting on May 7th. So we hope we find this helpful. We hope people in the public find it helpful um and we'll be um having copies of this at subsequent meetings and building on this each year and hopefully helping people have all the information they need in order to make good decisions about um supporting or not supporting the budget or whatnot. So, anyway, that Yep, there's a couple more. Sorry. Budget summary. So, this is something that we've been putting

100on social media as well. Try to condense the budget for people that are really busy and just want to look, "Hey, what's this FY27 budget all about?" Here's the big pieces um right here and please use this with other people if they don't have time to really look at all the materials or just want a summary, here it is. Um we've done a summary up again, Melissa did that um to make it real quick and easy to look at. And then the budget next steps. Hey, you're down to almost the end Well, getting towards the end of the process, very important end of the process. Um but again, here's your dates um 7:00 May 7th district budget meeting. All registered voters in Cumberland and North Yarmouth are invited to the Art Center um to vote

101on the budget and whatever budget comes out of that meeting, obviously goes to the polls or voters at the polls on Tuesday, June 9th. >> [laughter] >> Yeah, I I know a lot of work went into getting this together, so I really appreciate it. And I'm assuming then once we vote on today's budget, that information will be Yes. having to this. Um and when are you hoping just if other people have questions or comments um about things that are in here, when are you hoping to like publish this? It is public It is actually published now. Yeah, we're publishing it. I don't know if it Melissa I don't think me put it on to the um budget page yet. I haven't looked. Okay. Um we talked about doing that, but we can make sure we'll

102get that up there, too. Okay, great. Questions? I'll go. Go ahead. So, first of all, can Bill Stockmyer please wear that suit? >> [laughter] >> I want him to be our It's a great suit. All right. I too love this. I even love the font. I am really glad that you brought up pages seven and nine and I'd like to ask you a couple detail questions about that because it speaks to something that we've all gotten emails about. It's brought up in public comment tonight. I presume that page nine, does that reflect the added positions that we currently have in the budget? Yes, it let me just double Yes, it does. So if you look at grade six for example, we do have 10 teachers in grade six. So grade seven would have 10 teachers.

103That's the two that reflects the two FTE general ed teachers that are in the proposed budget. Now if the board chooses to do something tonight that will be adjusted, but that's based on the proposed budget. Yes. >> Okay. So class sizes are almost identical with those two new positions for seventh grade. >> Right, because the students from grade six right We have a class coming in that's about the same. So we're projecting and that's a projection or estimate based on what we know for class sizes. So um you know, I'm looking at the projected sizes, 201 seventh graders next year and I just I think there is confusion. I think something got lost in translation, but adding the that new position or those two new positions actually does keep class size around the same as

104it is right now. That's correct. It is not that we are adding two teachers and then our class sizes are going to go way down. >> That's correct. And I will say and I've said this before, we're not going to be asking for additional FTEs at GMS. In FY28. We know these are the We're not going to be In other words, carrying them to eighth grade. We have another plan for that. We've already talked that through. Cuz you can see just from this there's a smaller class incoming. >> That's right. And that will account for some of it. Uh but in terms of the teaming arrangement, we're also going to be planning differently, so we're not asking for more FTEs. >> Okay. So, yeah. Cuz if you look the fifth grade on page seven. Mhm.

105Okay. Oh, wait. We're on page Yeah, it's page five, I think. Yeah, yeah. Sorry. Okay. That's That's helpful. Great. Other questions? Jeff, can you explain the We've had a couple of conversations about this. Can you just explain where you are at with the basketball court in the commons? So, I might have Scott talk about this a little bit, too, but we're just we're We feel We did get some insurance money, but not much. Um we can patch the floor for now, and it's usable. Um so, it got damaged on one side of the floor, as you know, where the chairs are. Um and we can patch it, and uh it won't look wonderful, wonderful, but it can will do the job. Um we feel like this point that makes the most sense. I'd love to

106replace it. But I think just financially, I think we can get away with patching it for now. Eventually, it does need to be replaced. I don't know Scott if you have more. No, just that I think the first thing we need to do is really take a look at the use of that area and see what's being utilized in there. One of the things we've talked about is a composite floor versus a wood floor because of the amount of activity and the types of activities that go on in that uh commons gymnasium. We need time to figure that out and see what that looks like. And so, we'll be revisiting that. I love how he says we. >> [laughter] >> Yeah, let's just we. I'm here till August 7th. It's always a few weeks to

107go. >> [laughter] >> You can figure that out by then. Yeah. I I should Put that on the list. Don will be working on that. Both Dons. And call on Mr. Bowen whenever is necessary. Other questions? [snorts] You'll find Yeah. Jeff, you said the federal funds 24 25 25 26. But we're going to be in budget 26 27. Is that correct? Right. So, all we have right now um are what we're collect we're going to estimate to collect this year. So, we don't even get our projections for federal funds like the S and S funds um we don't even get estimates sometimes until a little bit later in the season. So, this is even though it says estimated 25 26 in the year we're in, that's because we're estimating we'll collect these funds by the

108end of the school year. And when we typically when we know that >> We generally anytime between now and June 1st, we usually get pretty good estimates. Okay. Um we don't get our final allocations, for example, Title 1 Title 2. We don't generally don't get our final allocation till July. Okay. That's when we actually get our actual numbers. Um so, it does take a while. Local entitlements, the same thing. Okay. Yeah. Can I just add one piece to that? Do you mind? It's That's one of the reasons why we need to have some move in our salary lines um where we put some money in there is that we don't know exactly what the number is going to be and there have been times where we've had federal positions that we've had to cover in

109the general fund because there weren't enough federal funds to do that. So, okay. And so, you just don't know the exact number until later on. And this is an area where a lot of other districts and we do not rely a ton on federal funds. And there challenged in in recent years because of um changes at the federal level. >> Yeah, for instance, there's a number of educational technicians that are covered under uh local entitlement, for instance. Okay, and some of the other positions. Thank you, that's helpful. Thank you. And Lauren and Jesse, I talked to Jesse about this in the finance meeting, um but Lauren, I would love for you to just weigh in, maybe things have changed a bit, but um we have not included in the subsidy the potential payment that we

110would receive for this new position. Pre-K, E-sped, whatever coordinator facilitator, um that could also be a subsidized position, correct? Um and >> haven't accounted for that. >> Yeah, we have that is not included in our >> That's not in our And that would right now where would end up as it would end up in our miscellaneous revenue account line, and that's where it would end up if we did get uh funding on that position. Uh Lauren, just wondering. Right. And what we learned so far from the other districts that have that position, it depends on how it's characterized and how it's reimbursed. So, if it's an administ- purely administrative position, it's a 20% reimbursement. Um and my understanding is that we have characterized it as a teaching position, which is 100% reimbursement. Um so, just

111I don't know what what carries who decides how to characterize it at the end of the day, but there is a discrepancy on how that >> I've heard it's a teaching position. >> [laughter] >> That's what I've heard, too. >> Yeah. Well, it is carried as a it's on the it's carried as a teacher as a coordinator, which is a teacher level position. And that would be the certification that we would request. >> Right. Okay. And I thank you. Yeah. Yeah. We we actually the certification that we put out in the advertisement would be 282, which is a special education endorsement. >> Yep. That's really helpful, Lauren. Yeah, I can talk more about what we learned from other districts, too, and but maybe it's not relevant. >> I mean, I want to know that. >>

112It's revenue in the budget. Yeah, so I know there's obviously been a lot of questions about this position, especially bringing it in before the programming starts. So, what have you learned? Um so, the um our committee has um gotten information from nine other districts um who are already doing this, and um there's a mix of districts who have this kind of position and don't. And the ones that don't have this position have been um using um staff from within, like an assistant superintendent has taken on this position, which we don't >> Do Do we have one of those? >> [laughter] >> Um that's Yarmouth. Um in Falmouth, the director of special ed, I believe, is is doing this, so that's why they don't have um this. They're also Yarmouth and Falmouth aren't partnering um at

113this time. It's all in-house. Um Cape is hiring one this year. Um and they are going to be uh partnering this year, as well. Um >> When you say partnering with who? >> With community providers. Okay. Great, thank you. Yep. Um and so, the the the communities who are partnering with community providers um tend to be the ones who have used this role. Um like Brunswick has a pre-K, they call it pre-K strategist. Um and what we heard anecdotally from them is that they um they didn't have this role from the start. They wish they did. Um that there was a lot of work um leading up in the design phase of this. Um so that's what we know so far. I don't know if that's helpful or not. Yeah. >> it just seems like

114where the the districts who don't have this role, they've had the resources from within to do it. >> And are those districts ones that have community partners because I think that is a differentiating feature. Did Did you So Yarmouth and Falmouth, let's use those two as examples. I know they have an extent expanded pre-K just in general, right? Don't they? Um yes. Well, um I know that Yarmouth does and Falmouth I think is trying to expand. I don't think they have. >> They've done a little expansion, but not >> Okay. not what Yarmouth has. Not the universal Why am I not >> Yarmouth has I think they it's mostly universal if I remember correctly. >> So, I was wondering if they already sort of staffed up otherwise to have that. Yeah, I'm not sure off

115the top of my head um how to answer that. But so they um they're both of them aren't partnering um both of them don't have a dedicated coordinator position. Um and they have staff from within. Yarmouth, the assistant superintendent and I believe the director of special ed in Falmouth. Okay. But it's not clean. I can't say 100% of the the districts who've partnering have this role and 100% of the ones who aren't don't. It's not It's not that clean. Okay. That's helpful. >> [laughter] >> Ask me. What? Correct me if I'm wrong, but we already already have someone on staff who is transition coordinator for children into kindergarten who is doing the work because I asked this said first meeting. We don't Why do we need another person if we already have someone doing that?

116We have a transition coordinator. So, I don't know if you need it for 1 year or do you need it for 2 years? If your transition now has 4-year-olds, do you need to transition them next year or So, my understanding is that it is a different role, but well So, I was told it's We don't We have a transition I'm not sure I may be speaking about something totally different from what you're saying, Shirley, but we have a transition coordinator at the high school. Maybe it's not a transition coordinator. >> We have a strategist. Strategist. Right. We have four strategists in the in the district for special education, and they're IEP coordinator um coordinators basically for all meetings. Um one of them also handles um pre-K as well. Um and we have an assistant director

117of instructional support, and we have a director of instructional support. I don't know if you're referring to those. But, let's let's talk after and make sure that that's clarified. I just want you to know what you have already. We do. Great. Thank you, but let's connect. Um all right. Any other questions about the budget presentation? Okay. Well, I may ask our chair of finance >> [laughter] >> to do the first item for action. Getting my fourth wind of the day here. >> [laughter] >> All right. Um I move that the vote entitled vote to call and approve the warrants for the budget meeting and the budget validation referendum and to authorize the notice of amounts adopted be approved in form presented to this meeting and that a copy of said vote be included with the

118minutes of this meeting. Is that everything I need to say? I think you have to keep going. Oh, I do. Okay. >> Do you have to Yeah. Okay. [laughter] Uh vote to call and approve the warrants for the budget meeting and the budget validation referendum and to authorize the notice of amounts adopted that the warrant for the MSAD 51 the district budget meeting presented to the meeting be approved and that a district budget meeting be called for May 7th, 2026 for the purpose of voting on the annual budget for the district for the 26-27 fiscal year. That the warrant and notice of election for the district budget validation referendum presented to the meeting be approved and that a district budget validation referendum be called for June 9th, 2026 for the purpose of approving the budget

119adopted at the district budget meeting for the 26-27 fiscal year and that the form of notice of amounts adopted at budget meeting presented to this meeting be approved and that the superintendent of schools of the district be authorized and directed to complete said notice in accordance with the district budget meeting on May 7th, 2026 and to cause copies of said notice as completed to be delivered to the municipal clerks. I can't do it. Just trying to do it. Um to be delivered >> [laughter] >> to be delivered to the municipal clerks of each municipality of the district for posting at the polling places for the June 9th, 2026 district budget validation referendum. Thank you, Kim, for that motion. >> You're welcome. I just said that. Off the top of my head. Can I get a

120second? Second. Thank you, Jesse. All right. So then we open the floor to the motion. Any I know we've the past few meetings it feels like we've been talking about the budget and um here here we are with our motion. Um I just I mean, I obviously as a chair do speak for the board, but everyone can have an opportunity to say something tonight, but I know how seriously we all take any time that we're asking our fellow neighbors um for funds for additional funds for the district um and how much I've appreciated the the process that we've gone through this year um to try to find more ways that we can um address concerns in our rising costs um and it's been extremely challenging not only with the district budget, our own personal budgets

121when we when we look at these things. Um and so I just want to you know thank everyone for their work. Um I know the first number that we saw when the superintendent's budget came in over 7%. Um was really challenging. Um and I appreciate the work that's been done to find ways to to bring those numbers down. Um and hopefully make us be able to continue to position our our students um for a a reasonable affordable high quality education um which is like an impossible ask. Um so I just want to just express my gratitude for the work that continues to be done to find ways um to make sure what we're putting in front of everyone is is reasonable and responsible. I'd love to add one more thing. >> As chair, go ahead.

122Uh so as I have said a few times, my youngest is graduating um in what how many days? >> [laughter] >> Um which means for the first time in 25 years I will not have a student in this district. And no, we are not putting our house on the market. We have no plans to leave the district. And I'm in favor of this budget. Our home, we just found out, is going to require pretty much an entire new heating system before next winter. I want to shout out OB Plumbing for getting us through this winter. This budget sponsored by me. >> [laughter] >> Yeah. And I am in favor of this budget. The small business that my husband and I own is experiencing a huge increase in expenses because our rent is going to be

123almost doubling next year. Not to mention your driving school and you have the cost of fuel to think about in this time. Um and I'm in favor of this budget. The car I drove to get here has 255,000 mi on it and I'm in favor of this budget. Uh my daughter's college, which uh gave her a scholarship that covered about 90% of her tuition, room, and board, announced yesterday that they are closing effective the end of this semester. Um which means she is trying to find another school and it's too late to apply for scholarships and financial aid for next year. And I'm in favor of this budget. And I say this because the majority of us at this table are taxpayers and as Leanne said, it's really hard. Um there are there's a lot

124to be very, very concerned about and I say this to everyone um because I just would love um it it is a very hard time, a hard challenging time and we think about all the people in this community including ourselves as taxpayers and I I just all I can say is if I was not if I genuinely did not believe that this was a budget I could support, I would not vote for it. And I'm saying that as a taxpayer first and foremost, honestly. Thank you. I just wanted to share that. I'm not supposed to touch that. I've done so good. I'm good. >> [laughter] >> Any other questions or comments? Um this one This process was a struggle for me cuz I I last year um I remember saying very clearly that I didn't

125I wasn't as involved in the process as I should have been. Um and I felt like all of us could have been like I think that was feedback and lessons learned for us all last year. Um and so I rewatched last year's meeting. Um and that's really difficult to do to listen to yourself. It's like awful. Not the whole meeting. I skipped to the whatever part. Um just to kind of see like where we were at and where I was at um because I lost sleep last year after a conversation I had with a voter who asked me certain things and I could not answer them. Not because like the answers weren't available, but because I wasn't engaged enough as a board member to be involved in that. And I think like at if I

126think from a committee level it's easy to hide being like I'm not on that committee and like I trust what that committee is doing. But as like the primary responsibility of the board, I do think it's this. It's in a lot of ways making sure that our um that we're doing our fiduciary responsibility and building a budget that's right for our students and right for our community. Um and so I I think what we've done based off what we did last year, we've made so many positive leaps. And one of the things I've enjoyed is throughout this whole feedback is that Kim, Jeff, Scott, Leanne, Sarah, Shawn, like everyone I've Jesse. everyone I've engaged with um has answered questions, acknowledged the feedback, acknowledged the imperfections. I mean, we're going to talk tonight about the um

127board schedule next year. That includes feedback from this process. So, from a number standpoint, um from where every single time we go over it, I feel more and more comfortable as a voter um to support it. But, I do have doubts and confidence in terms of my ownership over it still. Um and when I've looked at personally what I would need to feel good and comfortable um voting for it and pushing it forward, I don't know if I've met that benchmark yet. However, tonight like seeing some of the stuff and the way that it's laid out, um some of the the stuff that you've listened to, I feel heard, for sure. Um in this that I I am feeling much better about that and I I feel that I could see I would support anyone

128who would be for this. Um and I would support people who are like, "We're just not quite there yet." But, I I still have questions about how it aligns to our strategic priorities and I think that we've lost a chance or we've missed some opportunities to have more further board conversations and I think that's just part of the constraints of how we work. So, um I don't think I can be in favor of voting for the warrants tonight. But, we're getting close and I feel confident in it for me. I don't feel confident that if this moves forward, um that in the next month I can get to that point. But, I I'm not in favor yet of the warrants. Personally, from a personal level, but that that really has nothing to do with what

129other individuals have done around me cuz I think that the finance team and Jeff and Scott have kicked butt in the actions that we've asked them to do over the last year. And so I really I'm really thankful for you guys. Anyone else? Chelsea. So Tim, I hear you and I would uh I'd encourage you to join the finance committee last year. So last year, I think I had some of the same questions and I voted for the budget last year, but I actively joined the finance committee this year because I wanted to be able to look people in the eye with a straight face and say that I've signed every warrant and that I've asked Jeff and Scott tough questions. Going through the whole turf thing last year and the like can we co-op

130blah blah blah, I was like, you know, going through the Bobcat thing, it's like where we can save money, I would like to do it and I would like to have insight into where that money's being spent. Uh so I commend Jeff and Scott for that. Thanks Scott for making every member of the finance committee sign the warrants and not just putting it on the chair. So I get to look through every page and look at every check that we're signing to Amazon and look at $30,000 checks for something and then I can go ask and every time I get an answer. And so that's all work I'm doing on my own so that I can feel comfortable. It's not done in committee where people are showing up, it's not done in front of everybody,

131in front of the cameras. It's just so that I can feel comfortable as a board member and as a finance person, as a taxpayer, that we're not wasting money, that there isn't money to be saved. I often will cross-check and look to see if Source will have a co-op price and could we be getting it, right? Cuz we saved like 15 grand on the Bobcat by just mentioning that, right? So like, if we can save money, I would like to. I don't think anyone on here on this board wants to spend one penny more than we need to to provide the education that we have been providing to our kids. Um so yeah, Tim, I think you need to challenge yourself to do a better job, right? Um cuz if you can't vote for this,

132something went wrong along the way, right? And I know we didn't get the information we wanted. Part of that's down to the information system that didn't live up to what we wanted, right? And we got to get the checks out the door. So, like, I don't fault Scott for that. And I know I was able to dig in enough that I feel confident voting for this, but like, you're right, we got work to do getting a better data system to get us better reports, better reports to the public, better reports to us. We can [snorts] slice it and dice it many different ways, so yeah, I'm voting for it, absolutely, but like, I would challenge you like ask to be on the finance committee next year. Come and sign those warrants, ask those questions, like

133challenge yourself to do that so that you can with a straight face say like, not that I have questions, do you want to vote for it or not because you have the information, right? So, like yeah, um, but yeah, I think Kim also, oh, I commend you for just doing incredible work digging in, asking hard questions, pushing back when there are answers. Um yeah, cuz it's not easy. Like, none of this is easy. So, just an amazing job and great leadership on your part on the finance committee. Thank you. Other questions, comments? Uh, can I just mention, I would like to say thank you, um, as just as we're looking at all this. First of all, I want to thank Scott because I think uh, so much goes on behind the scenes that people just

134don't know that Scott does with managing the money um, and doing everything he can, all the conversations and all the pushback and all the questions and everything like that. And Christine Gerard, our finance manager, and the whole finance office do an excellent job putting this budget together and responding to things cuz really they're the ones that make all these numbers work for what you're expecting, what the board is expecting at the end of the day. And I also want to thank Kim in the finance committee. Um, I want to echo what Jesse said, um, about, um, Kim and your leadership with the finance It was it's a it's a difficult task. We're talking about, you know, a $54 million budget this year. Almost $54 million and talking about over $56 million for next year if

135it's approved. So, this is a it's a big job and I appreciate the finance committee. There's been a lot of meetings, a lot of discussions and endless questions which are good and that's part of the public process and that should be there and that makes for a better budget. So, thank you. Endless questions. >> [laughter] >> That's okay. That's supposed to be like that. It's supposed to be like that. >> [laughter] >> Great. Anything else? Okay. All in favor? All opposed? I will need signatures on the warrants this evening at the end of the board meeting. Okay. We have a short The nice thing about this year is that we don't have to sign like 10 copies of each one. All right, it'll be a few copies of each one and then they attest to

136it being a certified copy. So, that's a change this year. We're moving up in our AI will just generate the >> [laughter] >> We didn't think AI for this. >> [sighs] >> Okay. Thank you everyone for really appreciate all the work. All right. So, moving on. Can I have a motion to approve the continuing teacher contracts for the 2026-2027 school year as presented? I moved. Thank you, Megan. Can I get a second? Second. Thank you, Annika. So, would you like Did I say continuing? I said continuing. You said yeah, you said continuing. Please present. >> Yes. So, the continuing contract list you have a list of actual names on here. These are teachers that are going from second year to continuing contract. That's state law. So, after 2 years of that a teacher or specialist

137is on a probationary um contract, um they can be offered a continuing what's called a continuing contract. Um and again, that's state law. That just says that they are continuing in their employment and first 2 years um they're a teacher or specialist was probationary, so they're issued a 1-year contract. After the first 2 years of employment, they are issued a continuing contract, which means 2 years ongoing um from there. So, it's an automatic renewal. Um and uh in the first 2 years, it's not an automatic renewal. It's a 1-year uh renewal that has to be extended each year. So, in front of you for the first uh motion, you have a list of um teachers who are moving from year 2 to year 3, uh which means that they are moving to a continuing contract

138for approval tonight. Great. Thank you. Any questions? Okay. All in favor? It's unanimous. Can I have a motion to approve the probationary teacher contracts for the 2026-2027 school year as presented? So moved. Thank you, Tim. Can I get a second? I'll second. Okay. Thank you, Kim. >> [laughter] >> So, same list? It's same It's a same list. Um it's uh color coded differently. It's um in blue ink um for you. And that list is of teachers again going from year 1, so they're in their first year with us in the district. And they are moving um we're recommending that they be renewed um and go to year 2 of probationary status for the 2026-2027 year. Great. Thank you. Any questions? Great. All in favor? Great. It's unanimous. All right. So, the last we had a

139last-minute ad, which is very exciting um for the Greely Middle School principal. Um can I have a motion to approve the appointment of the professional position as outlined? So moved. Thank you, Tim. Can I get a second? I'll second it. Okay, thanks. We're doing great. We need a gym on the board. >> [laughter] >> All right. Can you please present the Greely Middle School principal? >> Yes. I apologize it was last minute, but um in this um market you have to be quick because um the applicant that is before you is was is interviewing in other places. So, we wanted to make sure we secure the very best person to um be the leader of Greely Middle School 6-8. So, I'm pleased tonight to nominate Dr. CC Po as the principal of Greely Middle School

1406-8 effective July 1st, 2026, replacing Dr. Moni Selby, who has resigned, as you know. Dr. Po has been the head of school at the Baxter School for Technology and Science in Portland since 2020. Prior to that, she was the assistant principal at Cheverus High School from 2017 to 20. She has experience as a science teacher for several years at both the Portland Chinese School and Deering High School. There were 15 applicants for the position of Greely Middle School principal, and five were interviewed. The interview panel consisted of 19 stakeholders, including staff members, 12 staff members, two administrators, two parent two parents, one student, and a board member, Tim Valente. Thank you, Tim, for your um help with this. The committee conducted two rounds of extensive interviews before deciding on Dr. Po's candidacy for the position.

141The committee was impressed with CC's knowledge, personality, her leadership skills, her commitment to education, and felt that she would be a good fit for the principal's role. I'm very confident that Dr. Poe will provide exemplary leadership for Greeley Middle School 6-8 for the years to come. So, I'm very pleased to nominate her for your consideration this evening. Thank you. And I know Tim Yeah, um Jeff, first of all, you did not that you need much more kudos, but you did a fantastic job facilitating night I if you'd seen the room, the amount of stakeholders in there, I would have been like, this is going to be a disaster, but it was really well-run. Everyone had a chance to engage. Um she's an excellent excellent candidate. There was very limited um uh feedback or concerns. Um

142she I think at both hoops we interviewed her twice, as Jeff said, and um she passed with flying colors, was engaging, she knew our students, she was interested in Greeley and our culture. Um she was interested in our transition and asked really in thoughtful questions about how she could participate in that. Um I felt extremely confident and comfortable with her, but the most important part was the people in that room, particularly Jeff, who you could see working. I mean, you the you I played body language doctor on the second interview, and everyone was engaged and smiling and writing down thoughtful stuff. So, I that was a hard I think interview process for her, and she nailed it. And um I imagine walking in a room with 19 people looking at you. Um and she knew

143all of our names, and um I think really cares about our students. Um and most importantly, she has really great leadership experience. She's been the alpha dog in a school, and that made me feel really comfortable and confident. Um so, I think she would work well for us and I definitely um uh in agreement with this recommendation. Thank you. I have a procedural question. >> Okay. Um I feel like I should probably abstain because I have worked with CC. Mhm. Not not so much in a professional capacity, but as a parent of a Baxter student. Um worked on some committees with her. >> [snorts] >> So, I mean, what is your thought? >> have to abstain just because you know someone. I mean, if >> Okay. I was I wasn't sure like where that line

144>> If you feel like you have to, that's your personal decision, but you don't need to. >> Okay. Well, just so you know, I'm strongly uh supporting this. I am very excited. No, you don't have to abstain. >> a close from her. With her. Would have been good to know. That's good. Are we voting about today? Yeah. Great. Any other questions? Um I'm excited for this opportunity for our middle school. I mean, specially in a period of transition to have somebody with such great leadership experience. Um we're very lucky. We are. What? Wonderful. All right. All in favor. It's unanimous. Welcome to the team, CC. All right. >> Yeah. Text your Jeff right now. Yeah, I know. Well, I did tell her I'm going to I'm going to email her. I mean, I'm glad we

145were able to get this this in. Um Yeah. Yeah. Awesome. Okay. I guess we're at the superintendent's report. So, I have some news for you. There is no report. I'm sorry. >> Power move. Uh we've been working >> you doing? >> [laughter] >> Melissa Melissa formats my report and she's been working on the budget with me and with us and formatting. And I said, "You know what, Melissa? Let's not do the report tonight, okay? Um so we have I do not have a report, I'm sorry. They're walking. We thought we had more Yeah, I thought you had more time. Well, he didn't the other on the other hand he didn't like one-up you and share like all the original Watch us share now. Yes. We haven't had a student report in like weeks. >> I

146I know. I'm excited that we have we have more time now. Yeah, student reports. All right, let's have it. >> Katie just told me I'm going first, so Don't do that to me. Just threw me under the bus there. I guess. Okay. So, feel like a lot's been happening and we missed we obviously missed a lot. Um So I am just going to start with um last Friday we had Greeley's Got Talent. Um I didn't get to go unfortunately. I was chaperoning the NHS fourth grade spring fling dance. >> Which I also heard was a lot of fun. >> Yes. Um a lot of kids we had like 500 boxes of chips and they were all gone. >> [laughter] >> I like there was like 90 kids. So many. I didn't even know we had

147that many I don't know fourth graders. [laughter] I like there were so many kids. I met a lot of people. The dress code is so odd to me cuz some kids show up in like full tuxedo and then some kids show up in sweatpants. I'm like all right, yeah, that's Love it. Like actually I think a couple kids showed up in PJ pants, but whatever you're comfortable in. Anyway, um that was super fun. So we raised a lot of money from that. That was so fun. Um a lot of setup went into that. But Greeley's Got Talent, I was just looking at the um people who participated in that. Um there was a tap dancer from the third through fifth grade. Um and then there was a lot of piano and a lot of voice.

148Um and there's a lot of names that I recognize from kids at the high school, so that's super fun that kids are um being engaged with that. And then I heard that that was a really good turnout. I heard there was a lot of people that went to that. Um, so I don't know if anyone was able to go to that. I wish that that was something I was able to to make it to. Um, but that's super cool. I know that it was something that um Ms. Rollins puts a lot of work into um and Ms. Bailey puts a lot of work into and of course all the high school um kids who who put a lot of work into into making these performances happen. Um, so that was super cool. And also last

149Sunday we had the Cow Cares third annual Mental Health Matters 5K. Um, definitely something that has been anticipated. Um, me and the other officers and Ms. Fowler um and every other sponsor that we work with, we put a ton of work into making this happen. Um, months and months and months of work and constant meetings. Um, so that day was definitely highly anticipated and it was super fun. We had at the end, I think, 236 racers. Um, which is not as high as our first year but that was super nice for us, especially because our race this year was a full month early than we usually have it. Um, we usually have it in May and we had it at the beginning of April and it was it was a nice day. It was kind

150of chilly but no rain and no snow. So we were happy about that. Um, I'll take what I can get. Um, so that was super fun. We raised over 50,000 dollars this year between our sponsors, our racers, and just overall donations. Um, and then we also had Kyle Johnson's uncle come um and do the kickoff of the race, which was super fun. It's always fun when we can have someone from the family um come. They're such an amazing group of people that are obviously so involved in um making this mission so important to everyone. Um, and we obviously have had a lot of community involvement in that, which is the point of the 5K, so that was super great to just have that. So, that's that's my spiel. Okay, in true senioritis fashion, I have

151all the fun stuff um >> [laughter] >> for like the easy easy endings of stuff. Um so, first of all, Caitlyn um sugarcoats it, but she put so much work into the 5K. They really work hard. For example, even I worked hard for it because on Saturday, I was hanging out with Caitlyn, and she decided that we realized that we had to go and pick up the the presents for the people who won the 5K. So, we proceed to drive around to your local Starbucks, if you can list however many you think are in the radius, and then call their managers cuz she had previously called called me again, get the gifts. It's just she does so much administrative work and like school board as a student is already enough of that, and then she

152already takes on a lot, too. So, just shout out to Caitlyn for that. Um and then also just something funny that I realized is like you guys might not know it, but at that fourth grade dance, there was a student DJ. Really? >> Yeah, his we can refer to him as DJ BK, and he plays football, and he's really good at it. And they paid him and everything, and he killed it. >> student? Yeah. Then hire him. >> Yeah, he's a senior. Yeah. He's super good. For your [snorts] next party, everyone. >> Yeah, he's great. Um Yeah, seriously. Um so, but I have things like okay, end of quarter three, while some of us might be preparing for another quarter, I personally am preparing for one more week of school. >> [laughter] >> Really? Yeah.

153Um so, that's a thing in itself, kind of moving fast here. Um but also moving into spring break, I think everyone's ready for a a nice deep breath and relaxation and then studying and all of that. Um so, everyone's really looking forward to that, and I personally have been spending the last few weeks refreshing the Greeley decisions page which is actually sorry excuse me it's actually student run also by some of our peers and they basically what happens is students send in a senior picture of themselves their post secondary plans and then their major and stuff like that and then people these two girls write up a little report on what it's what it is this little caption it's just really supportive and then everyone goes and comments and supports and reposts and all of

154that about all these students who are choosing where they're headed next year and it's just really celebratory and it's very much community loving it loving it >> to that key because not only do they post it but they they grab the colleges logo >> yes >> they clearly research the mascot because they'll say George Mason is done one more patriot I mean I just I I didn't realize it was student run I actually thought it was the guidance counselor >> so this is on Instagram so yes it's on Instagram yes so any of these for any families who don't have high schoolers >> yes follow it it's awesome it's really great and then you look in the comments and there's like a ton of comments everybody being like oh my god like this is so

155awesome like and it's just super connecting because it sees kids that like personally I see I don't see a lot of my class because of the classes I take but it's really fun to see the kids who I went to kindergarten with picking their colleges so that's what's up for seniors clearly juniors are a little bit more busy um Katie but that's what I have if there's anyone that's going to UNE can you offer connection and I'll walk them over >> if there's anyone going to UNE you should see the page >> it's UNE UNE UNE people are loving it >> have we have to make sure that they stay or not happy so okay I will connect them that's amazing >> send them my email yes I totally will thank you mhm that's what

156I have mhm my son went to UNE oh really my cousin goes to UNE cool awesome thank you guys And I hope you do get some nice down time. Although sports season is also underway. So, [laughter] that'll keep you busy. Okay. Kim Finance, what do you have Do you have any reports? >> I do have a report because as Caitlin said, we have not given committee reports in a quite a while. Um and truthfully, that I I regret that because I realized that we had a finance meeting where we received the financial or the updated expenses, the year-to-date expenses. And I would have updated you all um with that at a you know, as a finance committee update, but that was the night that we went very long and voted to and um you know,

157and we didn't do committee So, I apologize to all of you because I should have at least followed up with an email about that. Um but we did indeed um get to see the actuals and and the report that Scott does where he kind of gives a little update on why each cost center is where it is. In addition to that, at our finance meeting on Friday, Scott had for us the spreadsheets that each of the district leaders or or team leaders department heads is more what I'm trying to say. Um what they put together when they're doing their budget proposals. And this So, my I I do want to credit [laughter] you with this back at you because this is something that you and I have discussed. It showed what textbooks are included in

158the books line. It showed um how much each teacher is getting per classroom. And it's by school, by department. And it's just it's not one of those things that we typically lay eyes on only because by the time it gets to us, those lists of expenses have been poured over by the administrators and then by Jeff and by Scott. Um there's a lot of back and forth, you know, do you really need this, do you really need that? And so they're doing that groundwork, but um to your point about just realizing that there is more information that would be helpful to us as we make these really important decisions, um Scott and I had a conversation about those spreadsheets and I there's no reason not to share that other than the fact that you're just

159it's more information to look through, but I'm saying to all of you that they exist. They're very detailed. Uh if anybody wants to look at them, they are public documents. It's just there's only so much again information that we can, you know, put out not that we can put out there but that we choose to put out there because it we're trusting that the department heads have gone through that process already, but that doesn't mean that we shouldn't be able to see it. >> Yep. Does that make sense? Um [snorts] so that's my update is that we spent a lot of time at our finance meeting um going through that list and also talking about what we've learned um from the budget process this year and how we can implement more documents like that and

160um as we will talk about when we um vote on the board calendar, how we can really change the process so that more of this information is available to all of you. That's my update. Thank you, Kim. You're welcome. Jesse. Policy. We got some policies. >> Policies. So we have some policies and we had a meeting on Tuesday, so we have more coming. Uh we went over on Tuesday policy EFC free and reduced priced food services. So that's going to be coming for first read next time around. We also talked about uh JJIF management of concussions um and some changes were made there. Um, it's going to Drummond Woodson to review and then we're going to bring in uh David Shapiro to consult with us as well, but uh know that we're working on that.

161Uh and we also uh talked about a cell phone policy, a bell-to-bell cell phone ban. It seems like the governor may have uh forced our hand, but we were already talking about it and looking through it, so uh I think we had some good discussions on the way we think the way forward for us. Um and that we would have done it regardless of whether the governor forced our hand, so we'll be um maybe moving that forward uh in the coming meeting as well, but we have two first read policies on the agenda for tonight. Uh the first is GBEB staff conduct with students. Um, so there are a number of changes throughout here. One of the things uh that we I think talked most about and Tim, you can correct me if I'm wrong,

162was the cases where um a staff member also is the parent of a student or is family friends with a student and so trying to build in the language and flexibility that, you know, in general you don't want um you know, these certain types of relationships or communication happening or friending on Facebook or social media or whatever, um but there are these carve-outs for, you know, if you um have a pre-established family relationship. So, um yeah, there's a lot of thoughtful work that went around um making sure that language was in there. Um yeah, bunch of other changes. I'm happy to answer questions. Tim, were there or Lauren, were there any other things in there that were big that you guys wanted to flag for folks? Uh the only other thing I think we talked

163about um a fair amount was communicating with with staff communicating with students on their own devices. Um and whether um especially like uh uh coaches communicating with students uh coordinating practices and things like this happens um and that would just uh realizing we don't love that um but maybe there are approved apps or things that we should be thinking about so that we can manage that um and make sure that all of that communication is above board and you know uh able to be monitored. Mhm. Yeah, in that in that in that lens I think we were looking at how we protect both the student and the staff member um as well so um yeah and it it was a tricky balance but um a lot of thought went into it. Yeah, I've I think

164that's an interesting conversation just around yeah, how things should be communicated. How does that typically happen like at >> the high school with team sports teams? I think there's usually um apps that they all use at least that's what my daughter's [clears throat] experience has been. >> And some use Google Chat like you know and so it goes through all of Google some use just specifically like they've been texting like right like I think Well, as students how does it happen? I mean I think that >> [laughter] >> apps are huge and I think that for like broader like coach to whole team communication apps are used but I would say that texting is a lot of the times how I directly communicate with my coaches. I don't know about you Katie but >> Mhm.

165I I mean One of my one of my coaches is also my boss so it like wouldn't feel I don't know like there's kind of a connection but um I also think like I mean it's really easy to use Google Chat even if it's on your own device. Like we've talked about that before. Sometimes if like even Mr. Francis has offered to Caitlin and I like we could like Google Chat each other if we ever wanted to like have a meeting before a board meeting like talk whatever because that's like through your email and it's like very traceable and so you can look through all of that whereas if you're on your phone which is something we talked about in the policy committee obviously like those things can be deleted really easily and you don't

166have access to that if it's on your personal device and so that's a whole different thing but I would say that there's a texting epidemic. Like this is obviously as we know but like right now I would say that primary communication is texting. But that's why this is something like this is necessary. Could we add something I mean very similar to a a teacher especially with very young children you know you might have a policy that you're never alone in the room just the two of you or I don't want to get into that but that a staff member cannot communicate with just one student at a time that a group chat might be more appropriate you know similar to not being alone with the student and is there anything I just glancing at this

167is there anything about not using apps like What is it signal? What's the one where it disappears? What's that? Oh Snapchat? Well no Snapchat what's Is that chat? No signal signal. And then encryption? Yeah. Yeah I think the language we settled on was the school approved yeah school provided or approved account or application platform so it's really at the discretion of the school and then it does say exceptions could be considered on a case-by-case basis with approval from the superintendent or designee right so there is flexibility. But we really wanted the baseline to be the school should be overseeing how communication is happening so that in the cases where something goes wrong they can look at the chats and see what happened or whatever, right? Like yeah, to the extent that we can minimize personal

168texting on personal devices because that's when you know, things can go wrong, right? So and we talked a lot about it, right? Like it it it it does make it a little more restrictive potentially. Um It's always so hard to know how >> yeah, how specific you get. I'm just wondering if to specify that it's an app that doesn't delete automatically after a certain period of time. If that's >> Yes. I mean I mean it does say school pro- school provided or approved account application platform. So I mean that's Jeff's discretion to not let them use Snapchat. I mean but I mean we can talk about it as a committee, but I mean we we thought about this language a lot. I'm sure you did. And Jesse, was there also staff or association input on

169this cuz I know that's been part of it in the past when we've looked at policies that impact staff. That's a good question. Were they at it? I don't recall if they were at any of those meetings. Just Carl. Yeah. >> Carl. Yeah, this might be a good cuz I So one of the things around following students' accounts, so we just heard about like the Greeley decisions. Is the student It's not an individual student, right? But it's a student run account. >> I think it's helpful that they remain anonymous. Like you're not it's not really like personal. It's right, it's not there. Is it like Can you even >> it's a public account. It's not a private account. It's a It's not like an individual's personal account. >> Right, but I mean like it could

170be one thing if I requested to follow Katie and Katie's not a public account. Katie has to approve it, then it might be a you know, other people wouldn't see what I'm seeing on Katie's account, but if it's a public account and everybody's seen, I don't Yeah. That's what I mean, communications between staff and other staff and staff with administration and staff with parents can be subject to FOIA requests as well. Mhm. All right, so that's one of the things we need to keep in mind why we might redact some of the information even if it's on their own private device if it has to do with with district business. Um it could be a FOIA issue as well, so >> Does that extend to like coaches and Absolutely. They're employees of the district, absolutely.

171So I think we look at that too. >> we do in that, we want to just really consider that in the policy. >> one of the policies that we have, I think if you do work on your personal device, that work is that's no longer personal. Like so I think but by law it just creates a lot of extra hurdles and transparency that I think we want to avoid. Like we never want to take someone's cell phone right to it to look at that kind of stuff. We'd much rather see it through other ways. But that I think that is a that that is a guardrail that we have. Mhm. And Google Chat is one that we can have access to if we need it. Mhm. But do coaches have the Google accounts? Well, we'd

172have to talk about how we set that up and email accounts. And how we do that. >> do they have email accounts? Coaches have MSD 51 emails, okay. All coaches The thing is that yeah, the thing is that they don't have like school devices. So that's one thing we talked about is like my like swim coach for example isn't going to email me on his school computer because he doesn't have a school computer. So that's like not really something like that. >> it's an account that's with the district, it doesn't then then it you can use your personal account on that. >> we need. Okay. Okay. So is there an open question of whether because this does impact staff, should it should there be I guess I'd defer yeah. We can send it to the

173association, Jeff, if you think that's worthwhile to get their input. >> Oh yeah, definitely. Yeah, we'll send it their way. >> Okay. Um and if anybody else if anything comes up always feel free to point out things. I know like I know you you will find [laughter] you will find one typo. Please send it my way and I will fix it. Um yeah, so yeah, if anybody Athletics is like the most impacted here though, right? >> definitely athletics. >> Are we going to get that feedback from whoever we're talking about reaching out to? Yeah, cuz that would be separate. >> I can we can send it to David Shapiro as well. >> to the next meeting, we could talk with them at that time. >> Oh, that's true. Isn't he coming for the concussion stuff?

174Yeah. Yeah, or he's coming to >> But well, yeah, we can flag it for him and send it his way and then get his feedback cuz he's going to be looped in on the concussion stuff anyways. >> Yeah. Yeah. Okay. >> Yeah. But it seems like there's two issues. It seems like there's this policy which is all about conduct with students, but then there seems to be another policy that we're kind of talking about as well, which is like how athletic teams communicate. Right? Because that doesn't seem like it's covered in this. The conduct >> is just like don't be creepy. Don't be creepy. But also like how do coaches communicate with teams? Because like if it's through Snapchat, what if your parent doesn't let you have Snapchat? And then you don't know that everyone

175is wearing blue. And you know what I mean? Like that seems like a whole separate policy that we are bringing up. And I don't even know if I don't think do we have like a specific >> times it's the students. Yeah. It it's not necessarily the coaches, but then like the students on the team agree to communicate with each other. >> So the way it works with softball for example is like we have our group chat, which is on text or it's actually on WhatsApp this year because there's like sometimes an iCloud can't text with an Android and so we moved ourselves to WhatsApp. Anyways. >> That is true. But we didn't have WhatsApp for a little while because someone's parents didn't want them to have WhatsApp. So we communicated in two different group chats.

176Eventually, we ended up being okay with having WhatsApp. And then but there are there are ways. It's up to the captains or like the leaders on the teams to facilitate the fact that every single student or I mean athlete gets the information that the coach usually gives to the captains. So typically it's like coaches talk to captains, captains talk to team and then it's up to the captains to make that possible. Interesting. Gets more confusing. I don't know if we have a specific sports communication policy, but maybe we need one which we've got a long list of things on the spreadsheet and we can add it. Don't be creepy but sport edition. >> [laughter] >> Guiding principle. All right, so if anything else comes up, please send me notes and we'll we'll work on that

177before we bring it to second read. The next two policies for first read are KLG relations with law enforcement authorities and KLGAR relations with law enforcement authorities administrative procedures. So both of these policies date back to the year 2000 and needed a fresh look. We've been endeavoring to look at any policy that's more than 10 years old that hasn't been looked at. So there were a few tweaks to this one. Mainly adding the war the phrase unless law enforcement presents a lawfully issued judicial warrant in policy KLG and then defining warrant. Warrant means a judicial warrant signed by either a state court or a federal district court judge in KLGAR. I know that's come up a bunch in the news about like you know, ICE showing up and banging down the door and so just

178defining when when and under what circumstances law enforcement can come in. There's been some other changes but I think those were the the one the ones of note. But anybody has questions, learn that I missed anything legally. >> these largely came from Drummond Woodsum, didn't Yeah, I think it was just kind of updating it cuz they're 25 years old, and so. Question, um, on the administrative procedure, there's a strike through on number three that is, um, removing school administrators are not obligated to make students or school facilities available for law enforcement for non-school related investigation/arrest. I'll let Jeff respond to that one. That's true, because we're dealing if you're dealing with something that's not related to the school, we're actually not under obligation for, uh, a law enforcement officer to use our facilities for something

179that does not involve the school or does is not directly related to the school. Um, whereas we try to, um, work with the police and law enforcement, um, around these kinds of issues. Um, we also have the right to, under certain [snorts] circumstances, say that just wouldn't work for us or we we don't feel it's a good situation for law enforcement to be using our facilities. For example, to interview a student for something that happened outside the school and has nothing to do with the school. In fact, that generally is our first go-to place, um, is that we do not want that to happen, um, in the school. There's no real reason for it to happen. So, that generally is, um, when those situations arise, and they don't arise very often, uh, here, uh, but

180when they do, we've encouraged law enforcement to go somewhere to do this somewhere else, like at the home or whatever, and not use the school. Um, try to not mix the two if it has nothing to do with the school. Uh, maybe I'm just misinterpreting this. I It seems like by removing it, >> Mhm. Mhm. It's like a double negative. Yeah. Mhm. Cuz it it removed a statement that's saying we're not obliged. Well, I think I think I think A Drummond Woodsum struck this, so I'd forget don't know what the reason is. But this is a section that says when they may, right? And so rather than rather than adding something where it's like in the section where it says they may enter the school premises, we'll have one instance where they can't rather than

181just like no, no, these are the four These are the four circumstances where you may and we hold our rights to not let you in for any other reason rather than calling out sort of one. I think that was the reasoning for it. Is that it was like why why include only one instance where we're not going to let you in in the section about when we will. Yep. That makes sense. That that tracks of why. I was like it seemed weird to be there to >> was a weird call out, but like yeah. Okay. >> I will say in practice though when there is a warrant you know, where it says when there's a warrant to arrest a student which cannot be executed outside of school hours. That's the one you're talking about, right?

182Yeah, and then there was this weird And we ran into this obviously this past over the past year with um any sort of law enforcement agency and we have some um guidelines that I put in place for administrators um that if something like this occurs um that we have a procedure where they contact me directly, then I contact the police chief to help um intervene in that situation because even a warrant to arrest a student um at our facilities uh we do my interest is not to allow that to happen if it does not need to happen. Mhm. Um so and I I think we're talking about ICE or whatever or whatever law enforcement um we're talking about, we try not to have that occur in on school grounds. So I just want to say

183that as a reassuring statement that we do everything we can not to allow that to happen. And would these be um anytime we're changing any policy related to law enforcement, do we also share a copy with the town of Cumberland, the police chief? Um so your policies have to align also or the MOU that we have with the police department has to align with our policies, which this would align with the MOU. Um, so as long as it does I don't know if there's a direct need to um, share it with them. I think it's good practice. >> Are the SROs involved at all? The SRO The MOU with the police department in it really speaks to the SROs, the fact that we have SROs. Right. >> And what's our relationship with the SROs? Um,

184because S- school resource officers have a special relationship under the law in Maine, which they're considered um, school officials as well as sworn officers. So, they have a dual relationship with us. So, [snorts] this does um, reflect what's in the MOU that we have with the Cumberland Police Department. Again, any other questions or comments between now and second read, feel free to reach out and let me make any changes or talk about stuff if you uh, take another look and there's something that yeah, we need attention. Thank you, Justin. All right, facilities, Tim. All right, I kind of forgot when we last went over this. Um, couple meetings ago we discussed in detail kind of the change orders and just where we were with that. Um, and so our next meeting was on 327 where

185we did a facilities like walk tour of um, one campus but also kind of just where some of those with the lens of what how our progress is doing. Are we on track? But also like where are those change orders, either the ones that are going to happen or the ones that did happen. Um, so we just can get our eyes on the the progress that was actually happening. So, thank you to Jeff and team for um, kind of walking us through. I uh, Sarah was able to join us and so was Leanne, so that was cool. It was kind of a big group. Um and it seems like from a progress perspective, we're green {slash} yellow. I think like everything I don't feel and Jeff, you can definitely jump in here. It seems like

186we are on track, but there are definitely like the normal construction delays of people showing up or not showing up. But overall, I think the work has gone really well and I'm super excited for the progress of what we're seeing at MIW. If you go in there, it feels like the building is really taking shape. Um and that's the one that's the first one that's going to open their doors to us. Um so that was good. Thank you again, Jeff for kind of and Scott for managing that and walking through the that process. Um 5/1 is our proposed next meeting. We have to kind of work through Jeff's schedule on that, but I think we have that tied down because Corey's going to come and present on the playground. Um and kind of show us

187what that looks like for the the new building. And then we're going to talk about summer plans and what we can expect over the summer and some of the summer improvement plans and just kind of um look over that. So, that's that's where we're at. Okay. Thank you. Tim, the draft of the long-term facilities plan that you shared, which looks so good. Um when do you feel like that is going to progress? Ooh. That's a good question. Um so it's a living document right now. From a publication standpoint, I feel like Leanne and Kim, you we can all talk about when that might be a good time to like start doing first and second reads to kind of schedule that out cuz I feel like we've been repeating as a facilities team the same stuff

188over and over, so I feel good like, okay, we're ready for this to probably get to the board. And I know there's alignment with the strategic priority conversation, too. So, we should just think about when we're going leave in the Yeah, even just the capital improvements in the budget plan, um, some of them are on this list, so >> Yeah. Yeah, uh, I would love to start, you know, tying that together. Yeah, I brought over some of the the feedback we've gotten from the strategic plan, but have not actually seen the strategic plan to be like, "Okay, this is how it maps." So, we should probably kind of align those things, but, um, yeah, I think we should work out a time when >> Yeah, let's cuz right now it's kind of just in this

189infinite abyss of just a working doc. Yeah. It's really good. >> And by the way, if you're not aware, we actually have very few board meetings left. I know, it's true. Um, as I was looking about placing some things, um, yeah, there's there's not many left there. So, um, that's a good segue into the strategic plan update. Um, do you want to do your curriculum update? >> Yeah, yeah. No, that's a great segue. Um, so, curriculum committee last met on March 24th, at which point we as a committee finalized, um, the revised strategic priorities based on input from focus groups, and have handed that off now to Mary Treblecock, who is working together with the district leadership team and administrators to flesh that out even more, um, and put in the action steps and write

190the plan. Um, and I believe the hope is to have something to bring back to the curriculum committee at our next meeting on May 5th. Um, and then at the some point after that, it would be ready to come to the board. Um, Yeah, it's currently on the May 21st meeting. Okay. Um, for the full board. For the full Yeah. Yeah, so hopefully we can address that on May 5th as a committee then because our next committee meeting after that will be May 26th. So, when I saw Mari recently, it seemed like that was what she was aiming toward. This is wild. We have three regular school board meetings left. Yeah, because then we have the the district budget meeting. Yeah. So, that's we have two in May, but one of them is the district

191budget meeting. Um and then two in June. It's yeah, so there's there's not it's it's wild. There's not many left. All right. Um so, yeah, if we're going to present the facilities plan, um it would have to be the the 21st, May 21st or June 3rd. What about we go through various reads, right? So, if we did it one for a first read and then Yeah. the next one? Yeah. Okay. Um because so, just So, here's your lineup. May 21st, we have the stakeholder and the survey results and the strategic priorities um plan draft. Um and then on June 3rd is the first first read of the um I'm not supposed to call it the pre-K plan anymore. It's the ECSC plan. is on June 3rd with the scheduled approval for the 18th, our last

192meeting of the year. Okay. Um So, that's how those other big things are lining up. Let's do that. Let's think about what makes sense. Okay. And the So, the only other things that I'll mention is that in the last meeting we also [clears throat] began reviewing a few curriculum-related policies, which policy committee had brought to curricula, I think in large part again because these are policies that have not been revisited uh in quite some time. So, we at least started that process. I'm hopeful that over our next two meetings, which are the last meetings that we have scheduled for this year, um that we will be able to come back to those between the strategic plan and then the other thing that uh is on our radar for this year is an update on CKLA

193um and how that rollout has been going with the new literacy program. Great. Thank you. Kim, equity. So, we met on March 31st. Marie, if you were listening, I'm just now realizing that I never got the notes to you. So, I apologize and I will do that maybe tomorrow. Um two two uh parts to the meeting um spent about the first half really digging in and having a very thoughtful um lovely discussion about the future of the committee uh and what it could look like starting next year. Uh second part was working our way through the plan, making some tweaks, realizing language that may or may not be necessary, very similar to what happens in policy. Um so, we are just about done with our review of the plan. We've got one more meeting uh

194for the school year and then we will be coming at some point >> Oh, yeah, we got to get >> the rest of the school year. I got to get something on the calendar um for us to make our recommendations for next year. Great. Thank you. All right, Megan, communications. Um we continue to plan for the opening of the new school. Um and one fun and exciting thing that's not new, but will bring Tim's facilities update to life is um the hard hat [snorts] chats episode two. It's not new, it's posted on our website under the one campus page, but it is episode two is all about Mabel I Wilson. And so if you want to see what's happening with the school, you can actually tune in and look at it. That's it for communications.

195Yeah, there's been some really nice articles about the school naming um Yeah. Yeah, I don't know. Everyone's caught some of that. Press Herald and it's been lovely. >> Yeah, and Carolyn will figure prominently in the um in the sort of opening ceremony for the school. I loved like the last line of the article where it was that she said something about like now she has to be careful because the school Oh yeah. >> [laughter] [laughter] >> It was lovely. It was it was so it was so nice. It was so yeah, it was so nice the whole thing was so nicely done and I was really appreciated being being part of that. Um really exciting. Okay, um the ECSC committee. Well done. >> [laughter] >> Um Is this on? Yeah. Okay. So we have had

196two meetings so far, the last one being on April 8th and um our work so far has been in identifying and collecting the information that we are going to need um to inform our deliberation and decision when we bring a recommendation to this board on June 3rd. So I'm glad that is on the docket there. Um and so far um that work has looked like holding a focus group with um parents who've had children with uh early childhood um IEPs. Um we have gathered um information from the uh nine other districts that I referenced before. Um we have a community survey out right now. Uh Um, trying just to kind of gather demographic information from um, parents of young children. Just trying to understand generally um, needs and and and numbers of uh, families with

197kids from zero to five um, as we think about things. Um, and we have at the end of the month um, and we also have data from the district, but we're also going to be meeting at the end of the month with um, MS 8051 staff, pre-K staff um, to learn about the program here. Um, so our goal is to to be um, oh, and also uh, collect information from um, our community providers who are interested in partnering to make sure um, we understand uh, what um, what they look like, what what uh, kinds of um, numbers they have to offer and uh, what kind of qualifications they have in order to provide the kind of services we might need. Um, so our hope is to be able to have all of that information gathered

198by the end of April and spend the month of May um, talking it out. Mhm. Um, hopefully in a productive um, and respectful way. There are a lot of viewpoints represented in this community this committee which was intentionally put together. Um, and so I look forward to to seeing what we come up with. Um, so that's what we're up to. Yeah, that's an incredible amount of of work in a short period of time. Um, couple quick questions. Is there any way that how how can people help get the word out about that survey? So the target audience is people with children zero to five. Yeah, so um, it was in the district newsletter >> that. on Monday. Um, it has been shared with community uh pre-K providers. Great. Um it has been shared at the

199library. Mhm. Um What about the town? Each town has their own Mhm. Our stuff usually ends up at the bottom, but um >> [laughter] >> I I mean I can send it to North Yarmouth to get it in the newsletter. >> And like in the Cumberland area. Yeah. And Melissa, I'm sure has been sending it and we can send it sort of with a special aside. Yeah. So that it makes its way up. Maybe yeah. Yeah. Yeah, surely. I don't know if Melissa has been asked to contact the towns, you know, about the survey. We could also do that. We could also do that. Oh, no. I will say it is difficult cuz they have their own information, so it doesn't always you can't see it sometimes in their newsletter, but um you can try.

200For the people that read to the bottom. Yeah. >> [laughter] >> Megan, when was the last time you went to the town council and select board meetings to give it >> It's been a little while. Yeah. I wonder if that would be a good thing to Yeah. I don't know if parents of uh kids with zero I it's a great idea. We should do it more often. I'm like, I don't We're a parent Tim, where are families I think >> [laughter] >> I'm a I'm a very strange anomaly in this cuz I'm here. Well, that's Courtney though. What I think is what I see >> Cuz I think that's a hard group to like connect with, right? >> But I know there's concern that this survey looks like we're looking to develop universal pre-K, which

201is not um what our charge is, but there are uh in delivering um special ed to uh three- and four-year-olds in the least restrictive environment that is involving providing those services with um peers who are typically developing. So it's good to know who those other kids are in our community. So that's why we're also trying to get an idea of who's out there. >> don't even know it like a lot of times if their kids would end up needing services, right? If like if you have a a newborn, like we want to get their information too. >> I just say that in case you hear anything about, you know, what? We're offering universal pre-K? Like you know, that's this is all related to just getting some general information to help inform us um in this

202endeavor. Great. I appreciate that. They're not special ed services, they're early intervention. Early Early intervention. Great. Okay. Um I'm sure we have some ad hoc committee reports. I know that next I I just pulled out my athletic advisory uh K- Caitlyn and I sit on the athletic advisory and we we just had a meeting this week. Yeah, do you want to give the update? I don't reme- Can I look at this? There's a lot on it. >> [laughter] >> When was that? It was Monday. Caitlyn, I'm I don't remember. It's Wednesday. I I know. I'm >> [laughter] >> Um Oh my gosh. Yeah, well, we hadn't met in in a while, right? Before that? Or I don't know. This last week. I No, I mean like before last meeting. Um I know that um Mr.

203Shapiro had a booster meeting that he said was pretty well attended by a lot of the boosters. >> every booster >> he said there was representation from every sport. Yeah. Um and he said not even one. Like there was like parents and coaches of every sport, which was super cool. Um and he said that they got a lot of good results um and feedback on on stuff that they >> Yeah, the handbook um >> Yeah, the athletic board handbook that they had been um um talking about with the booster handbook. Um so, that was that was cool. Um We had Oh, the CSC banner we talked about since they um fully paid for our scoreboard that we were going to have their banner under the scoreboard that we talked about. Um and we also just

204talked about what that means for um the future of other people putting their banners there and like what we have um And they requested and this is a banner they paid for. Yes. >> hung. Yes, this is a banner they paid for that would be put under the scoreboard. Um and we felt like >> Not advertising. It just says CSC. I wish I had the picture of it, but um it was pretty pretty simple um there and that was just something that we felt like was appropriate because they did pay for the scoreboard. Um and then obviously still leaving room for um sports teams to put players in um within the district and within the high school kind of stuff. Um and then we talked about Oh, cheering. We're going to have um sideline cheering

205next year, which is super exciting. Um so apparently there's um a bunch of high schoolers that are actually interested in um doing cheering next year. And then in the winter, I believe they do competitions and they're going to be a co-op with G&G. So, this will come to the board as a vote. >> Yes. >> So, the sideline is club for this year to see for next year to >> the co-op comes to the board to vote. Um the co-op will come to the board and then if the there's enough interest to ask to be like uh sanctioned sport, um that also will come to the board. Yeah. But this is I mean I don't know the student's name. Um I don't recall um who who Who came? She did an incredible amount of work

206um in support of bringing cheering um to the high school. I think I think she's a freshman, ninth grader. Um Freshman or sophomore. Yeah, and she just really, I mean, they already have, you know, coaches who are interested >> had so much information. She was super passionate about it, so that was really cool. And there's been a student interest survey. Like there's a bunch of rules too around, you know, bringing in a new sport that they're just going through the steps and process. Um, but I think with the football team back and there's been cheering. Uh, I don't know if it's a club, but like in the community at the younger level. Um, so it's just really great that there's now this interest in in seeing what would work at the high school. >> Yeah.

207Okay. Yeah. Cool. Thank you. Yeah. Yes. So this week, just yesterday actually, there was also a community partners meeting with PTO um and a couple of things that they have coming up still this year include staff appreciation week, which is May 4th through 8th. Um They have a new uh GMS 6 7 event at Happy Wheels uh on May 29th. And Fill a Bus Fill a Belly is coming up uh May 26th through 30th. Oh, let's see. What else? Um I think those are their remaining big events. Oh, and then new this year is also an eighth grade graduation celebration. Um [laughter] that PTO is helping with and has been working with the uh Greely Middle School staff on, so that will be happening. Um Over the April break, there will be a read-a-thon, which

208is in its third year, I think, at MIW, but this year is also including GMS 4 5. They also have a Greely gear swap going on, which I was very interested in because I know I have lots of Greely gear in my house that no longer fits my children. Um and so I think there's going to be some more information coming out about this, but they are accepting Greely gear to sell at the kids try, and I believe they'll be accepting donations at places like the North Yarmouth Community Center and the library. Um but I don't know exact details of that at this moment. Um we did talk a little bit about the ecology trip, which they've provided some support for in the past, and the fact that the board is not including in the

209budget um the offset, and so certainly asking for their support as much as they can um to help out our families with that. Um and then I think Parent University, they had a recent event, Parenting Anxious Kids, which was well attended. They also had a recent AI in Education event, which sounds like it was interesting, although it was more teacher-oriented than parent-oriented in some ways. Um and an upcoming event is in partnership with the Prince Memorial Library. It's a screening of the 45-minute film Gone Guys um with a discussion panel, which I know includes our own Peter Scott on the panel. Um social worker from the high school, as well as a student, um will be involved on that panel as well. Um you do have to register if you're going to attend, so. What

210is the >> I think it's It's Gone Guys, and it's um kind of about cultivating uh more positive, I think, images around masculinity and just kind of challenges that young men are facing growing up today and how we might be able to better support them, I think. Um and that'll be happening, I think, at the end of this month. I don't have the date right in front of me, but I think it's the end of April. It's on the library website. Yeah, it's on the library website. And then there will be some fun dances coming up as well that they'll be getting volunteers for for GMS uh Katie knows the DJ. >> Yeah, I don't know. Maybe they'll Yeah, maybe they'll have a new DJ at those dances. Um kind of pricey. >> [laughter] >>

211Yeah, no, we paid him. Yeah. He's a pricey DJ. >> [clears throat] >> Yeah, I think those are the highlights. Thanks. Uh Parks and Rec met yesterday and we've been talking about the Twin Brooks um like rules and policies and what's interesting is our end of it is under a different governance policy structure than their end of it. So, and it things kind of shift a little bit when like our students are on that field and what that looks like. So, we I think we tried to mirror it as much as we possibly could, but there are certain things that we've um that we've consulted with the chief of police of just like, what are we able to enforce and what does that enforcement look like? And and so, um I think for consistency's sake

212for updating it since it's been a little bit of a a little while, it's there's been focus on just Twin Brooks. Um and we talked about the new playground that's going to go there. Um And then >> a playground at Twin Brook. >> That well, it's very close. Okay. I think I think it's passed most of the hurdles. It's just Yeah. Um and then uh the Greeley Road Fields how I I think Pete's going to come back. He presented last year about some of that. I think he's eventually going to come back with more like kind of fine numbers and plans about what that could look like and how that might fit within our plan. Um I do see potentials we look at kind of our field space of what we have and what we

213can offer especially around making sure that we have enough accessible field space to all of our teams. Um as we've talked about this year we'll we'll focus on uh equity in sports. And so I look forward to that presentation and seeing where that kind of fits within our facilities plan. Um but yeah. Yeah, that's that's great Tim and to have that continuity between conversations that we're having about like on campus now that we can reclaim >> Yeah. um that space. Um I'm really interested to see what that field looks like. >> Well, the conversation that comes has come up recently in my house. Where is there a basketball court in the two communities an outdoor basketball court that kids can just show up at. I know that was a conversation that we had around where

214the some of the portables are it's very flat. Um and I this question's come up in my house. Where can I go play basketball? I'm like I I like how that question's coming up in your house. I'm pretty that conversation's going But Yeah. Um that's true. Yeah. Okay, did not know that. I'm pretty far from West Cumberland. >> [laughter] >> I think Gray's probably [snorts] actually closer. Um Cumberland >> Cumberland has a lot more fields and space than North Yarmouth does. I should say. They have a whole rental like their their >> Yeah. Yeah, so. Oh, thank you. Okay. Other ad hoc committees? Um safety and security the push to build the stop the bleed kits continues. Um Dawn, thanks to you for putting me in touch with Erica and Melissa uh because we're getting

215student volunteers. I'm going to that. You are? >> Yeah, they posted about it in NHS and I'm volunteering. Yes. I'll see you Yep. We're going to build some kits. Yep. We're going to get some volunteer hours for kids. >> awesome. That's great. >> And they're going to go into the schools. And that's step one, and then we'll complete or continue building kits. Hopefully this year if we can find funding, but um we're off to a good start. That's awesome. Yeah, it's taken a minute, but we're getting there. Getting there. Yeah. Great job. Any other ad hoc committee reports? >> [snorts] >> Okay. School board calendar for next year. Um this has come up a few times uh over the past few meetings. As we look ahead, it's hard to believe that um this year is

216starting to come to a close, but we'd like to get the dates out for next year. Some of you will be with us, some of you will not be with us. Um but we have a list of tentative dates to put in front of the board for discussion. Um you'll see some different things um for next year. As we've mentioned, you know, getting in some feedback just around the conversations about the budget, and especially that we know um next year's the following year's budget to fiscal year 28 um includes opening up the new school and just wanting to talk about that early and often. Um and what what is needed in that transition. I know for years, you know, ever since we put the school bond on the ballot, we tried to estimate what would

217be needed um for operating that new building. Um and now we are in the budget year where we have to plan for that. Um and so we have the first, you know, budget workshop scheduled on the calendar right now for October 1st. Um and so this is really, I'd say, the first read of the board. Um calendar. Um I know there's been some questions just about like timing of meetings. I say we'll continue to take, you know, feedback. 6:00 p.m. I think our first year What How long ago was it moved to 6:00 p.m.? It used to be later. >> year. Yeah, it used to start later. Mhm. Um and boy does 9:00 come come quick. >> Um It used to start later? It used to start later. It used to start at 7:00 and

21811:00 used to come quick. >> Yes. >> Wow. Um no. Grace is like, thank god. Yes. Um so 6:00 seems like it's it's worked well for our board members, especially, you know, those who might need to be traveling. Um it seems like it's worked well, so that standard has been kept. We've tried to move. Um there are a lot more public budget meetings and budget workshops um on on the board calendar. Um so we may also be talking about maybe a little different structure for for the finance committee if we're having a lot more of these conversations at the board level. Um but that will be up to sort of the as we go into next year's planning for committees, how how that will be run. Um so I have one specific question. We have

219the um district budget meeting for May 6th next year. It says a 7:00 p.m. start time, which I had seen that for this year, but then I see it everywhere else at 6:00 p.m. So I want to confirm the start time for the district budget meeting for this year. >> It's 7:00. And we we have adjusted all of our times. Are you finding 6:00 somewhere else? >> On our um our our Google calendar for the board. >> Oh, okay. All right. Um because we have adjusted to 7:00 everything else. Um because there was some discrepancy, so I didn't realize it was still on the Google calendar that way. >> Well, we does it other board members see that? Okay. Yep. Okay. So, I will ask Melissa to adjust. And I'll hopefully the public calendar has

220been adjusted, but >> Cuz I I went and looked and >> 6:00, yeah. >> it does say 6:00. All right, I'll ask her to adjust. >> Cuz I'm I'm literally flying back I always have a conference that week and I had to plan my flight and I was like, "What time do I need to be back at?" Yeah, it's 7:00. Um, okay. So, that gives me a little extra time, uh to make sure I'm back. Um, okay. So, 7:00 p.m. May 7th, 2026 and next year it's May 6th. Liane, is there only one joint meet Is that going to be Is that going to be more like I Is it Are there more placeholders for that or >> So, what I what I would like is that we set the second meeting for when we

221have the results of the projection study and I don't know we don't There's been no further Well, is this because we're hosting it? Probably. >> so >> Yeah. They have to put it in our Yeah, and I think we've tend to put our calendars out for next year earlier than the towns do anyway. Um, but my recommendation would be that we pick the second date for when we have a projection study to review. Okay. If there is one. I I would not sure I mean, there may be one. I know it last time it took a while to get that report. Okay. Yeah. So, like I said, this is the first read. Um Two board retreats? Is it on there? We wanted two board retreats. I'm One is solid, the other one is like Yeah.

222Yeah, that was a question mark cuz I think some of it had to do with summer schedules for board members and not knowing exactly what they are. So, we knew that there had to be a July meeting, but Oh, I see what you mean. I know and we had wanted a mid-year board retreat this year and boy were But maybe if we're talking about the budget so often, we might be able to do a mid-year board retreat. Maybe put it under the January 14th meeting as a mid-year. >> [snorts] >> But yeah, what we typically do once the um elections happen is to immediately reach out to the newly There will be two newly elected board members for Cumberlands. I guess we're going to be stuck with you, too. I need one vote, at least

223one more than I ran it. >> [laughter] >> I mean stuck with you in the nicest way possible. >> [laughter] >> Um Did you save those signs? Yep. Good ones will go out. >> [gasps] >> Um so, yeah, the the two open seats that there is to have in Cumberland um We'll have We'll have new members joining. Um so, yeah, we usually confirm We confirm everyone's dates, but I guess for any of board members now, if you want to start holding these dates and then um if we don't hear back any other feedback, I think we'll get it on everyone's calendars that will be here next year. And then reconfirm the retreat date once everyone's on board. Any other questions? All right. Next thing is we have I need a motion. We usually do our

2249:00 motion, but you know, we're just going to move right into the the motion to enter executive session to discuss negotiations between the MSAD 51 Education Association and the MSAD 51 Board of Directors pursuant of state statute MRSA 4056D. So moved. Thank you, Annika. Can I have a second? Second. >> [laughter] >> Second. Uh yeah, okay. Tim, we got that. Okay, all in favor? Great, it's unanimous. Thank you, students. We got you a few minutes past So, it's not 11:00. Yeah, like we made it through a lot. >> I don't I