MSAD #51 School Board Meeting, February 5, 2026

001Oh, we ready? Great. I welcome everyone. Thank you for your patience as we are in executive session. Um, welcome to the board of directors meeting for MSAD51. Um, we are excited to kick off tonight with a public hearing. Um, we're going to now start the public hearing portion of the agenda related to the naming of the new school. The purpose of tonight's hearing is to provide the community with an opportunity to offer public comment on the two proposed school names that are before the board. I want to briefly outline the process that led us here. Last year, the board conducted a public solicitation for school name ideas. Members of the community were invited to submit proposed names along with a brief rationale explaining their connection to the school, the community or educational values. Those submissions

002were then reviewed to ensure alignment with district policy and naming criteria and then narrowed down for a community vote that was held to gather broad input. Following the vote the vote, the board's policy committee reviewed the submissions, the voting results, and based on the review, the committee narrowed the list to two finalists, which are now being presented for public comment. Those two proposed names are Carolyn F. Small School, also referred to as the small school, and Greley Primary. This public hearing is an important step in our process. After considering the public input received tonight, the board will deliberate and vote on this final school name later this spring. We don't have an exact date in mind, but we'll be updating uh the public as we get closer. So, at this time, I will open the

003public hearing and invite comments related specifically to the two proposed names. I do have a a list from the sign up. As a reminder, please state your name, town of residence for the record. Um and limit your remarks to the naming of the school. There will also be a general public comment section for other topics. All right, I'm going to invite Trisha Small. I'm not a very eloquent speaker, so I'm just going to read what I wrote. Uh, my name is Trisha Small. I wear many hats in this community. I'm a Gley graduate, a Cumberland resident, an employee of MSED 51, and one of my favorite honors, the daughter-in-law of Carolyn Small. I have to admit that I did not suggest a name for the new PreK1 school, but I did have two separate people

004come to our district office at separate times suggesting that the name of the school be the Carolyn F. Small School. One of the people has been a Cumberland resident her whole life and a respected employee of our school district for over 30 years. The other person I had never met before is a Cumberland resident as well and a parent of younger children who are current students at our school district. Neither person knows of the other. Both had a multitude of similar reasons for why the school should be named after Carolyn. Additionally, a signature sheet in support of the name was put up at the Mabel I Wilson School where Carolyn worked for almost 35 years. That sheet was filled with signatures of staff who had previously worked with Carolyn or know of her wonderful character.

005So, let me briefly tell you about Carolyn Forom Small. Uh she and her brother Wayne Forom, who by the way was also a beloved junior high teacher at MSAD51, a coach and then vice principal at Gley High School before retiring, moved with their parents to North Yarmouth after their father retired from the US Navy. Carolyn married her high school sweetheart, George Small. Together they built a house in Cumberland where they raised their three children and both George and Carolyn began volunteering their time within the community in various ways. Carolyn was hired as a teachers aid now called educational technician and worked for the MSED school district uh as I said in that role for almost 35 years. In her career she helped teach students math and reading and writing at the teachers requests. She also

006creatively taught students about main history, agriculture, and a variety of wonderful topics. She loved teaching young students by reading to them. She would read Cranberry Christmas to classes, followed by providing the students cranberry cookies from Maggie's favorite cranberry cookie recipe that was provided at the back of the book. She read another book to classes that I cannot honestly recall, but I remember the students created seashell ornaments that aligned with the story. She read Miss Rumpius to classes to share about the women who planted loopins throughout sections of our great state of Maine. She read Anytime Maplesson and the Very Hungry Bears book to classes and provided ice cream and maple syrup samples from the small family's sugar house to teach students about the process of making maple syrup from sap, a small family hobby. And

007by the way, as a side note, I am most positive that Carolyn paid for all of the supplies and treats for each of those readings, the seashells and the accessories, the cookies, the ice cream and maple syrup uh for hundreds of students over many, many years out of her own pocket, just out of her own generosity. [snorts] That is just the type of person she is. The book reading was so wellreceived that after retiring, she was asked by MAW teachers to come back to continue the reading and activities for to several classes at the elementary school. When COVID hit, the then principal of MIW asked her if she would do a recording of her readings as that was how much the teachers and children loved her reading presentation presentations. Sorry. Carolyn was the former president

008of the Cumberland Historical Society and is still heavily involved as a curator. Believe me, Carolyn knows all things about Cumberland and North Yarmouth history. She has conducted an infinite number of historical walks with one of the elementary grades, which I forget which grade for many years until all the walking proved difficult for her. She now hosts tours of the Cumberland Historical Society building for the elementary grades each school year. Carolyn is also the director of the exhibition hall at the Cumberland Fairgrounds. She coordinated uh with the state fair board years ago and has hosted agricultural day, one of the days of the week of the fair each year for either the second or the third grade classes to attend and learn about local agriculture. They do a scavenger hunt at the fairgrounds to learn about

009the different aspects of Maine agriculture. Carolyn genuinely loves all things Cumberland North Yarmouth, all things education, all things history, and all things children. If you mention Mrs. Small, the previous students who attended the school district while she worked here, they all reference her with such fondness and appreciation. I will pause here to say that I did not ask Carolyn to provide me with this information. This is all information I've gathered over the years from knowing and observing Carolyn do these things and talk about these things with such enthusiasm and love. Since growing up in this community myself and subsequently building a house in Cumberland, I have seen the town grow and change like any town would and should. While I respect the simplicity of naming the new PK1 school, the Gley Primary School, I feel

010that that name is too sterile. Names of people symbolic within our Cumberland and North Yarmouth communities were suggested as a tribute to their character within the school district. Really was named after, I believe, Olifit Really. The May I Wilson School was named after a woman in the community who also gave so much to the education of the children. While we still have the albeit slightest bit of, no pun intended, a small town sense left in this community, the new PK1 school should be named after the beloved, generous, historical in her own right, Caroline F. Small. Thank you for your consideration. >> Thank you, Tisha. That was lovely. All right, I have Diana Cop. Hi there. I'm Diana Cop. I work for the district and uh a lifelong member of this community of Cumberland. I was

011the one that nominated first Carolyn. She's the hardest working person I've ever known. She's tireless. She'll do anything for anybody. I just I just can't say enough about it. Um Carol Trish pretty much covered the the whole scenario, but I would definitely like to see the schools named after her. We already know it's the Grilly campus. And I just wanted to say that one of my jobs for the district is doing the inner office mail. You don't know how many times I have had to take a package from one school to the other because the delivery person just looked at Grley. So, it's either at the middle school should be at the high school and vice versa or I can't read what they wrote on the the inside of the um in her office. So,

012I'd have to ask is this teacher here? We don't need another school that has that. That that it would be known as the GPS school. That's cold. There's There's nothing good about that. I would much rather see it the CSS school, the small school. You We're talking about little kids that are four or five years old and they're so tiny. And it would if my child was coming to the district and I would told them they were going to the small school that would be so more refreshing to them than saying you're going to the Burly Primary School. That's just not a good name. I'm sorry. But that's that's pretty much all I have to say. I just hope you take into consideration that. >> Thank you. I appreciate it. The having the the male

013perspective, that was an interesting one that I hadn't thought of. Yeah, that no that's really helpful. Thank you Christina Mitchell Christina Mitchell Cumberland. I'll start with my third point first. My father always told me the best things are the smallest. So I think the school would do well too. But what I wanted to say first is Cumberland is does not have a lot of infrastructure. There are buildings, there are statues. Carolyn probably tell us exactly how many. I just think it's wonderful an idea to name a building after a person that really has given so much and so humbly to this community. She really knows all of us and who we're related to and who we're not related to and who moved and they lived there. Then she's an encyclopedia and yet she never brags

014about it. She's like the best of Cumberland has to offer and I think it would be lovely to name the school after her. I also took the liberty of looking up how many schools in Maine have the name town or whatever primary school. I will admit I thought there were more than I found. I found about five with a quick search. There are a lot that say elementary school of course and There's nothing wrong with it if you end up going with, you know, blah primary school, but again, I think it's a lovely gesture and it says something about our community if you name it after someone that um has meant so much to all of us. It's my two cents. Thank you. >> Thank you, Christina. Okay, I have one more name on the

015list. I think it might be Pete Wilson. Okay, at least you know what I'm trying to say. Um, I try my best to read handwriting. >> I'm Pete Wilson from uh >> 18 Oakidge Road, Cumberland. I've been here pretty much all my life. Um p primarily this sounds redundant but anyway Carol is a treasure to Cumberland. She's worked tirelessly effort not effortlessly but tirelessly uh to make the town a better place. She's a delight of a person to talk to. Anything you want to talk to about, she's very happy to talk to you about it. She'll help you. Um, I think it'd be wonderful to have have a school a building named after her and um I just urge you to please name it after her. It's all I have. Thanks. >> Great. Thank you.

016All right, that was the last name I had on the list for the public hearing. Was there anybody else who didn't get their name on there? Okay, wonderful. I will close the public hearing. Um, we continue to welcome uh feedback and comments uh via email um or or other methods uh to share um your opinion on what the board should consider uh between these two choices that we have in front of us. We're very lucky to have um such incredible members of our community to consider for these names. And I know we received a whole list of really incredible suggestions that I believe we're going to continue to think about other opportunities um beyond the name of the school. So I want to again thank everyone for for sharing the stories. Okay, we are going

017to move to our next agenda item which is recognition. Um, we have featuring tonight the Gley High School student experience at PATS by Principal Carl Francis. I >> think we're gonna get a screen, too. >> I'm gonna project the presentation in front of you so you'll be able to see. >> Great. Thank you. >> Let me rephrase that. My friends in the booth will help with that. All right, we're good. Caitlyn and Katie doing a wonderful job. Thank you for your hard work representing our school. Um it's a it's an honor really to talk about an exciting opportunity that we have for Greley High School students and um it's the CTE programming uh at Portland Arts and Technology High School. Um it is uh lots of students take advantage of it. Uh it's really catered

018toward career exploration specific skill building. Um and in my opinion a an incredible resource to those kids and our community and a great jump start on their lives. Um shows uh passionate uh kids about potential great potential and careers. So, we're fortunate to have that opportunity for our for our students. Um, just a couple pictures of of some students that are taking advantage of that programming. Uh, Don Gray, assistant principal at our high school, really is the liaison associated with that program. Uh, he attends the regular meetings there. And student services school counselor Alex Mason is really uh my go-to to for credits and enrollment and all of that data. So, if you have any questions, those two of the uh real experts on the on the topic. Uh details. Let's jump into some details.

019I know you had some questions about enrollment and uh access and barriers and um some strategies for increased enrollment. Uh these are the numbers over the the last five years. Um, typically students enroll in grades 11 and 12. There are some exceptions to that, but it's rare. Uh, when you have a sophomore potentially have in the past, but the vast majority of kids are 11th and 12th. And um, when you look at these numbers, you could add one more in a couple of those years as for sophomores. Um so you can see approximately six to eight% of kids attend over the years. Uh we have usually in the 20s numbers of kids that like to consider it and take visits. Uh the application process now has has changed a little bit. from years ago it

020was like a formal document application process but now it's really based on kids expressing interest right students saying this looks really interesting to me and I want to go check it out so it's interest based and they sign up for visits and and go to specific programs and their enrollment process looks like are do they make the effort to uh sign sign up for a visit? Do they attend that visit? Uh so that's really what the start of the enrollment process is. So you can see here that not all kids who visit uh get into the programs and there are some reasons that we could talk about uh next to that. But this year our numbers are up a little bit. So for next year, so 31 kids at this moment have are scheduled for

021visits for next school year. Um, we also have Westbrook Regional Vocational Center as an option. Uh, not too many students take advantage of that. Uh, we do occasionally have some and they drive themselves to that because there's a specific program there that isn't offered at Portland and uh, we want to encourage that and we want to support that uh, equally, but our vast majority of kids are attending Portland Arts and Technology High School. We asked PATHs where what are the numbers? How do we rank as far as kids sending students to their programming? And the numbers uh that you can see on the right represent those numbers averages over the last 11 years. So I think that's pretty representative of schools and we're right in the middle somewhere, right? We're right in the middle. We

022are sending a nice chunk of kids. A good number of students are attending those programs. We're not the highest. We're not the lowest. You could pick your favorite school for comparison on that list and and take a look at how we compare to some of the other communities. There are some that send a lot more and some that only send a little or a few, but I think 25 average over the last 11 years is a good representation of who we are and who we send on to the programming. So, I think that's a healthy number. what programs do they enroll in? Auto tech is uh far and away number one around 20%. Uh and then we cyber security an upand cominging uh program which is really had some energy in it is our second

023welding is a great opportunity and and real specific set of skill building which is incredible. I visited it. uh new media culinary round out our top five. You can see all the other program offerings that are there. Uh if you wanted to look at their website, they go to real details about the specific programming and programs that are offered and potential careers associated with that. So, I wanted to give you a little taste of what programs our kids are enrolling in. I received a couple questions about um why What are some of the reasons why students don't attend? Right? That's important to know and and important for us as a school to figure out like why uh you know it's obviously a wonderful opportunity for some and uh why not try to provide access to

024that for as many as we possibly can can as many as we possibly can for those who are interested in it. Limited slots, right? So there's only so many slots available and so many sending schools. So ultimately you could visit, you could express interest and not have a spot open for you, right? So it's possible. Uh so it's not always the case. Um but it is one of the one of the reasons why students don't uh enroll in the program. Another reason is a fit for the program. Uh we talked a little bit about interest on your visit. So during your visit uh are you actively engaged? Are you showing interest in the content area? Are you um expressing an interest to continue and maybe come back for a second v uh visit or or

025real interest in that program. Some require specific proficiency. So um that's another fit for the program question. Uh attendance is huge. So attendance at these career-based programs is is really a um a barrier uh to finding success of those programs and they have clear expectations about attendance in those programs. So attendance is another potential reason for not being a great fit for the CTE programming. Another potential barrier or reason for not attending after they've gone to a visit. Right. To clarify, this is after they've expressed interest and gone and scheduled a visit and gone to the program is student choice. Uh they got there and they figured out it wasn't exactly what they wanted. That's also positive, right? We we want a student to make a good choice. Uh there's another class at the high

026school that they preferred. Maybe they took the visit saying, "I'm not quite sure what I want to do. I want to figure it out." and it was another class that ultimately they preferred. Um, and another reason for student choice after visit the program was um the program that I thought it was doesn't really align with my post-secary goals, whatever those might be, which is which is great that kids are able to figure that out um as soon as they possibly can. So those are reasons why after a program visit kids would not actually attend. other reasons um for not attending GHS scheduled for morning sessions only right um so that's another reason where just the schedule part of it and um the timing of it and just trying to meet graduation expectations and the timing

027of the programming the morning sessions there are rare occasions where students can attend in the afternoon sessions there are less slots available and we would al always explore that if it was an option for kids but the vast majority of students high 90s percents uh attend in the morning and that's been a long-standing tradition in uh our building and uh transportation impacts that our schedule impacts that uh the amount of slots that are offered impacts that more sending schools less slots would be available in the afternoon if we went in the afternoon. Uh our matrix schedule, we've uh placed things uh specifically to support kids who go in the morning so they have the option to get those classes in the afternoon. Uh another reason would be our increased multiple pathways, our silos. Occasionally we

028bring silos here to talk about, but our independent learning opportunities for students. Katie Schindler runs that and lots and lots of kids are going to her saying, "I want to get into real estate. I want to be an engineer. I want to learn medical terminology. I want to um work with a a business in Portland." and those specific career opportunities are individually developed uh for a block in their day versus the half of their day and that just works better for some kids. Uh so that's another reason why kids wouldn't attend that. Uh another would be um WRCC WRVC is an other option which we talked about a little bit. schedule restriction. Right? So that's the main reason. So it's a different color because that the primary reason is for whatever reason the students schedule

029does not align with the option that they want to explore at paths and that's just real uh that kids have to make some decisions and sometimes that restriction just doesn't allow them to access it. And that's the most frequent reason that our school counselors talk about as why students don't access the programming strategies. You know, we want kids to attend. We want to support kids goals. We want kids to have access to incredible programming. And these are some of the things that we've done to try to support that interest. Um because we like to try to personalize things the best we possibly can. We believe in CTE and we want to try to support that the best we can. And here are some of the things that we've done over the last few years to

030try to support that. Uh introducing it earlier, talking to kids about it in ninth grade, saying if you want to do this, we got to start thinking about it now. Start planning on it. Introducing it earlier is another strategy we've implemented. Uh we've recorded Google Classroom videos and shared them on student experiences. What is the program like just so they can relate with a peer on what it's like and express interest and maybe think about it earlier on and have a visual before they decide for a visit. I think that's a great thing. Uh our staff is actually going to go visit PATHs in March. Uh Sean's going to join us. Uh, and it's uh a real opportunity for our staff to experience hands-on what those programs are because we believe in it and want

031to support that opportunity for kids. So, this will allow staff members to see it firsthand and to talk about it. We've asked teachers to not choose the program that most interesting to them, but choose a program that they feel like they'll have they need more information on or that the students that surround them will likely have interest in. So, they'll be able to have be more knowledgeable about those conversations with kids. I think that's a pretty good strategy. Uh, also going to encourage kids to not just visit one program, maybe check out two of them, right? So, get a couple options there and find one you're you're really interested in uh advisory activity of a really four-year plan, which is kind of aligned with a ninth grade in inter introduction. Let's plan it out now.

032Let's look at a four-year plan in place so you're able to access this in your junior and senior year. Um interest in in uh surveys in ninth and tth grade year. Maybe there's something that jumps out in an interest survey inventory that has a dedicated program to it at in the CTE program integrated credit. Over the last couple years, um, ever since I've been in education, it's always been unclear about, uh, alignment of standards with CT e CT education and, uh, kids accessing those programs and sending schools justifying credit for kids uh, attending those programs. And two or three years ago, uh, Westbrook Regional Vocational Center hired some certified teachers in the content areas to review their programming and look at the standards and look at what is being taught in those classrooms, which is

033wonderful. And as a result of that, we've developed a document that is common to all sending schools and um to have a clear and common indication of credits potential to be earned. After a successful completion of two-year program in any of these courses, uh you have a chance to earn some high school content area credit, uh which would remove a barrier for some kids accessing that content. So, that's exciting. Also, um strategic course timings and sections. We spent a lot of time in our matrix schedule thinking about where should we place this course? um how many sections instead of just offering one section of something in the morning, can we offer two? So we have one in the morning and one in the afternoon. That way we can funnel some of the path students into

034the afternoon programming so they can access what they want in the morning. So we have really skilled educators really thinking about this and strategizing to increase the likelihood of student attendance. That's what I have for you and I'd be glad to spend more time with you at any time answering questions uh highlighting and celebrating this wonderful programming that we offer really high school students. >> Thank [clears throat] you. How about some questions now? >> Sure. >> Um my daughter number three had the opportunity to do the um nursing program. >> Wonderful. >> And we hit a couple of barriers that I'm hoping um have been kind of adjusted. She had graduated in 21, so there's been some time in between. One of her challenges was the opportunity for classes within the school that were only

035offered while she was in PATS. So that morning afternoon opportunity would have been a great >> per would have been perfect for her. >> Um the The other thing um the other kind of challenge that she hit was the bus coming back and lunch >> and having not always an opportunity for lunch because of return times when you're returning a lot of people. That's just a challenge. Um but I would really very much so highly promote it. um she was able to graduate with um a lot of college courses, a lot of college credits based in her nursing program and um was able to could have chosen to take the CNA program or to get a certificate. Um, the one thing I would ask is I know that the IB program is promoted at the

036middle school and I would love for our middle schoolers to have the opportunity to hear about both Portland Arts and Technology as well as Westbrook. Um, so I would I would really ask for those opportunities to be offered. There's a lot of kids um especially today with the college costs that this would be a great option for that they might not think of. Agree with you completely on your first point. Um the struggle now is with advisory not with lunches. So uh kids come back with some time remaining in advisory uh but not impacting right the lunch part of it but there's they're coming back into uh with some time remaining advisory. So they miss a little bit of the advisory programming and we did our best to position the new schedule so it's a

037the least impact as possible to our um CTE our paths students attending paths. So that's the first point. >> Um second point is there's another program I think it's like a sampling program. It's like a semester base where you kind of bounce around between programs and figure out what you want to do. It sounds perfect, right? And that it's either eighth grade or ninth grade. So, I'll talk to our school counselors a little bit about that. Um, and just try to promote that a little bit. And I'm not quite sure. I haven't spoken with the middle school about it, but I'll I'll start that conversation. Uh, but both are great suggestions and I'm glad your daughter had a chance to experience that. >> Thanks, Carl. Um, so I think my question kind of has to

038do with student access to programming that might be similar to what's offered at PASS or as you um know and as hopefully others in the community know we're undergoing a strategic planning process and um in the survey that we asked one of the questions had to do with something like expanding industrial arts on campus and so again just thinking about student access I'm wondering and we can talk about this offline too, but what you would see as the best way for a student who maybe is not able to access paths for one of the reasons that you named or Westbrook um are there other ways of collaborating that we're thinking about for students who are interested in exploring these areas to get that content or you know is the answer really we would need to

039look on campus um for providing more classes exciting question, right? So, as about opportunity and and resources, it's always that balance of what can we do with the resources that we have and the conflicting priorities, right? So, it's always the debate and uh Darren Bridgewwater is our STEM teacher now and he teaches a lot of unique and different courses in our building. was a wood shop and they do woodworking with uh the tools. There's some uh engineering and robotics and and um uh film work. Uh so those are currently offered in in our building and they're book solid, right? So there's interest in kids doing different creative hands-on electives. So the interest is there. That's clear. Uh but really what we've invested in is the silo pro uh opportunity for kids. And it is amazing

040some of those opportunities that all we have to do is have a kid express an interest, right? All they have to do is say, "I want to do this." And she dedicates her time to finding an opportunity, an enrichment opportunity. an extended learning opportunity that's outside of our walls. We have funds for it. We have personnel for it. We have lots and lots of kids accessing it. So I would steer anybody who um is exploring or doesn't find what they are looking for in our electives or in the paths or WRVC programming to book an appointment tomorrow with Katie Schindler because she is creative and um most cases we figure it out and she has relationships with community members. Um now she's collaborating with other schools in our region. So they've shifted from six schools

041contacting one cool opportunity to a collaborative approach to an engineering firm or a real estate firm or um um metal shop or or or woodworking shop, right? And they set up a collaborative experience for kids from all schools to go there, which makes it easier on the employer. So, I would encourage anybody who can't find what they're looking for and has a specific interest and we'll do our best to set them to take care of them. We believe in it. >> Yeah. Thank you. That's helpful to have that mentioned in the context of this conversation, too. That's great. [snorts] Thank you, >> Kim. >> Well, Anukica, you almost almost said it exactly the way I was going to ask. It's almost as if we're both uh focused on the strategic plan and equity. Um, so

042I I 100% agree and I'm thrilled that you brought it back to silo. And so I guess maybe I'll just kind ask the question. Um, the kid that popped in my head while you were talking about it, this profile of a kid who doesn't get in to one of the programs and let's just say Otto, um, you know, sometimes when you don't get in, that makes you realize how much you really wanted it, right? So, I'm I'm just I have to believe, but I just love to hear the affirmation that there's that um talking going on, that communication going on. So, when John doesn't get into Otto um and is visibly devastated, is he then encouraged to go to silo and say, "Hey, you know, here's another opportunity for you to do this since clearly

043this is something that you really want to do." U and I just I I I love that that possibility that it creates. We've got some skilled uh school counselors and they work really hard to personalize an education the best they possibly can and um within the parameters of uh you know our our credit structure and what we could possibly do and they are really good at exploration of opportunities and I know that they uh recommend these external options and additional options for enrichment and career exploration. for kids. So, I am I'm absolutely confident that those conversations are happening. I I know they are. I'll reinforce the importance of them. Um but I'm really confident in our student services department to support those kids' needs. Thank you for mentioning that. >> Thank you. >> Other questions?

044>> Um thank you. I think PASS is is amazing and I I um would just echo what Sarah Rose said and say perhaps consider introducing it in middle school. Um just I think early awareness would be great for those kids who may not even know it exists. There is you know my eighth grader knows about IB but he definitely doesn't know about paths. Um so I would put a plug in for that too but I would totally commend you um on the strategies that you already put up. I think that you sort of like hit all these ideas that popped into my head. Um, and for community members who are watching or even here, um, I wonder if there's a way to get in touch with the silo person whose name I forgot to say,

045hey, I'm an expert in X or I'm my career was in this or my career is in this. Is there some way to sort of facilitate that? She and I spoke about that uh last year and last month. Uh so Katie Schindler is her name. So K Schindler msad51.org uh or just call our front office and we'll get anybody in touch with her. Um she was thinking about starting a alum network, >> right? So just started gathering the resources in our community and just trying to connect kids with those resources and I thought it was a wonderful idea that she had and uh I know she started to work on it but if there's anybody in our community that has a little time and wants to work with kids uh we'd love to hear from

046you because we've got race great resources in our our community. But that's on that's on her list. She's working on that. I would just put a plug in for and I'm happy to take care of this tomorrow in our communications committee, but um bringing it up with that community to start extending the tentacles into the community. It shouldn't all be on um Katie Schindler's plate. So, I will put the plug in with the communications committee to start um figuring out ways to maybe get that message out. That's helpful because I have a weekly communication that goes out to families, >> you know, and but there are a lot more resources outside of Yeah. >> in our community. Uh so I'm only getting a segment of that and the district newsletter is is larger and that

047goes out to district families, but there's a larger network out there >> um in our community that could be really helpful. Oh. Um, our silo coordinator is actually a K12 position, uh, 78 position. So, uh, we're really working to connect with middle schoolers and think about some programming in the middle school to look at career exploration start and trying to find ways to start to make that happen. So that's thank you for that um reminder and we'll we'll continue to look to implement that at the middle school. >> Other questions? >> Yeah. Um I guess from a perspective of when I went through school, there might have been a little bit of a stigma towards paths. Um so maybe it's not a question for you Carl, but maybe for Katie and Caitlyn down there. But,

048uh, is there still that feeling or is it more I know times have changed, people have changed, or do you feel like there's still like a little bit of a >> Caitlyn? You're up. >> Thank you. >> Um, I would say no. I think, um, I mean, I don't I don't hear much. I think it's a really interesting program. I think it's an engaging program for students who feel like that's what they want to do. Um nowadays I don't think that us as peers judge each other for the roles that we want to go into and for each other's passions. I think that if a student is passionate about something and they want to go for it, I think that friends and peers support that. I don't think that it's something that's stigmatized or judged.

049Um yeah, that's what I would say. >> Yeah. I'd also definitely say that something like PAS definitely takes a lot of time out of the day. It's a big commitment. And I think that it's just interesting because it takes the same like two years as the IB program does. But obviously we hear a lot about IB and that's very much um kind of celebrated and I think PAS is as well. But I'm really grateful whenever I we get to hear like presentations like this because I don't think it's that we often hear a ton about it or like as students um besides like stories from our peers. So, I think that like I'm just thinking about like something like even like a newsletter cuz I know like Madame over there will put in the quarterly

050for the IB and then we all get to see that and like we all get celebrated in a nice little way and it's awesome and I think that that could be super cool if PALS did something like that as well for that cohort. >> But just more like Yeah. attention I think because those kids work really hard too. >> Yeah, it's a great program. >> Yeah, >> if anyone's interested in it, I would strongly recommend it. I've never had a negative like report either. >> I will share that just today a path student in the auto repair program was able to help another student and that student from PATHs is a hero [laughter] and considered the coolest person right now. So I think that some of the kids are like, "How did you know how

051to do that? That's so amazing." So um hopefully that does mean there's a shift. >> It's great to hear. Yeah. Anything else? >> Um well, thank you so much for bringing this forward and yeah, we hope to hear more about it. Um and I think the opportunities, the amount of opportunities to keep kids engaged in especially their high school education is really reflective of our high graduation rate, too. So, this is really important. So, thank you. >> Thank you all. All right. So, our next item is approval of our meeting minutes from our January 15, 2026 meeting. Can I have a motion to approve the minutes of January 15, 2026? Um, we have an agenda that's um offered at the front of the Yeah, thank you. Um, can I have a motion, please? >> Oh,

052thank you, Megan. Thank you, Jesse, for the second. Any questions or comments? Okay. All in favor? It's unanimous. Thank you. All right. So, we'll move to public comment. Um the board welcomes and recognizes the value of public comment. To ensure public comment is fair and orderly, we follow procedures outlined in board policy BEDH. And that policy um does cover like this is the time where we have on our agenda for public comment. And we ask that all members of the public follow this policy as well. Um we follow it to keep the meeting civil, respectful, and productive. We also hope this allows for all community members who would like to speak to be heard. Um, this is one of the many ways you can connect with the school board. Um, please always feel free to

053reach out to us directly if you have questions or concerns uh that would like an answer. Um, while public comment doesn't allow for that, we're always uh happy to follow up and I know we added that to our signin sheet that if you'd like if you have a question you'd like follow up on, we can do that after the meeting. Um, for public comment tonight, uh, we use the signup list. Residents and staff members are given priority over non-residents within the allotted time. Our policy allows for 30 total minutes. And then um I'll ask each speaker to use a designated podium when making their comments and speak into the microphone. Comments to individuals are limited to a maximum of three minutes at a meeting. A clock is visible um on right will be up next

054to the podium just to help you keep track of time. After 3 minutes um please uh wrap up your comments. When you get to the podium, please state your name and town of residence before beginning your remarks. Lastly, please keep comments respectful and civil. We are neighbors here. Please be kind. Um, please do not interrupt or respond to any speaker's comments. We also ask that comments are addressed to myself, the chair, and please do not direct comments at or about individuals in our schools or community. I will stop any comments that are contrary to these rules. So, I'm going to start with the list that I have, which has Terry Maloney Kelly. That's a >> Yeah. Yeah, I know. We're a little bit different arrangement tonight. Thanks, Terry. [clears throat] >> All right. Thank you.

055Um, good evening. Um, I'm Terry Maloney Kelly, another lifer of Cumberland, and I'm here tonight to speak in support of a contract for our edteexs and secretaries. Uh because of the lack of a current contract for our secretaries and edtechs, I feel this board has failed at the responsibilities entrusted in you by the citizens of our community. You gave an 8% raise to the 12 administrators last year, but are unable to do the right thing for those who are the foundation of our employees and children in MSAD 51. I spent my whole professional life on the front line advocating for respect and equity for the people who are the heart and soul of any business. I'm angry and sad to see that this type of discrimination, inequity, and disrespect continues in our world world today.

056Even more so from a school district that continually promotes itself as the best of the best. Once again, the board has lost sight on who and what is critical for the success of our students and community. You need some perspective. What if the 12 administrators decided to stay home for a week? What would the impact be on running the district and the education of our children? Sure, there'd be some hiccups, but the business of education would continue. Now, let's turn the table and have our essential human beings who are without a current contract stay home for a week. I would doubt it would take but a couple of days before the district would be on its knees and unable to provide the education that the taxpayers pay for our children and what our children deserve.

057What is going on is another example of why the MSAD needs taxpayer oversight and involvement. You lose focus and often need to be reminded that it is not about wants, but needs of our children and the professionals we entrust to get the job done. Show our community your commitment by providing a living wage and benefits and get a fair and equitable contract approved before any additional further expenditures are considered. Focus your efforts on this and hold off on the consideration of wage increases for the administration until you finish the job that you and the administrators have left undone for the past nine months. put our money where your mouth is and provide a livable wage that every human deserves. This is an embarrassment to our community and disrespectful to the people who are the heart

058and soul of our educational foundation. Thank you. >> Thank you, Terry. Shirley Story King. Good evening, Shirley Story King Cumberland. I'll be brief because Terry said some of my sentiments. I just encourage you to look at the optics. I'm also excited to hear all about Carolyn Small this evening. I just want to share a little anecdote. when when I got married 35 years ago, almost 36, she was at my wedding and my very favorite photo from my wedding from the entire from the professional to the candidates was a moment when Carolyn was yelling out the window at me as I was getting ready to walk in and she just brings such joy out in everyone. Um, so I'm super happy she's being considered. I would like to speak to item for action number 8D, a

059vote to extend administrators contracts. I encourage you to in extend their contracts, but I would ask you to wait to offer salary increases that might go along with those extensions until the budget is fully prepared and passed. Earlier this week, I asked for what admin what administrative increases are being offered for next year. I have not gotten a reply. So until that detail is public and open for review and public comment, I don't believe you can offer those increases. [snorts] And in keeping with this request, I would also ask that their increases be kept to COLA received by our social security recipients or 2.8% or the consumer price index which for groceries and housing is hovering around 3%. Seniors in our community got 2.8% increases in their social security, but their Medicare PartB increases went

060up 10%. So many seniors, and we have as many seniors in our in Cumberland as we do in have students in our schools. Many seniors are facing incomes this year smaller than last year. So, I know you are mindful and I know it's difficult work, but I really am pleading for you to keep that in in the forefront when you're negotiating new contracts, when you're offering raises to administration. I understand that contract negotiations are difficult. I've been on both sides. So in all of this, I encourage you to look at the optics and the financial big picture of our community. Most of our edte and secretaries live here, raise their children here, pay property taxes here. They are literally the front lines of our school. Let's make sure our priorities are straight. Thank you. >>

061Thank you, Shirley. Michael Swat. >> Okay. Thank you, Michael. Dave Nan, Dave Nunan, uh, Metal Lane. I probably will be a little repetitive. Uh, extending the contract for administrators prior to the budget approval makes absolutely zero sense and should be changed by by the legislature. Last year, I was told that it was pre-approved and we as citizens had nearly zero choice but to approve the budgets that included an 8% administrative increases across the board. That quite frankly wasn't wasn't uh was unacceptable. To have those that work directly for the administrators as well without a contract and to have to fight for one is discouraging and disappointing to say the least. This administration does pretty much whatever it pleases every year. And unfortunately, most of the citizens are defeated at every turn. I talked to a

062lot of people in the community and they they don't show up here. I think I'm the only one that actually has kids in the school here uh at this point uh at this meeting. So, um they seem the administration feels like asking for forgiveness is a better option than doing things right initially. And that was evident during the creation of the turf field as a multitude of aspects were done incorrectly and impacted neighbors on farwell only to have to go back and fix it later. For example, the planting of trees that had been removed uh not in accordance with the plans laid out as well as installation of a large fence after the fact. Who pays for that rework? We the taxpayers do. Where's the accountability? Not quite sure. I'm quite sure this is something

063that's uh going to or has already happened with the new school project. Probably should ask the neighbors about that. It's up to those elected on our board to enact changes. Please do what you were elected to do and act on behalf of the citizens. This includes the wonderful workshop that we had last month, which it seemed obvious to me that partnering with our local preschools is certainly the most beneficial route for our younger children in the community. Thank you. >> Thank you, Dave. Michael Doyle. My name is Mike Doyle. I live in Portsouth, New Hampshire. I own and write for filmtoday.me. In the three years recently, we had 10 million hits on the website 54,000 new readers on a distribution list of 16 names. This is the case that has been developed four years ago

064from having me arrested here for criminal trespassing. And this is the order from the Maine Supreme Court. It says the state of Maine has filed a motion to vacate Michael Doyle's conviction for criminal trespass E crime. Do has not filed any response to the motion. The motion is granted. The judgment of conviction is hereby summarily vacated in all caps and the matter is remanded to the trial court for the entry of a judgment of a quiddle. Four years later, I stand here acquitted of criminal trespass. And I found out while I'm interviewing for lawyers to sue the school board and members of the town council in May of last of May of 2021. I found out in my my investigation here, it's called a 1983 civil lawsuit. And when I talked to Bill Shane about

065this many many years ago, he said that the judgment against the school board and the town would be so big that the insurance company would pay the claim, but then they would cancel the insurance. So from that point forward, you guys would have no insurance for the next mishap. I also found out talking to a lawyer today that police do not have qualified immunity if they commit a crime while arresting somebody. And the crime the police officer committed was a violation of our civil rights. You can't arrest a reporter at a meeting operating as a reporter. And I was arrested right out here in the hallway. Here we go. and they dragged me to the door and put me into AIB. I've never been in AIB before. My pulse was 195 when the ambulance came

066to take me to main medical center emergency room. I was there for 23 hours. They kept checking my blood to see if I was having a heart attack or a stroke. And the bill for that was $11,800 and something60. And uh that'll be part of the claim against the school board at May 25 2021 and the town council 2021 the chief of police for not training his police officers not to commit crimes while they're arresting somebody and we'll just see what happens. You know, you might win at a trial and then I might win on the appeal. So you never can tell. I went on appeal here. I might lose at the trial. went on the appeal again. But you folks have made a huge mistake and Jeff Porter was the center point of all

067the problems in the uh case against me. You've got an incredibly stupid. Thank you. >> Thank you, Michael. >> All right, that is the last name I had for public comment. So, we are going to move to let's see. Oh, we have some presentations. I'd like to welcome Kim McDonald. She'll be having two presentations tonight. First on the international balora program and then on the French exchange and immersion. Welcome. >> Thank you. Just take a moment to get this projected. So, um, good evening everyone. I am Kim McDonald, the IB program coordinator and teacher of IB and AP French. And um at Gley High School, we have been a leader in the state um in becoming and embracing what it means to be an IB world school. And thanks to our district and community commitment

068to this program, uh students find success in this international education program. Our teachers receive training by the IB to ensure their strict standards of teaching and learning are upheld. The IB program has become part of our proud uh identity here at Gley High School and um for that we want to thank you all for your support in this program. Um try to be as succinct as possible um and giving you some information about what is the IB. Yes, we probably most people know about it, but we still get feedback that um there's information to be shared um and the an update on our statistics as well as our evaluation pro um um that we're in the in the midst of. So, um the IB what is an IB education? Um I'm gonna I'm not going

069to read exactly what's on there, but um so it turned 55. The IB program turned 55 in 2023 and we have just celebrated 15 years of being an IB world school. It's a long time. Um the IB's mission from inception has been to create a better, more peaceful world through intercultural understanding and respect. Uh the IB works with schools, governments, and international organizations to develop challenging educational programs and a rigorous assessment. Our ultimate aim is to encourage students to become active, compassionate, lifelong learners who understand their perspectives and they learn how to learn and manage what they're learning. They learn what it is to be human and thrive in this complex world. The IB prepares students to be lifelong learners. As I said, at Gley, we also believe in these attributes. It's reflected in our

070GHS mission statement. We want students to strive to become responsible members in their communities and to think critically, show curiosity and pursuit of lifelong learning. Uh each month students are nominated and selected by their teachers for embodying uh these various attributes that we celebrate as we celebrate the students of the month. So as you can see by the graphic on the right uh the IB learner is at the center. Each subject area encompasses IB approaches to teaching and learning and these provide a common framework for teachers as they prepare students for uh success in their studies and life beyond the school. The IB provides a coh cohesive and comprehensive program that explores local and global challenges. Uh diploma candidate uh will take three SL courses and three HL courses. So that's standard level and higher

071level. And the difference between that is um standard level is um or is the breadth and um and depth of content. Um SL courses are rigorous but don't they don't cover as much content as an HL course. And students can choose to enroll in the diploma program [snorts] um or in a few IB classes. And in fact, we've had students in paths who have been able to access the IB classes in the afternoons when they um once they return. So um just a um some students will sometimes say that can I can't access IB classes if I do paths and that's not necessarily the case. Um the curriculum is grouped into six subject areas. We have 21 teachers teaching uh these various courses. Um, group one is English language and literature. Group two are the

072language acquisition courses. And you can notice the whether they're higher level or standard level. Group three are individuals and societies. Group four are sciences. Group five are our mathematics. And group six are the arts. And Again you can see at the core of the program is the student and moving out from the inner core are the approaches to teaching and learning and then the focus turns to theory of knowledge extended essay creativity activity service. I'm going to talk a little bit about what that means. So all three of these requirements are in addition to their six academic classes. They support and are supported by the academic disciplines. Theory of knowledge is an extra course and the other two components are completed outside of their school day. Um so TOK is an inter interdisciplinary course designed

073to help students question and understand how they know what they know. Um CASS creativity activity service. Those activities are completed um each month outside of the classroom and they're mindful experiential learning components with deep reflection afterward. And then the emphasis of the extended essay is to do personal research. Um, communicating ideas effectively. Katie's smiling because she just finished her extended essay. Um, writing a 4,000word essay in an area of personal interest. And then the um so out of 45 possible points that one can earn um on the diploma um uh seven for each of their six core classes and then three points um are um are possible with the um theory of knowledge and the extended essay. Um as IB teachers our goal is to collaborate and connect on interdisciplinary themes and units. The IB

074theme of freedom and justice is wo uh woven into the IB courses in a variet of variety of ways. Each year we um brainstorm and then vote on um a theme for the year that's woven throughout. Um first year was um food for thought. Last year was growth. This year um freedom and justice. Who knows where next year will lead. Um so I'll take a um let you take a few moments to read our school statistics. Um this first slide talks about um the candidates registered in the session um and the diploma candidates and the subject exams in the session. So of our 91 students um they took 226 um subject tests. So that's um a little more than what is it 2 point I didn't do the math. 2 point um I don't know

0752.2 um IB courses per student and this is 91 in the senior class. Um average points obtained by um our diploma candidates um was 33 out of 45. The highest diploma points awarded were 37 and the average grade obtained um on in any of the subject exams was 5.28 28 and um highest grade was 7 point uh seven out of seven in three different subject areas and 50% of our students received a grade of five or higher on their exams and then obviously um the May of 2026 those are yet to be determined and here are our statistics from the last uh eight Um we are in the midst of the IB program evaluation and every IB world school participates in a program evaluation every five years. Um this helps us and the IB know

076that the program is being implemented according to the program standards and uh practices. There are three stages to the evaluation process. The preliminary review is the first step. And in this review, um, we confirm that our school and our program information provided to the IB has been reviewed and has been updated um, and that all of our financial obligations to the IB have been met. And um, we are right on track um, to complete that by March 15th. My goal is to complete it before February break. We'll see how I do with that. Um and then the next part of the evaluation is the self-study. Oh, so actually before we go on to that, these are the programs and um practices that we need to um use to assess ourselves in the um in the

077self-study. So we reflect on each of these standards um and underneath the standards are practices kind of like the main learning results and how are we doing in developing and implementing them all. So um the learning is at the center just like the student we have a purpose sharing the mission the environment um that we're setting up structures systems and resources culture is that we are providing um or creating a positive school culture through our pos policy implementation and then the learning at the center ensuring effective education through the approaches to teaching and learning and assessment. So in the self-study um it's an opportunity for us to pause, reflect on what's working, what might need more attention. It's a time to step back to see the big picture, re-engage the community, re get re-energized about

078what it means to be an IB world school. Um at the heart of the program evaluation is a deep reflection by the school. And so just as reflection um of students to become better learners um helps them become better learners. The reflective self-study process will lead us to become a stronger um school. Um the self-study is due on June 1st. Um that includes feedback from students, staff, parents, administ administration and alumni. Um we are we've been working through this for the last year collecting data and um on June 1st we'll also submit a program development plan and the program development plan is supposed to be something that we create and reflect on and hopefully achieve throughout the five years. So we have a we have some sort of um um priority or goal that we've

079determined and we address it and then we move on to the next one. We have to submit one of those um in this evaluation process. Um and during this process we have we have determined um and identified some areas that we're working on. Um thought that might be a question so I figured I'd answer it right away. Um so working on managing expectations of college transfer credits. Um so sometimes um students getting into the program or even community members have a conception of what does it mean to be an IB student. Um PR work regarding communication on the cost of exams, making sure that we're very transparent about that. Um access to the program and addressing barriers and then um Cass making sure that the students find value um and provide support for Cass. So

080those are some things that we've identified through this process. Um and I am three slides away of being from being done. Um this one is reflections um from the alumni um on and these are new reflections. These are some of the uh some of the feedback that we recently received. So um that IB classes are rigorous, thoughtprovoking, they help me develop valuable analytical skills and knowledge um that have been useful in post-secary studies. Um the EE and IBGO uh in particular set them up well for conventions, writing styles, research skills to excel in social um science courses. T additionally helped with clarity and thought and argument analysis that directly correlated with skills um necessary to excel in class discussions and persuasion persuasive writing prompts and the IB program has been one of the best educational

081experiences of my life and I'm grateful that I had the opportunity to engage with this program. So um your your investment the community investment has has felt very worthwhile. Um, we have a um a promo video promo. Um, it's actually there's a longer version, but I made a trailer that I wanted to um share with parents and students um this week and it's a minute and a half and I'm going to show it to you right now. Hopefully it comes through. Okay. [snorts] >> Okay. >> I don't know if there's a speaker. >> It's really what you put into it. Okay, here we go. >> You think that you have to have pretty good study habits if you want to make sure that you can balance it with other things? >> I really liked um

082I really like getting to be with the same group of people for that extended amount of time. >> I tend to be building complex uh inter relationships between subjects and topics. >> You have a lot of personal freedom with what you choose to investigate in the assessment. Our job is to the student and what might be of interest to you and try and put together the best possible transcript for you >> because IB is really worth it for the skills and knowledge that you obtain through these classes, the connections that you can make through them. Um, and a different understanding of learning in a more global sense. It's not just for getting into college. >> And I love it so far. We do the our community has grown a lot stronger since the beginning of

083the school year. We do a bunch of things outside of school. Um, we work on school work together and I do not think I would have had that same those same opportunities in AP. Um, yeah, I'm really happy that >> and um the longer one will be on the website soon. and the um Matt has more and hopefully we'll have a way to kind of choose the um choose a part of the video that you want to want to get answers from. Um so on Monday some of our IB teachers look forward to welcome welcoming some of you um into the IB classes. Um we um we reached out to some of the um the board um members um from the uh the curriculum committee and um I also want to thank you again for

084letting me speak um and share our um wonderful IB program with you all. Our teachers and students are really grateful um to have the support from our district and our community in order to offer it here. So, thank you very much and I'll um answer any questions you might have. >> Thank you. Congrats on finishing your extended essay. >> I'm not going to lie, it's like almost done. Like [laughter] I know. And don't tell Miss Perginson, but it really is. It's almost done. It's going to be submitted tonight. I swear. Okay. >> But thank you. >> Do you want to share about your experience in the program? >> Yeah, I mean I would like to echo that for sure. I've am so grateful that it's offered here. It's truly a private school education at a

085public school. Um, I can't say enough about it. Uh, one thing also is that I mean I know it talks about all of our classes being woven together, but you don't really experience that until you're like actually experiencing that. And I think it's really interesting that during my classes because I go through them my whole schedule, they're all IB classes and it's mostly conversation and like a lot of the things if I'm ever having a question, if anyone in the class is having a question, my teachers are more than willing to take a second and we'll have a group discussion about that about having making sure everyone is on the same page before moving forward. It's not really something that you would get left behind in because I know that's a big cycle sometimes. um

086everyone's accounted for, if that makes sense. And then a lot of my teachers are actually all of my teachers are always more than willing to um take time to reference the connections between classes. Like if I'm talking in geography about something and I'm realizing that this type of force displacement of this population reminds me of something I learned in history, I can bring that up and my teacher will be more than willing to let me talk about it or one of my peers talk about it and then we can all have another case study under our belt. It's just learning more and more, building that knowledge, and that interconnectedness is really special, and it's not something that I think I would have um gotten if I had taken a different course like the AP track

087or something like that. Um, but also, I know it's not talked about as much in like these types of videos and stuff, but it also does really help you during the college application process, and I know that I personally qualified for more merit scholarships because of the way that I was able to stand out because of IB. Um, and I don't know if I would have been able to if I hadn't taken full IB. So, I'm like eternally grateful for that because it puts me in a better position for sure. So, yeah, I'm very grateful that this exists here and that we continue to support it for sure. >> Thank you. >> Questions? Yeah, go ahead. >> Uh, thank you so much. This was helpful. I actually have a student uh in my life that's

088considering this right now for next year. I'm but I was really surprised at how few diploma participants there are. I had thought it were be bigger numbers. Um so I was curious about you you said that identifying barriers and I was wondering if it was related to that or this is normal. >> So the the number of the diploma candidates as you can see varies from year to year. Last year we had 11 diploma candidates. the commitment it is a commitment on the part of the student and if a student is interested in taking physics for example um it is really is there's no IB physics right now so it um it doesn't allow a student who really wants to get that in to do the IB diploma program that's just one one reason why

089they might um choose to not do it uh a lot of our students take three, four, five IB courses and perhaps they they just they don't want to add the um the component of the extended essay and the CASS um on top of their six their six or seven courses. Another um another thing I've heard is that students want to be able to access uh the um the electives, the different electives that we offer for um for seniors or juniors. And it is true that with the six courses and the theory of knowledge, their schedule is um again is is pretty limited. if um so we try to work with students if they're really interested in doing the diploma program and how to how to balance um I think what is I think what is

090important to keep in mind are the number of students who access IB courses um 91 and um I didn't grab the percentage it's on the um the Gley High School profile of how many students are enrolled in one forest and how many are enrolled in three or more um IB courses. So, uh we have we still have over half of our seniors taking um accessing the IB courses and juniors is actually um I think like 20 more than that. So, yeah, I and it's all I meet um I meet with students uh every year, the sophomores and freshman even to talk about what the full diploma program is and parents. I meet with parents um as well to go over the options and so I you know I try to get to the word out

091and what is the commitment is involved and the benefits. >> Okay. So the individual classes themselves you think there are still benefits even if you're not participating in the full comprehensive program. >> Absolutely. And we recommend um I don't think I said it in this one this presentation, but if a student is taking um two IB classes, it really is recommended to take the theory of knowledge class. It's a um you gain a lot in um in being in being exposed to that phil um the philosophical approach to um their learning and can relate it to the the class the Ivy whatever Ivy classes they're taking. >> Thank you. >> Yeah. So, I have a question in so much as um a comparison of an IB course to an AP course >> and how do

092those translate at University of Southern Maine or Boston College. So, um the the difference a big difference between an AP class and an IB class is an AP class is going to um to focus in on um one topic of learning. For example, calculus uh and we actually have um I'll I'll say that in a minute, but calculus for example will focus just on calculus for that year and prepare the students to take the AP exam at the end of that year. IBM math. Um it's over two years. They're going to start with statistics. They're going to do pre-calc and calculus in the two years. And uh so it is more of an integrated um uh approach where multiple types of math are being learned uh throughout that time. at the end of the one

093year in um actually calculus is a a year plus a lab. Um so that course will get eight we actually have concurrent enrollment with USM and I and so I'll address that right now with math and languages. So they get eight credits for the 1.5 years of calculus, AP calculus. They get four um calculus credits for the IBM math um concurrent enrollment. USM, for example, will accept um IB, SL and HL um with a score of four or higher um as credit. And then universities, larger universities really do vary um by university. If you if you Google um Boston College, you said Boston College. If you Google Boston College IB credit transfer, a lot of universities will say they're only going to um they're only going to accept HL courses for credit. Um and then

094the AP there. I think last year at this presentation there was a study um that was done independently where there was a recommendation that colleges reook at the SL courses and whether or not they they give credit to SL courses as well. Um but they'll also a college will also look differently at the whole diploma program. So if a student has done the whole diploma program that will those credits um will be looked at differently than um than say one one SL IB class. So, um, and one thing that I think is important to Grace actually said it beautifully is that it really in the video, it really, and this is what I always tell students, too, you don't know when you go when you sign up as a sophomore where you want to go

095to college and what you want to study. And it really isn't about the college credit that you earn. and you don't know whether you what your score is until July after you've already graduated college and you're already in accepted into college that score it's not necessarily about that particular score it's about the learning that you've done over the two years or for the AP a year or a year and a half whatever it's really about the high level learning that you've done and you've committed to that really um shows the college that you're applying to that you're willing to put in the effort for that rigorous course and I understand that there's um there's a need to um to to receive as many credits as possible when we're looking at expensive colleges. A lot of

096colleges don't want to give up that money either. So, they'll place you. They might not give you credit, but they might give you placement. Um so, then you're at a 200 level instead of a 100 level going into college. So I understand that um that need but it's um we we don't want students to be considering the class just for what they you know what they might be able to not have to pay in college. I think it's really about the learning um that they're gaining in that experience. So, I I want to echo that and for those of you who don't know, this is my fourth year on the board and every year we have the IB update. I always um talk about how amazing the experience is and I will fight to the

097death for IB because of my daughter's experience. Um and uh Katie, what you were saying I think is is also really important that you um are far more likely to get merit money as a a IB scholar which kind of balances out the the idea of you know do you have to pay for the course right um so uh that is something but more so even more so what exactly what you said is was my daughter's experience which was she got to college and the classes that she took she was so prepared for to to the point that other students were asking her for help uh and sort of marveled at at how uh how she was able to do independent study and and organize her thoughts and um all of that. Uh, I do

098want to pick up on something that Katie said because not knowing that you did, you didn't know that you did this, but you used sort of an inflammatory phrase, which [snorts] is that you were getting a private education at a public school. And as [snorts] finance director, I feel obligated to point out and um Scott, I don't know if you know the number off the top of your head, but I believe if my memory is correct, the IB program is about point. 06%. So not 6%. 06% approximately of our budget. Does that sound about right to you? >> Sounds about right. >> Okay. Okay. Um, so I just don't want anyone to panic [laughter] feel like, you know, we're we're spending uh $40,000 a year just on Katie. [laughter and gasps] Um, so it is

099it is an incredible investment when you consider what we are getting um for that money. Uh, and so the last thing it just I just love that we went from PATHs to IB and the fact that it just demonstrates that I I feel that Gley is genuinely committed. I'm sure there is a lot more we can do and always improve on, but that Gley is genuinely committed to every student finding what they need out of their high school education and um you know, they're two sides of the same coin and it just makes me proud of our school. So, thank you. >> Me, too. >> Makes me proud to be a to be a faculty member here. I'm following up on that [laughter] >> nice to hear that there is sometimes at least an opportunity

100to engage to some extent with the IB program and the past program um for one student. >> Um I think my broad overarching question is around kind of how the how the decisions around the curriculum are made. um which maybe goes back to when the program was created 15 years ago, but um you know, you mentioned for example that there's no IB physics at this point at other schools. Maybe that is an offering or maybe their IB programming looks different. Um but just curious if you can talk a little bit more about how those decisions are made around what we offer um for IB and maybe also what is and how we make the decisions around what's SL what's HL um or if that's kind of predetermined by the programming as well. So there have

101to be enough HL options and SL options for um for a full diploma candidate which I this is my fourth year in this but I did start teaching in 20 in 2009 so I've seen you know that in the beginning the English HL for example that was that that was what was decided as that um that level and uh Aside from that, I'm not really sure like why chemistry is SL and why biology is HL. That's a great question that I can explore some more find out some more about. Um, historically there are there have been changes in SL um and HL re more recently where uh we we look at how a student might succeed in an HL language class. uh whereas before only SL was on the table and so looking at those

102options. Um music and art as well. Is there an option um is there an HL option that meets the needs better than the SL option and that sort of thing. As far as uh physics for example, there have there historically there have been other science courses offered. There was IB um environmental science and there was an IB um I think actually IB physics was offered for a little bit and oh the IB um sports and health science. So those were classes that had been offered for a little while. Uh from my understanding I believe it was because of low enrollment that we stopped offering them but I don't know if that's the whole story. Um and recently we have put forth um the the hope of getting bringing IB physics back for example and due

103to due to challenges of staffing and um that has not been able to to happen but I keep working on it each year. I I work on trying to um trying to see where the needs are and address those needs. So, >> and sometimes is there I think I've heard sometimes there's co-seing of IB and AP classes. Can you talk a little bit about how kind of like those overlap or what that looks like, how that works? >> I'm reacting because I have been teaching AP and IB co-seeded >> um since 2009. So, um the languages uh have it was just assumed that we would cose them and we did and it's been working really well. I I don't think it's the ca we we do talk about that with other classes. Um can this

104class be co-seated with you know AP and IB and and the teachers um they they welcome the question they think about it and uh there there have been barriers to that. It really depends on the themes and the the content. Is the content uh um the content and the time required for that content. Does it does it align enough? >> And with languages, yes, it does. Um it's the assessments that are really different. It's a skills-based um um content area. So you can uh build those skills and then prepare for those two different exams and then the students can be successful on those two different tracks but co-seated in the same class. So yes, it does happen on occasion. Um and I sometimes it's really the time like I said the time needed to learn

105all the curriculum that's required for either AP or IB. >> Okay. >> I can I can also speak to that a little bit. Um, first of all, oh yeah, first of all, sorry, I didn't even think about that from the finance point of view, but u whenever we like contact other students that take IB, it's often that they are at coming from private schools. And so that was my generalization, but um sorry about that. But I have experienced firsthand the co-seated classes um or class just my Spanish class. It's only in the languages I think um most generally. But um actually like once I think I had one student taking like AP bio in that sat and learned in our IB biology class and she actually like had more content than what would would have

106been required for the AP and it just works out that way sometimes. But I think it works really well. I would agree especially from the Spanish point of view. I take Spanish and Madame will teach French. But yeah, I think it works really well. There's a lot of collaboration. I do know that we're graduating some of our smallest classes and bringing in some of our largest to our high schools. So, I'm I'm hoping that there may be opportunities to expand some of the offerings for pure enrollment um considerations. Um I have also sat through this for four years and now finally having a student part of the program. It's very exciting and I figured I like it took me this long to to understand the program having to sit with a a student like trying

107to sign up for it and just how much they work with families. But it does take like a few years in advance to have considered about what the pathway through high school is going to look like to be able to work in the two-year program. Um, and there is now an HL Latin uh offering. >> Yes. who's co-seated. >> Yes. >> Um but they've been so flexible to make sure the kids are who are interested in the full program are able to get the number of HLS and SLS and I mean it's just fun fun to watch. Now other questions? Yeah. >> I wanted to this is working um I wanted to speak briefly from the perspective of a student who is not in the IB diploma program. Um, I mostly take the AP track

108and I know I can speak for um, a lot of my peers that are in a similar situation. The flexibility of integrating IB classes with AP level courses and with college prep courses and other things like that is such a value to a ton of students that work and collaborate those classes together. whether that's an individual choice of uh post-secary or just individual passions of academic interests that you want to do that maybe the full IB program doesn't offer or the full AP program doesn't offer. Um and so integrating those I know is a huge value to students. Um and so I just wanted to thank you for like making that so accessible for students and u making sure that students can have that experience no matter what they choose to do. So the IB

109program as a whole, diploma or not, is great for students. So yeah, >> thank you, Caitlyn. And we do have a lot of students um having a mix of AP and IB for reasons of wanting, for example, math. We only have SL math. And so math is an example where students who want the AP Calc BC and they're at that level in math, they really don't have an option with IB. Um so yeah there are various reasons why students will choose um the paths they do. >> Awesome. >> Any more questions? >> Can I ask one more question? Just in terms of so you mentioned the cost of exams. Just wondering so and I'm sure that that comes into play for AP other things as well. Yes. >> Do we have resources to help families

110pay those costs if they're unable to afford it for their children? >> Yes, we do. Yeah. Great. And we keep um we keep the AP and the IB at the same cost. Um and we help um we help students when needed. >> Okay. Great. >> Thank you. >> Awesome. >> Well, thank you. Really appreciate you bringing that forward, especially as we're in an evaluation year. Um and now I'm going to welcome you for the uh French exchange and immersion program presentation. Um, yes. Thank you. Here I am again, Kim McDonald wearing my U French teacher hat. And so I hope that you received the information. It looks very similar as it did last year. And in fact, we'd love to get um approval for next year as well. So this is something we want to

111be annual. Um we're willing to come to the board whenever you would like us to. Um however um if we are able to get your permission um for this current school year and next school year as well to continue this onetoone relationship and exchange we would appreciate that. So the difference between uh this onetoone exchange and the the large group exchange is the name [laughter] and um this is where one student has an opportunity to spend uh five or six weeks in France with a host family and that host family sends their student here for five or six weeks, attends classes on both ends. um as well. It started out as a grant um two years ago last year. Um the families who are interested in doing this are willing to um to pay the

112the travel um to to get to France in order to do this or get to the United States in order to do this. and they also buy their own insurance, health insurance um to uh to come and follow all of the rules of the school. So, for example, the student um who would like to come here upon your approval has already made sure that they have all of their vaccinations in order and that they've purchased their health insurance. And um so the reason well and the reason that it was sort of delayed in getting this to the board is that we um we didn't we there wasn't an interest in a student going to France um just hosting um until about a month ago. So then once that happened then the student was like no

113I really actually do want to go to France um in May June. uh than we needed to to get your approval in order to send a student abroad. So um but I think that you know this is something we like we plan on doing annually um and would like to have your permission to to do the same onetoone exchange next year as well. Um the large group exchange is well underway for this year. you approved it last December and um just an update on that uh as we were asked to do that. We are getting ready to host in March 20 students who are coming here for 12 days. So um looking forward to wel welcoming them into our school and our family and our community and we had a wonderful time in being hosted

114by them in confl uh and that's in the southwest of France. So there's a little update for you and I welcome questions. Go ahead. I just want to clarify. It says um under the paragraph during the current school year, yes, it's important to note that any student in high school French is welcome to apply for this onetoone opportunity. Does that mean that only one student is given the opportunity out of all the applicants or does that just mean that any time that we can find a match, a student has the opportunity to do it? >> Does that make sense? >> I understand. So >> Sean and I both want to do it. >> Yes. >> Do we both apply and only one of us gets it? >> Yes. >> Okay. >> Uh yes. >> So

115that's the one. Yes. Being a onetoone we actually um and there would there will be an application process and parents and talking with parents and understanding the responsibility of hosting and also missing school. Um yeah, >> so far we've only this year we didn't even have anyone until later in the game and then um we've only ever had one student who has gone through the steps of applying and family on board and and that sort of thing. Um, but we have we have an application process to to figure out if we have multiple students. If there were two French students who wanted to do it, then could both Sean and I go? >> That >> I'm just trying to understand the process. >> Right. That actually happened this year. >> Okay. >> And um we

116we weren't um able to do that. >> Okay. We're only able to host one and have one go. >> Okay. Thanks. >> Yeah. >> I'm going to ask again about the financial piece. >> Yes. I I was I should have actually said that. Um so, okay, go ahead. Ask. >> Oh, well, just you know, if a student wanted to go was unable to um their family was unable to afford to send them, what would that look like? So we we are always willing to help um raise funds and we um Madame Pulan and I have offered to organize students and actually a student just recently for the larger exchange took us up on that and sold um lepre during um during lunches in this last spring to pay for like the larger exchange program. So

117we that is something we talk about um a lot. If if you have a financial need, please come talk to us and um we can help you either a group of you organize if it's for the larger exchange or onetoone. These are some ways that we can um we can address those needs. So absolutely always willing to help. >> And you mentioned in your um materials that the large exchange is not happening next year. It's an every other year. >> Okay. >> Yeah. So, it won't happen next year. So, I'm not here to ask for your approval. >> Got it. >> Is it hard for um juniors and seniors, especially if they were in the IB program, to do the six weeks? Like, is that one of the challenges is just having time in a

118schedule? >> It could be. Um the first year we did it, she was a a junior in the IB program and left uh just before her final exams. So, it wasn't it didn't have a huge impact. She was able to um make those uh arrangements before leaving. Uh the second year it was a sophomore and this year it's a sophomore. >> Okay. >> So, it's possible as a junior I would say probably not a senior. >> Yeah. Easter is a sophomore. >> That I think that just would be too too much on their plate. Not that we wouldn't consider it, but it would be a lot on their plate. >> Great. Other questions? Okay. Um, thank you so much for bringing this forward. Um, >> can I have a motion to approve the French exchange

119trip as presented for the 2025 26 and 2627 school years? >> Thank you, Sarah. Can I have a second? >> Second. >> Thank you, Sean. Any other questions or comments? Okay. All in favor? Thank you. It's unanimous. >> Thank you very much. >> Appreciate it. >> Thank you for supporting this and have a good rest of your night. >> You too. >> Okay. So, the next item, um, if you're following along, we did remove one item. Um, and we're going to move to the vote to extend administrator contracts. Can I have a motion to authorize the superintendent to execute an extension of employment contracts for administrators? >> Where um that was item was asked to be removed. Sorry. >> Oh, okay. >> They don't we didn't have enough information. >> Okay. Okay. Thank you, Anukica.

120Can I have a second? >> Second. >> Thank you, Megan. All right. So, we're going to ask the superintendent to present the extension of employment contracts for administrators. >> Yep. Tonight, um the board's being asked to extend the contracts for administrators by one year. So, that the administrators are maintaining a two-year contract. So, there are two administrators also who are uh probationary administrators. That means they're within the first two years of their um contracts or their roles in the district in those roles. And so they're being considered the first two years. I evaluate those administrators um each year. And then uh after that administrators are evaluated every two to three years. Um and that's per the administrator um evaluation tool that we use in our district. So, um, the approval tonight would give administr would

121maintain that two-year contract for all the administrators that have been listed in your packet. >> Jeff, can you um detail for us what what it means to renew a contract, what is actually in the contract, and what isn't in the contract that you vote on tonight? >> Yeah. So you're this vote authorizes me to execute the contract. Um and the the are you asking about the percentage of increase for salaries? >> I'm asking about the raises. >> Yeah. So generally speaking what has happened I'm just giving you past history. For the most part the teachers aggregate percentage whatever the aggregate is that year that is what the administrators follow that is what I follow. However, in this given year, given that there's been much uh questions and comments about administrative salaries over the last uh

12220 12 months or so, um at this point, I would not be executing administrative contracts um based on the teachers aggregate uh percentage, which would be around 7% going into the 26 27th school year. So, at this point, um I know that there's been discussion about it and I will not be issuing contracts until this percentage is run through the budget process. >> So, what are we voting on tonight? >> So, it doesn't mean that I'm issuing contracts at the end of the budget process. It's until we've had a fuller discussion with the board about what that percentage would be. Again, generally speaking, in all the years up to last year, um the percentage followed the teachers aggregate, but we're making a departure at this point from that. >> Thank you. >> Right. Yeah, I

123think that process is really important for us and for everyone to understand that we are authorizing the execution of those contracts. We are not executing those contracts tonight. we don't have those written up. We don't necessarily know what some of those numbers are. So, it's certainly helpful to me to understand that process and what our obligations are by March 1 and then where that goes from here. Um I think for me an important point um when we're talking about the percentage of the raises whether it be teacher contract administrators um I think it's not just that those numbers follow one from another but that as a board we are looking at our surrounding communities. We're making decisions based on our comparators, similar schools, similar districts. Um, and you know, certainly for our teachers contract, we

124realized that we needed to make some changes and my understanding is that that is also what happened when we were looking at administrations. So, it wasn't just blindly following that this is the percentage. Um, there was further analysis I think that uh went into that. Um, and I think that's important for folks to know as well. Um, one piece that I also wanted to clear up, which I'm hoping we can do tonight, I did receive an email which suggested that our administrators are uh now the highest paid. Um, and so maybe it fits into that conversation of how we look at comparators. Um, but there seems to be maybe some perception that we now are at the the highest tier when we look at our administrator salaries. That is not true. >> Yeah, I know.

125I'm shaking my head. Completely false. As a board, we've spent not only through all of our positions, administrative and otherwise, we we've done due diligence over the past few years ensuring that we're comparable. Um, and we look to ensure that we're trying to be as as fair as possible for the job description um and the positions that we're looking at. And we've tried to do that across all of our positions. And we've looked at salaries in each um I mean we did this with with teachers and all of our other contracts. It's seeing okay what are what are our surrounding districts um pay. We do not look to be at the top of that. We look to be I would say competitive to ensure that we can retain um and attract um the incredible people

126that we have serving our students. Um, and we do that consistently across all of the different, uh, places that we hire. Everything from our incredible custodians, um, to our, you know, edte and our administrators. Um, and so that has been important part of our process at least the past few years that I've had the opportunity to be part of it. Other questions? All in favor? >> Okay. Okay. Um, thank you. That was unanimous. Appreciate it. All right. This one's a long one. Okay. Can I have a motion to authorize the director of finance, human resources, and operations in consultation with legal counsel to execute and deliver contracts and agenda for Gley High School air quality renovations, repairs, and improvements the project, including the construction contract with Doton's construction and the architect contract with Oakpoint Associates

127in an aggregate amount for the project not to exceed exceed 1.1,558,318. >> So, >> thank you, Kim. Can I have a second? >> Second. >> Thank you, Anukica. I'm gonna have somebody else read these next time. All right. Can you please present uh what we're voting on? I know this has been a long long time coming for this particular project. How many years? >> Sure. It's been well the what 2023 is when we were approved for this. So, this is a partially state funded project and we had applied uh through the school revolving renovation fund project and there were three bids back when we originally had applied um and this was uh this was approved by the voters um for a $1 million bond. The project cost was about a million uh a little over

128a million uh 27,000 and when the bids came in we had three bids and uh they all there was three bids and Doan's construction was the lowest at uh a million261. What ended up happening is that was still much higher than the project budget allowed for when um the project has also architect and engineering fees etc in it but it exceeded the project by close to about $300,000 of where we needed to be. So, Dotton's Construction and Oakpoint, who uh was the architect that had been hired on the project, uh worked to value engineer this project to basically take about $300,000 out of the project. And so what we're coming forward with now is the total project cost where um it was approved at a million27 before um and the board understood that at the

129last previous meeting I think it was we voted on taking 131,000 from capital reserve in order to move this project forward. So how the school revolving renovation fund works is that about 50% of the principle of the borrowing that we have is forgiven. So you're paying for about 50% of that $1 million. The other part is that the interest is uh forgiven. So you basically have a non-interest, you know, half the principal forgiven and no interest on the loan. The difference on this is that you are, you know, taking some money from capital reserve in order to move this project forward and to take advantage of the no interest and the half uh half of the project being forgiven uh on the 1 million. So, that's really what it is. And, uh, we'd like to

130move it forward. We've got, uh, everything uh, ready to go. And this project will happen this summer. And it will improve the air quality um, and the, uh, heat, ventilation, and air conditioning in the science wing of the high school. And that's what this project was geared to. >> Thank you. Questions, comments? Yes. Go ahead. >> In the beginning. >> Yes. >> And then do rework the project. Is that >> they they were the low bidder and you and in that type of situation you can work with a low bidder to value engineer the project which is what we did. So u so that's what we did because they were the absolute low bidder on the first part of the project. could you just remind me again, Scott, what's the difference between what you're asking

131for now and what we discussed at the last meeting? >> Uh, there hasn't been a contract issued to Doan's construction yet. And there's also an amendment to Oak Point's contract that needs to be taken care of as well. So, so it's authorizing us to um uh have the full project amount and then authorizing uh you know the uh issuance of the contract through legal counsel and review of those contracts and construction contracts to move forward. The last vote that you did, the 131,000 was authorizing to move the project forward by using capital reserve funds in order to move this project forward and thereby, you know, being able to take advantage of the um, you know, $500,000 that we're getting from the state and also the no interest on that. Otherwise, you know, you'd be absorbing

132locally uh the full amount of the project at some point in time. So, uh, so we rated very high on this and, uh, it's a worthwhile project to move forward with. >> Thank you. And the work will be able to be completed this summer. >> It'll be this summer and then it'll roll into possibly October. So, but they'll be the major part of it and the the more difficult parts will be done this summer. Okay. >> And then there'll be times that there'll have to be some follow-up work and stuff and it's intended for the project to be completed by the fall. >> Okay. I know this is addressing some pretty longstanding issues. >> Yeah, we have um you know, we had air quality experts test that area. We provided those tests to the state.

133It's not that it's not super poor air quality, it just isn't optimal for learning. >> Okay. >> Um such as some of the areas of our building. So, it's a project that we're able to move forward with and it also improves the ventilation but also adds AC to that section. >> Yeah. Which we know those can be >> hot classrooms for learning. >> Pretty hot area of the high school. Okay. Any other questions? All right. All in favor? Thank you. It's unanimous. All right. Over to you, Superintendent Porter. >> Um, we might have to do committee reports. Actually, for tech, I just Ryan, I sent you my presentation. Can you put that up there, please? Because I don't have GCA mobile on my computer. >> I feel like we've run into this before. I don't

134know. I would just All right. All right. So, this uh superintendent report May I Wilson School, if you can just go to the next slide, please. Next slide. Oh, okay. May I listen school special Olympics snowshoeing. Um, congratulate please our wonderful MIW Special Olympians. They did an amazing job snowshoeing in the cold. At 68, the Nutcracker, eight GMS coral students performed in the Nutcracker at Merill Auditorium. Um, congratulations. Also at 68, African drum lessons. Thank you to John Marlo, teacher at MIW for the African drum lessons with seventh grade social studies classes. Also at 68, uh the African um books written by seventh grade students in ELA enrichment are on display at the Prince Memorial Library. Uh take a look. These are around setting goals for 2026. Also at 68, Gummy Bear Research Lab, researching

135and creating models of objects found in King Tut's tomb in the Valley of the Kings. At Gley High School, a great community moment. Uh there was a basketball game when technical difficulties were occurring in the national anthem and uh student the student section decided to take it on themselves. National anthem is a difficult song to sing. those. Um, it's really exciting that they knew the words or at least attempted. Also at Gley High School, congratulations to our new uh TRIM members. On Tuesday, January 13th, 11 new members were inducted into the Gley High School chapter of the Tri Music Honor Society. Congratulations. And Gilly Out Loud. It used to be um poetry out loud, but now it's Gley Out Loud. Bravo to all who participated. That is quite a feat to be able to get

136up and um recite two poems in front of hundreds of students in the audience. Um it's kind of nerve-wracking and um great job to everybody who participated. Also at the high school active minds um cow cares during a recent enrichment club event high school students made in decorated snowflakes and winter sports are in full swing and that means that cow cares has been visiting each of the teams um to bring awareness to mental health at the high school main region scholastic art awards. Congratulations to the following students who are involved in the main region scholastic art awards. Um James Marlo uh received honorable mention and Maline Lowly also received honorable mention. Global citizenship. Abby Blackstone student at the high school and a friend of hers created this collage as part of the action project for

137global citizenship. It represents the daily struggles many face um in their right to an education. Goal is to teach their peers and they are lucky to have access to a proper education that many take for granted. The one campus project um continues. The u demolition of the old maintenance building occurred in late January. Um there's actually a uh now this will be fun to play. Actually, this video is very short, but quite interesting. I don't know if you're able to click that. >> Y >> goes pretty fast, but you also can see how much traffic goes by on [laughter] campus avenue every day. Um, so as this was being clicked, >> if you're interested, you can watch the rest of it. I think we can cut it at this point. This goes on for a

138couple more minutes. Um, but you can watch it. It is on our one campus page and uh, you can watch that. Yeah, this must have been [laughter] dismiss or actually at arrival. This was at arrival for elementary. But it is u certainly a very historic building um on our campus and um appreciate the assistance of the historic society historical society as well in making sure we preserve some of that that we could have. I think we can go to the next slide. Don't forget um right after the break, this will be an easy one for people to forget, but that is a full day Wednesday. Um even though it's a full week, it is a full day Wednesday that week. So it's a little bit different than usual. And I want to thank um Lieutenant

139Jack Small and firefighter Kevin Foster. Um Kevin also is one of our staff members here for bringing the tower down and clearing some of the snow and ice in front of MIW. This was during that really cold and intense snowy two-week period that we had uh in January. So thank you for that work. um trying to get some of that snow off of MIW. Also, just want to give you a quick midyear update on the um the progress tracker for the strategic priorities for this year. Obviously, our focus has been the one campus project. Uh the construction uh management of that project um the Turfield Geer parking maintenance building. Uh as you know, obviously that is in progress and continues to be in progress. um and the construction management around the MIW addition um obvious

140obviously is in progress. We expect the addition to be done sometime in the fall of 2026. Um today we had a hard hat um chat um filming that was done down at MIW the addition. Um we had two students who are hosting um the se second segment um and Melissa Porter will be putting that together um and hopefully getting that out within a week or so um publicly so people can um get inside the MIW edition. It's really coming along inside um and it's exciting to see. Part of the one campus project are the K uh prek to 8 transition committees. There's three of them um for the new uh great configurations that will be going into effect in about 15 months. Um so we have about a dozen people um that are serving on

141those transition committees uh headed up by the PR the principal who will be in those new transition uh reconfigurations in a year. Staffing reassignments are completed uh as I've mentioned before. Um, so all of our staff members know what their reassignment would be as of August of 2027. Um, also the one campus, uh, obviously preK is in progress and I know the board will be talking about that more in a few minutes. College and career, uh, preK to 5 literacy program implementation. Um, the CKLA program lift has been huge at the elementary level. um over the last uh few months and um but it is is going well and we appreciate all the hard work and efforts of our teachers specialists um and our administrators and leading that as well. Next slide please. College and

142career uh the writing scope and sequence that's in progress. Um we will have a prek to 12 writing scope and sequence across the district. Writing is an area that we are really trying to beef up in our district. Um and thanks to the work of Mari Travel and um and we have a um a lot of teachers involved in this work right now um we will actually you will be able to thread through what students should be able to do at each grade level in writing um hopefully by the end of this year or beginning of next school year. Stiggics um as most of you know that is part of our safety approach here. There's a big lift from the safety committee and that is now completed. Um evacuation and reunification planning. U we're in

143the middle of that still. So that will continue for the rest of the school year. Chronic absentes uh is reduction continues. That's been a two-year lift. That continues. Gathering voices for the new um strategic plan. Obviously Anukica can talk about this a lot more than I can but um right in the middle of it. So, it's in progress and then the the actual creation of the plan, the strategic plan um will be starting I think probably in a month or two I would think and um and then approving the plan um if the board has a plan to approve by June. Uh obviously those things have not started. So that kind of brings you up to date on the strategic priorities for this year. And then I also wanted to just introduce the first read

144of the school calendar. Now, the school calendar for 2627 um does have some interesting twists. Um and it does look different than you are probably used to approving. So, this is tonight's just the first read. U won't be up for approval until the next board meeting in March, regular board meeting. So, here's a few notes about um the proposed calendar for 2627. So, state law, as you know or might remember, requires that all vocational regions have no more than five dissimilar days between all the districts to send students to um the vocational region. So, I work with the superintendent and all of the paths region um and make and making sure that um we are not dissimilar by more than five days. Last year, the state did approve us at seven days. Um and um

145we're trying to at least not exceed the seven uh dissimilar days that we were approved for last year. Um for this calendar, um school will again begin, it's been two years since we've done this, we'll again begin before Labor Day. So, we we've started after Labor Day for the last two years um this current year and and the year before uh because Labor Day was very early, but we're going back to starting um before Labor Day for this proposed calendar, the December break. Um I know everybody enjoyed the two weeks of December break this year. Um but we'll be going back to less than two weeks um for this this year. That's really once every seven years that we just make it work with a two week um break there. Per the teachers collective bargaining

146agreement. Um teachers right now are 184 days um that they collectively bargain in the current year. Um and then they collectively bargained that they would be at 185 days in the 26 27 school year. So we put that we built that into the calendar. Um the collective bargaining agreement does not delineate whether or not it is a student or a staff day. Um that is up to the board. Um that's educational policy. Um however, I'm recommending that it is a staff day and that it be placed on January 15th. And here's why. One campus project will be uh quite literally in January 15th of next year, just six months from being uh in transition. We have so much work to do. Um it has been a huge lift over the last two years um with

147all the transition work. Um and our staff and our administrators need our staff to be um given as much time maximum amount of time that we can to get prepared for this enormous transition that we're making in starting in June of 2027 uh June of um 2027. So, we really need that uh extra or that day. I wouldn't say extra, the day that was collectively we bargained by the teachers um for next year anyway. And it doesn't commit you to anything after that. Um but if you approve the calendar as we're recommending it, it would commit um for having another staff day built into the calendar for this purpose. Now, here's the really tricky part. Um again this is a one campus project um item is that the last um days of school look different.

148This is the first time um probably ever um that we've presented a calendar where prek to 8 has one last day of school and 912 has a different last day of school. So the last days of school um are actually on two different dates. So June 14th, we're proposing that that's the last day of school for preK to 8. That's a Monday. And um for 9 through 12, actually it won't be 12 because well, Caitlyn, you'll be [snorts] already graduated at that point. Um but for grades 9 through 11, the last day would be Tuesday, June 15th. And then Tuesday, June 15th would become a staff day for preK to 8. So, all of our staff will still be working the same number of days. Um, but our students would have two different finish dates,

149and that's because we need to give our prek to 8 staff ample time. We need to give them a day, and it won't be quite enough um to pack up because almost all of them are moving. Um, and so they're they got to pack up their entire classroom and get ready because almost immediately we need to be moving everybody. so that we're getting ready for this huge lift in the summer of 2027. >> What's that? >> Big job. Um so we're proposing that the student day u the student days are different. So that gives our prek to 8 staff a day on June 15th um to be able to do that. Now, except for grade nine, all grades in the district next year, if you if you approve this calendar, will attend for 175 days.

150Um, grade nine gets to attend for 176. It'll be the only grade next year. Usually, everybody is 176. Um, the state requires 175, so we're fine in that respect. We just like to obviously provide as much instruction normally as we can. um high school has to have a student day on June 15th because grades 10 and 11 uh would not meet the state minimum otherwise because if you recall we've been doing this for several years now uh we have um nth grade orientation or uh the rest of the high school does not attend on the first day of school just ninth graders for high school um and so they would not meet the state minimum if we didn't have June 15th as their last day of school. So that's the reasoning there. Um and unfortunately

151I had thought we could get three days in. This year we have two days um of traditional um snow days built into the calendar. Um we usually have had three before we go to remote. The current year only has two just the way the calendar was built. Um, I was hoping to get three back in, but um, given the fact that June 18th, just looking at the way the calendar is built, and June 18th is a holiday, it is Junth is June 19th. However, it's observed uh, next year on Friday, June 18th. So, we cannot have school on June 18th. So, that gives us only two days um to maneuver that week. Um and so there's only two days built in again um that would be traditional snow uh weather days um for cancellations that

152we've made up at the end of the school year before we go to remote learning. So um that's that. I think that covers all the um all the ins and outs of this calendar. This calendar is definitely been tricky to build. I have to work with all the other districts in the region. We had another meeting this week and I had to meeting this week and I had to move move something else around after our something else around after our meeting, meeting, but this is the final version but this is the final version that I'm that I'm proposing proposing >> and it's pretty tiny for most people to see right now. Do we have a >> It is pretty tiny. Yes. And I I know that >> um we will we [snorts] will definitely >>

153um we will we will definitely Did I put Did I put that in the packet? that in the packet? >> If you could add this to the packet. >> Oh, I'm sorry. It should have been in the packet. >> Um and >> I will get that to you. >> I I have seen a larger version. Apologies that you We had another Apologies that you Maybe uh Caitlyn can see that uh her senior year. It's wild, right, to see that in a calendar. Um so I have a couple questions. Now the calendar right now in June, we talk about how much time we want to be able to provide um the the teachers to be able to move. So remind me right now the proposed calendar a half day on a Monday. That would only be

154a half day on the Monday if we have no snow days. Is that correct? >> That would be prek through eight their last day if there's no snow days. Correct. >> Okay. Which I'm just like, really? >> Just the way we have to if we don't, we won't make the statement. >> Okay. Yeah. >> But then I was like, well, it's actually not really going to be that Monday because if if we have the two snow days, then it will be moved. So then my other concern is then, okay, so assume we have those two snow days, how will our teachers move? How will they have time to move? So the teacher we would if we add the two snow days um for elementary prek to 8 so elementary and middle school um the last

155day would be on Wednesday June 16th and we would still have the staff day on June 17th for secondary they wouldn't have a staff day but the last student day would be on um June 17th. >> Oh wow. >> Okay. Because I'm like really half day on Monday. >> Um >> it won't happen. >> But it won't happen. No. >> Thank you. >> Not in Maine. I love the snow, so I'm like, bring it on. But um I know it does mess with understanding when the last day is of the year. Other questions that people have? Yes. So, uh the two major changes, one is the January 18th, sorry, January uh 18th is Martin Luther King Day. Is that correct? But the >> and then the 15th is the day the teacher >> That's new.

156>> Yeah. >> So that's 185th teacher day. >> Yeah. Okay. So, um just thinking strictly in terms of high school, uh that's midterms, right? So, midterms would start on the 19th after a 4-day weekend. >> Um that would be a high school question. I did run this by the association and I ran it by the high school. Obviously, the administration was involved. Um they said they had concerns about the timing of this staff day. Um but uh in terms of working with other districts in our region and um the fact that we need to spread our one campus work out over the the district and affects prek to 8 more than 9 to 12 um is doable >> but it's not ideal. Let's put it down. >> I was just curious. Yeah, it's doable but

157not ideal >> because then the same thing is true for in June. Um if 912 their last day is the day after prek8 that's typically the last day of finals which >> time students have already >> it's a makeup it's it's mostly makeups. >> Yeah. Yeah. So there probably won't be that many. Okay. >> So, in effect, it it is a student day. We have to count it as a student day, but probably there won't be a lot of students. >> Okay. >> And sorry, one more question. Um, going back a little bit, but also applying this to the calendar, the full day, the couple of full day Wednesdays that we've had. Um, how has there been any feedback? How has that affected the ski program? Just like has it been okay? >> I think

158one of them ended up being a snow day if I if I remember correctly. Um, I haven't gotten any feed. I mean, the recck department knew up front that this is going to happen, so they made allowances for it. I haven't heard anything negative. >> Okay. I will say this year the ski program is four days rather than five, but the price wasn't drastically different. So, it was a big difference to some parents, the Wednesday ski program. >> You said the price went down >> barely. Not not much, but the number of days went down. >> Yeah. Yeah. >> So that was an unfortunate thing for person >> along those same lines I was and maybe I missed this. So are we does this calendar go back to the previous cadence of yes >> half

159day. >> Yes I should have mentioned that this this does follow what we've generally done before this year. So that I'm not recommending again for one campus work it if we can maximize it as much as possible. it does not have those full day Wednesdays on um on a you know basically like this year we're going back to if it's a full week then there's an early release if it's not a full week we don't have one we're going back to that from last year >> yeah and I do see next year as different because we're asking a lot in the transition there'll be still transition things once they're in the new buildings too But I I do think it continues to be our interest to make sure we're not having too many. It would

160just happen to be how the weeks fell last year. It's just the number of half days were just more than they have been typically while we've been talking about trying to reduce them. Um and I don't know what the number is for next year. How that >> I didn't count them. Um but >> I might I was kind of sort of now I gave up. Um >> I forgot there is one more thing that there's this is a tricky calendar like I said there is um another change that we made that is slightly different than other years. So generally in if you look at uh February March um you'll see the green boxes. So generally we've had all parent teacher conferences designated at least um towards the end of March. So it would have been

161the 24th and 31st would have been prek to 12. We designate those as conferences. you know, in reality and how we actually make those work. We don't we do spread them out. Um but this year, um the high school, especially the high school and the middle school, 68 asked that conferences be held earlier, um just so that it lined up better with um especially at the high school for course offerings and course requests for next year. And so parents can ask questions of teachers as before the um semester um or for um you know a little bit earlier so they can get those questions answered before uh students start signing up for courses. So we actually designated the 24th of February and March 3rd as secondary um conference days. Um and so those would be

162early early release just for grades 6 through 12. Elementary would stay >> two additional early release days, >> right? >> Those have always been there those first two days again in In practice, um, a lot of the conferences don't, uh, especially elementary, they do their conferences over a two or three week period. So, they're doing some of them those two days, uh, but they're not doing all of them those two days, but those have always been there. >> To honor, >> we did. It's on the calendar. >> Okay. >> Yep. >> You can't you can't see it. >> I did share the calendar with you. Hopefully you you have it now in your email. >> But we did it is on there now. Um yes, we put June 18th as a designated observer. >> Yeah,

163because it Yeah, it fell on the Saturday and so it's observed on the Friday. >> Yeah. >> Was there any discussion about I know we're having two separate last days of school. Was there any discussion about switching at >> January 15th? So the high school went but the K through eight did not. So that you could have the same last day. >> So we did but it would actually have there would be an in when I started playing with that I did um it was inequitable for staff days. It would have messed up the number of staff days across the board. So it wouldn't we wouldn't be following the teachers contract. I did think about that. Yeah, >> Jeeoff, I know we usually have a separate page that um includes other cultural and religious holidays.

164I know that that's not attached right now, but I assume that that was part of this process as well. >> They are and that was part of the process and it's Yeah, it's what you're seeing right here in this presentation is not it, but we have worked with that work that through. >> Yeah, we have contacts in the community that we work with. >> Yeah. Great. Thank you. and Portland added to additional religious holidays um that the PATH program would be observing. Right. >> Right. Doesn't affect us directly, but it did when we were having our regional conversations um that created some dissimilar days um for us and the as we're working it through. But yes, the Portland calendar we have to is an important calendar because that's where PATHs is located and so we

165have to follow and observe a lot of not observe their calendar necessarily but just what days that um they can take students from all the sending districts. >> It was definitely um a little more nuanced this year. Um and you know I know it's a little bit it's different. I think that the talking point as we work this calendar through is that the one campus transition is so large. We have to have some uh flexibility in the calendar for our staff to be able to work towards an you know we been trying to incrementally plan this um so it's not all at once. That's why we got all the staffing reassignments completed this fall. We have transition committees that started in November and are going to continue, you know, all the way through. Um this

166is just another one of those pieces that we need in place um in order to make this huge transition. >> And it's our last year without our new building. >> It is. >> Y >> that's right. >> I'm wondering if it might be worth either in the superintendent email that you send out at the start or the end of a month to just highlight the changes of the upcoming month. Um, so you know, for example, we had the don't forget February 28th is a full day, but maybe just a couple like where these weird days happen just to make sure that parents are aware of it. >> Yeah. So the February 25th it is it we are putting it in the district newsletter. Do you mean that or >> Well, I So for this year,

167like you put that in the superintendent report, but I'm just thinking for this calendar. Yes. since there are some inconsistencies that parents might not pick up on that perhaps we can >> just highlight each month >> just to make sure parents know. >> Yeah. And definitely after you approve it as well uh once you approve this calendar I'll be putting out all these talking points >> in the newsletter but I know I know we need monthly that's a good point. Yeah. >> Um and so yes so this is the first read. Um and then can you provide the full version? And I know it's embedded in your PowerPoint um because you said it has another side. >> It does. It has the cultural holidays. >> Yeah. If you could just provide that version um to

168the board that would be helpful. And then when does this come for final approval? >> Um your next regular board meeting. So March 5th, I believe. >> Okay. >> Yeah. >> Okay. Any other questions? >> I just had one about early release Wednesdays. Um maybe not specifically calendar, but it kind of fits. Um, I know traditionally the younger kids have always gotten out earlier so they have less of a school day and the older kids always have a longer school day. >> It's not there's no equity there and school length. Um, and I just I know it's always been that way. I just didn't know theory behind it because as per school bus schedules and parents at home, >> you have an older kid, >> they get a after your younger kid. >> Yeah. >>

169So, it makes it difficult. We had a whole committee that looked at this, I don't know, eight years ago, seven, eight years ago now, maybe longer. Um, we have about 20 people on that committee, looked at all these nuances of the calendar >> and looked at 15 different options and ended up with the same calendar that we have. One of one of the big reasons that elementary has such a large um early release time is because uh teachers at the elementary level have a lot less planning time built into their schedule during the week. And so this makes up for some of the planning time that they lose um that secondary teachers have. So that that's one of the biggest reasons there's such a big difference. >> Okay. >> Yeah. I do know that one

170of the opportunities that we have when looking at um resetting in new school buildings and whatnot is just take another look at all the times. I know there's also an interest to take a look at the start time of the high school again. And so I just ask that the administrators continue to consider um other opportunities to rethink um some of those times. Other questions. >> Okay, moving on to committee reports. Students up first. Who wants to go? >> I'll take us. I'll start with us. Um, so I did want to mention that the Active Minds Kyle Cares Club is hosting our third annual mental health matters 5K. That's on Sunday, April 12th. So if you have family or friends that want to run or walk or just show up and support the community. Um

171again, that's Sunday, April 12th. Um and our link to to register for that race is on our Instagram and the other 500 places Melissa Fowler has posted it. Um so you'll find it somewhere. Um okay. And then my other thing to report is an advisory. We had an extended advisory activity that grades 9 through 12 did last Thursday on January 29th. Um, and the focus of this, it was presented by the Gley civil rights team. Um, and so they shared true stories from members of the Gley community um, with you along with information about people with disabilities. Um, so our students and our staff worked together to create a video to talk about the diversity in our school, helping so that kids can understand the importance of supporting everyone in all parts of our school

172community, whether that's in the classroom, in the halls, on the fields. um their hope was that it would be a reminder that everyone's experience can be different at school and that sharing stories can really help us understand these different experiences and perspectives that these students deal with and staff members deal with. Um, so we watched a brief video about it and then we had a presentation about it and then as an advisory and small group discussions we were able to ask questions and um talk pretty deeply about things that our school or our students could do better um or that we are doing to make members of our community feel more welcome and supported. Um, and then like what are those things and how can we expand on those in our community? Um, and then

173we talked about an a story about um, a specific student who had an upsetting experience um, in our community. And so we went through talking about the steps that friends in our school community could take to repair the damage that was done to this individual at school to make them feel more safe and make them feel more welcomed in this community that that care so much about them. Um, and then they we were asked if there's anything that we'd like to share about our own experiences. Um, and I thought this was really valuable to like connect with my peers more. I think I learned a lot. Um, I think I can speak for pretty much all the students that we all could learn a valuable lesson and I think that everyone could benefit from learning

174more about um, people with disabilities in our community. Um, so that was really valuable that we got to spend time in school to talk about that. Um, so that was that. And then my last thing is that the National Honors Society is partnering with the American Red Cross Foundation. We've done this for a few years. Um and so we're doing a blood drive. This is on March 10th. So high school students can come in during their study halls if they fit the this the whatever it is to to give blood. I personally can't give blood, but if you have students um in the community that are able to do this, it's for a great cause. Um I will be there volunteering to help. Um so if this is something that your student um brings up,

175I would definitely encourage them to get involved in that. >> Can other people in the community also participate? >> I think that the one that we do since it's during the school day, I think it's just students. >> Okay. But I think there's probably resources that they can connect you with to Yeah, because I think they're always looking for people to donate. So >> great. Thanks, Kaitlyn. >> Maybe this year will be my year. I'm scared of giving blood, but if you'll be there. [laughter] Okay, cool. Um, I think Caitlyn really hit the nail on the head with that advisory conversation. Um it was really motivating and very like raw with our student body and able to um being able to talk with our small groups and advisories was really impactful also cuz sharing experiences

176and there's really nothing better than sharing your experiences in a time like that so that we can all motivate each other to be better in situations like that. Um some things to highlight, we have winter sports in full swing. I know tracks getting ready for states next weekend. Swim, for whatever reason, we have an entire another month. Um, and like basketball just had their senior nights. Just all amazing things happening. So exciting to see my friends um having their senior nights. And then yeah, we're really hitting our strides through the winter months and as long as you don't listen to the Groundhog, we are almost there. Um also um there was district 2's that music festival um in which a lot of students participated and killed it there. And I just wanted to highlight um

177finally just a moment of really great really great collaboration through communication from students to administration at Gley um at the high school level because as you guys know we have a very active student body and um some of you might not know but a lot of students are really interested and concerned um with recent events um and there had been I don't know if any of you are familiar but there had been kind of a larger movement um being posted and shared on social media about like a a walk out planned for this past Monday that just happened um for at other schools around us and there was some interest at Gley and I know that part of our student body went to Mr. Francis and kind of talked to him about maybe scheduling something

178that wouldn't impact our school day but a way for us to all feel like we had kind of said what we had to say and made a difference. Um which was really impactful. And so what ended up happening was that um Mr. Francis allowed us to have a like a studentled initiative where during the 10-minute break, which is the break in between first and second period at the high school schedule. Um, those who were interested, it was completely optional, walked outside to the GCA, right outside the GCA outside and for like two minutes there was a moment of silence and it was led by a senior student and it was just a moment to reflect um, and consider things that have been happening lately. And then after that two minutes was over, we all went

179back inside and it was around five minutes long. Everybody resumed classes as scheduled and it really didn't impact our school day. Um, but around 80ish students participated. It was a very safe and reflective moment of silence um that I think was felt really well throughout the um the student body. And I think that it's just really great that we were able to think through this collaborative moment. um in a way that was safe and respectful, but also that didn't impact or take away from any of us being in school. So, I think that was awesome and just a really positive moment. >> Thank you, Katie. All right, next is finance. Okay, we met last Friday. We're meeting tomorrow. We are deep in budget season. So, uh, I don't know, did we get the minutes published,

180Jeff, from last week's finance meeting? Yeah, probably not. Uh, so if anyone in the community wants to reach out and find out where we're at, if you're not able to attend one of the meetings, please do. Please, please, please. Um, we are more than happy to answer any questions or to hear your input as we really dig in uh and do what we can to present a responsible budget. That's it. Thank you, Scott. Was there anything for anything? >> Stay tuned. >> Yeah. Get ready for tomorrow. All right, Jesse policy. >> All right. We we have not had a meeting because uh folks were out or sick. Uh but we do have a couple policies for first read here. Well, one for first read and one for first deletion. Uh so the first read deletion

181IAA non-school sponsored trips. Uh we're deleting that because it's getting folded into school sponsored student trips. Um so maybe I'll just go go through that. Um, so this policy was last revised in 2018. So, uh, we cleaned up a bunch of stuff to make this, uh, more reflective of what actually, uh, happens in terms of school sponsored uh, student trips. Uh, and this is non-athletic trips. There's a separate policy for athletic trips. Uh, so there's been some changes to the preamble um, which now some strikeouts that then go up down further down um language around parent/guardians been changed throughout um I'll note on page two all trips at a minimum must be approved by the building principal and then there may be additional approvals requirements per this policy notably international trips um and then we

182go through school sponsored trips um again just adding uh some additional uh approvals that are needed. Uh building administrator, superintendent, schoolboard approval depending on uh where where the trip is going and how long. Um so international travel obviously requires schoolboard approval. Uh trip request section not changed that much. Again, parent guardian has changed throughout. Um there's some strikeouts on page four that got moved up. And then uh non-school sponsored trips, the policy that's getting deleted has been folded into pages seven and eight. And then there was a little little section that we struck out that also dealt with non-school sponsored trips. And then we have all our cross references at the bottom. Uh but if anybody has comments, uh I'm happy to take them now or feel free to read this at your leisure and

183get me additional comments before we revisit this uh and bring it back for second read. Did I miss anything, Lauren? Tim, I'm sure would correct me if I missed anything, but he's not here. >> Yeah, I don't think >> Yeah, it's pretty straightforward. It was just kind of cleaning it up. >> Any questions? Okay. Thank you, Jesse. Facilities. I know Tim is not here this evening, but he's asked Sean to give an update. >> Yeah. Um, so we haven't met since the last board meeting. Um, our currently our next scheduled meeting is until April because of how our three-week cadence kind of falls. um would be April break and then um it's a conflict in um March. So, we're trying to work that out and figure out a schedule that will work for everybody. Um

184in the meantime, I believe Tim reached out to Anukica for um questions for the strateic plan focus group and I know he's looking to reach out or has reached out with you about continuing campus project financing and long-term facilities plan. So, more to follow. >> Great. Thank you. um curriculum Anukica. >> So, we had our most recent meeting on January 27th and got a little bit back to the more uh typical content that you would expect in a curriculum committee meeting where Mari provided a presentation and overview of the scope and sequence work that has been ongoing in math and writing. Um, and I understand that the scope and sequence work is actually um, the internal documents and those that will be available on the website are completed, but it's a pretty heavy lift to

185actually build out the website with all of that information. So, that piece of the work is ongoing. Um, and that the math part, you know, reflects what the district's current practice is, whereas the writing part has been newly developed. um but that is all in place and um implementation is getting underway. So it was great to hear about that work uh that is happening. And then we spent the second half of that meeting reverting back to our work on the uh strategic planning process um and our uh I was going to say our focus on focus groups right now which I guess I will say because it's nine o'clock at night. Um, so the first focus group with parents and community members was actually held this morning and Kim could speak to that more than

186I could because Kim and Mari co-f facilitated that. Um, my understanding is that it went well that um there was some good conversation and also a little bit of learning to take into the next focus group which is happening next Tuesday evening um at 5 in the high school library. and we have folks who have already signed up for that. If there, you know, were one or two more people who really wanted to join that group, I think we have that um availability in our numbers. So, I'll say that if anyone knows anyone, but um Kim and Sarah will be co-f facilitating that session. And we also have a session that our the students um on our committee will be co-f facilitating with students on February 12th I believe it is and a staff group

187um that is meeting on Monday the 9th. Um so that is kind of where we are at this point in the process and our next meeting is the end of February. So anything to add Kim Sarah or any questions? Uh it went very well um this morning. I will say that everyone in the group was thrilled to hear that there would be a student group and that there would be a staff group because they looked around and they were concerned that it was just it was all parents um in the who were able to attend today. So, um that was a nice um affirmation that everyone was excited that you all are getting together and I'm happy to share any um pointers on what we discovered today as far as leading the focus group, but

188you guys have got this and it's it's I'm looking forward to hearing what comes out of your meeting. >> Great. Um you mentioned it's nine o'clock per policy. We were supposed to vote uh to continue meeting past 9:00. Does anyone want to make a motion to continue? >> So move. >> Okay, Anukica, [laughter] can I have a second? >> I'll second. >> All right, Kim. All in favor to continue past nine o'clock. Do I have to vote yes? All opposed? Are you opposed? >> No. I thought I said yes. >> Oh, you did say. >> Oh my gosh. >> All right, we're gonna continue. I would if we can wrap by 9:30 that would be that would be great. Um, okay. So, Kim, equity, >> we met on the 20th, so a couple weeks ago.

189We're continuing to work through the plan. We got through uh we've now gotten through two sections of really refining it um and making it uh making sure that we're doing best practices, but also that we are being reasonable in our expectations of what the plan can and can't accomplish. And so at our next meeting, we'll be working on another section. Um I believe we'll be getting we'll be digging into the portion that has portrait of a learner. And I think that will be really enlightening to think about that in terms of equity. Um, and Caitlyn, I would love for you to remind me because it's a couple months away that we meet next time or whatever. So, if you can try to make a note, I would love for you to talk more about the

190um the Kyle can't I don't think it was Kyle Cares, but the uh what you were talking about with the advisory, the special program. I think that would be really helpful in light of what we've and I think what we will be talking about at the next meeting. So yeah, if you can make a note of that, I'll try to remember to. >> Great. Thanks, Skin. Megan, communications. >> Um, communications continues to uh flush out how to get good news gley out to the people, which is um our group's effort to highlight what's going on in the classrooms and and that's it with mostly visuals. So, we've got um representatives from each building sort of helping compile photos with a little blurb about what's going on, but it's really focused on what's happening in each

191building um in a nice sort of succinct quick way. So, we're hoping to build that up and get more on the socials. Um and discussion about ribbon cutting is underway for um 2027. >> Great. >> Yeah. Awesome. Thank you. And thank you. Um it was nice to have the updates from each of the the chairs and the committees in the newsletter. So we can we can do that again. >> That was great. Love to do that again. >> Yeah. Okay. Any ad hoc committee reports? >> Something else? >> Sure. >> That screen is set off by vertigo really bad. So can we shut it off because it's just >> Oh, can Yeah. Can we get this screen shut off? Is it a button down here that needs to be pressed >> or changes? >> I

192know. It's like we're flying over city at night. It's It's pretty trippy. [laughter] >> I know. Thank you. I'm glad you asked. Um Okay. I know we have athletic advisory next week that we'll have an update from. Um Okay. So, um, so for communication item tonight, I put a couple items here. Um, the first is prek workshop followup. Um, I know we all really appreciated the opportunity in January to sit around um with our providers and our um which our district is one of them um of of prek and early learning in our community. Um there was an update that was shared in the newsletter uh I think this week. Um that was was a write up sort of summary of that meeting and then um some proposed next steps which included a discussion at

193tonight's meeting. Um, leading up to that, I did I did share um that summary of the meeting and the proposed next steps um with both the the administrators who have been involved in the preK works um to this point um and the board to get um eyes on what we were going to be looking at and talking about going forward. Um, I proposed some next steps uh that are reflective, I think, of where our conversation, um, our conversation was during the workshop and just some other things that have have come up along the way. Um, we have an incredible prek program that's been in our school for a number of years. Um, and we're really taking this as an opportunity to not only reook at how we're administering the program that we have now, um,

194but with the new special ed requirements, which really, um, that's part of what really set off this conversation is just the responsibility of the district, um, over three and four year olds, uh, and services related to them, um, and the opportunities that provides for the school district going forward. um to to work to um create a program uh that creates a place for them to get those services. So we um have put together some proposed next steps. I'm not it's a little extensive because as it's reflecting um a lot of work uh that we think needs to get done for us to feel like we're in a place where we would have enough information uh to have a recommendation. So it includes everything from developing, you know, a community vision for special ed services for

195three and four year olds um from from the board and the community perspective um to establish a special board level committee um defining some new timelines and decision points uh along the way to understand how we can be in the place uh in the fall of 2027 when our new school buildings open um to know what we want to recommend as a board uh for this plan and program. Um more opportunities to engage with families um and community stakeholders in this process. Um and which includes some opportunities for continue collaboration and relationship building. Um and then of course as anybody who's who's listened to this board in the past uh just wanting a lot more data um and some analysis about what currently exists and and what are some things that we could consider. A

196lot of work has already been done by the administrative work group that we're going to really benefit from. Um and I'm really excited to use uh all of their work as a jumping off point. um because there's so many different potential staffing and service delivery models uh that we want to be able to consider. Um and so as we know, we could probably talk about this for for hours. Um but one of the things that I am asking of the board uh is to establish a board level special committee that moves um this these next steps um to the board level uh through the special committee um and that they will then work to create a committee charge scope of work decision-m authority um and that the committee membership um includes includes, you know, both

197board members, um, our district administrators and also, um, a broad look at other, uh, providers and and community members, especially, you know, families, um, in our community to be part of that, uh, committee. And so I think the next step is that we would need a board level vote to form that committee. And so I'm asking the board if they would like to do that. Can I make a motion that we form a board level committee for prek? >> Thank you, Jesse. Can I have a second? >> Second. >> Thank you, Sean. All right. So, that's putting it on the table for discussion. Um, so just give an opportunity for the board to discuss. >> We need to make sure the language states 2.3. >> Yes. So 2.3 is the a like the child finded

198age. Yeah. >> Thank you Sarah. >> So it's much wider than just >> three and four year olds. Yes. >> Wider. >> Um and I would I would like to ask for representation from both towns. North kind of gets lost in the shuffle a lot. on our board. I would like to ask for representation from both Cumberland and North Carolina. >> Are you saying for to appoint uh committee members? >> Yeah. Okay. Any other questions? Um and thank you Sarah for bringing that up. So once the board votes to form a committee um the as chair I and we've always worked collaboratively on this usually appoint the members of the board committee um and so far I have and I think I've talked individually to people about this what I was considering for board members

199to be on this committee are board members who whose terms continue through this school year. Um because I do anticipate once we're starting to look at timelines again um that this work will not be finished in June. Um and so when I'm thinking about you know people for the committee that was one of my considerations. Um and then the other thing is just looking at the balance of other committee work and commitments. Um, and I did ask um Jesse if he would be interested in chairing, which he wants. Um, and then Lauren um is also interested in joining the committee. Um, the Tim had emailed the board with an interest to be on that. I look forward to talking with him individually just around his availability to do that. Um but so far I've those

200have been the two committee members but I think first we like vote on the committee's like existence and then um members get appointed and like all of our committee work board members are always welcome when they are available to participate but that's I think how we've been working through our committee work >> and I would look for some guidance as to um my participation Yeah, absolutely. Yeah, >> because I can't put you on the committee. >> I can't officially put you on >> I don't think >> and as a community member and you know it references all providers. Where do I sit with that? >> Yeah, great question. Yeah, I think because we're tasking the committee with the development of the plan, I do think that would be your conflict of interest, but I would

201look forward to you participating as a provider. If that makes sense. I think we'll work through that conflict. But I think that is where I see that opportunity is for you to be engaged as a provider. Great. Any other questions? All in favor of the board committee? Great. Thank you. It's unanimous. Looking forward to continuing this work um at the board level and finding ways that we can support the decision- making for the prek program. All right. Next. So, we put midyear board goals review and self-evaluation. I will be honest. Um, we have talked about wanting to do a midyear board workshop. Um, and here we are, what is it, February? Um, and we kept looking at the calendar for the year and and we added the prek workshop. Um, which was incredible in January.

202Um, but in order to find time to really have a board workshop, it's it's it's not going to be at 9:17 [laughter] tonight. Um, but I would like for us to look um at our March I think we have both regular meetings in March and see if I I forget exactly what we're going to need to have on the agenda for those. >> The budget presentation. >> Oh, just the budget presentation. followed by a budget workshop. >> All right. So, I ask everyone to take in their, you know, their own leisure time a good look at the midyear board goals review um and take time to review that and maybe we can think about like a separate self-evaluation that we do between now and our next meeting and we can like share our own results.

203Um I do really appreciate the time that we have to sit in circles versus in lines. So maybe we can work something into our our next meeting to to be able to do that and talk through um our goals and how we're doing on them. Anything else anyone wants to say on board goals? Okay. So, one of the things um that I also asked the board to take a look at is the um 2016 projections uh study that we had done with our two communities. Um, we have our next joint meeting scheduled for next Thursday and a focus of that conversation is to look at the study that we had all agreed to in the past and discuss in a little more detail if we were to move forward with a new study what the

204scope of work would be. I know both town um chairs had also shared that study um with their boards in order to be ready to have uh maybe a more detailed conversation uh next week. Um North Amis will be hosting next week's meeting and it'll take a similar I think format where the three entities will provide a short update. Um I'll do that on behalf of the board. Um, and then we've also been asked to share uh some more details just about what's going on at the school related to the one campus project. So, I'll talk with Tim about doing that. Um, and then have uh a more detailed discussion on the projection report. So, that's what I have. All right. Anything else? That's what I heard. I think their agenda, yes, includes that, >>

205but I don't think we have a copy of the agenda. I haven't seen it yet. >> For joint >> for the joint. >> Um, so Diane Barnes was working on it. She shared a draft with But I think she's I think it's getting posted. >> Okay, great. >> Because it's coming from North Yarmouth. >> Yes, it's coming from North Yarmouth. And I it'll be on the It'll be on there. So, great. Thank you everyone. Can I have a motion to adjurnn unless you want to stay longer? >> Okay. Thank you, Sarah. Have a second. >> Second. >> Thank you, Sean. All in favor? >> Great. And it's before 9:30, so good job everyone. Thank you.