MSAD #51 School Board Meeting, June 5, 2025

001Welcome to the MSAD51 board of directors meeting Thursday, June 5th on this beautiful Thursday. I think is this the first day it's gotten to 80 this year? I think so. It's beautiful. Um, so I I think maybe that's why uh the crowd is not is pretty thin this evening. Um, so we're going to kick it off with some student board service recognition. Um, we are so grateful that we're able to have our students uh support uh the work of the board and the work of this district by serving not only on on the school board um which many people get get to see here, but also um there's other students who participate in our board committees. And so we just wanted to take a few moments to recognize them this evening. Um first on the

002policy committee um we have Sophia. who is not she graduated uh on Sunday. We recognized her board service at our last board meeting. Um but we just wanted to to mention her work on the policy committee as well. So thank you Sophia. on the equity committee. Um we've had our student Jordan Cool who served for at least two years um with us on on the equity committee. Um and again graduated on on Sunday and we're just so grateful for Jordan's service. On curriculum, we've had two students. Um Riley Record, who I believe has served two years and she graduated on Sunday. Thank you, Riley. And Katie also ser Katie, you're right over there. You're looking the wrong direction. um also have served on the curriculum committee and is going to stick around for another year.

003Um and we also wanted to say a thank you to a senior, a graduated senior who is here, Lincoln Smith, who's uh behind the scenes as our uh AVTech who's been supporting these board meetings. How many years, Lincoln, have you done this? Three. Same same as me, right? So I'm like, you've been here the whole time? Yeah, same time. Um, so thank you so much and especially after you graduate to still be back here. So thanks for throughout your service we do since you're here. Thank you. I get to sh [Applause] Great. Okay. Now, we're going to move on to approval. Approval of minutes. Can I have a motion to approve the minutes of the May 22nd, 2025 meeting as presented? So, moved. Yep. Second. Okay. Thank you, Kim. And then Sean, any questions or

004comments? Great. All in favor? I'm abstaining. Okay. Tim wasn't there. He's abstaining. He has something better going on. Mhm. Well, different good different. Great. So, the next section is public comment. We do not have any audience members here for public comment. Um, and then we'll move into presentations. Although I was going to say where is Okay, you might move up that action item. I was going to suggest that we move up the first uh item for action. We have Pete Bingham here uh who'd like to present a um preliminary approval for a softball field design concept. Excuse me. Can I get a motion um to put this on the table to approve the preliminary softball field design concept? So moved. Thank you, Tim. Can I get a second? Second. Thank you, Jesse. Um so I'd

005like to invite Pete up. We're moving you up so you don't I mean you're welcome to stay for the presentations. I hope you do, but I won't be offended if you don't. It is a nice evening. Um I'd like to thank the board for allowing me to come up and present tonight. Uh my name is Pete Bingham. Um I'm the director of recreations for the town of Cumberland and North Yarmouth and a Cumberland resident. So check all the boxes. Um, so just I'm going to I'm just going to give a little brief history on the uh Twin Brook Gley Road complex. Um, because it has been 23 years since uh we entered into an agreement with the MSED 51 on the that side of the property. U so um how this kind of all came

006about is uh uh the town work I I've been charged by the town council to come up with a Twin Brook master plan. Uh there are multiple components to this uh which I'll I'll show you. There's kind of four silos. Um it it really started we're looking to put a playground in at on the Tuttle Road side. So the first step the town council allocated $250,000 for that project. Um and and that kind of got the ball rolling and then we're like all right well you know what do we want this facility to be for the next 5 to 10 years. So we basically have four different silos so to speak for this project. Um the tuttle road master plan. Um the rules and policies for the facility. I mean believe it or not it's

007kind of especially with a prolification of AU travel sports um main lightning you you name it. Um you know you know those allstar tittly winks now you know. So, we're we're we're um we're trying to Twin Brook can't be everything to everyone. And what we're going to try and do is kind of cauterize some of the stuff that we're operating on that it's more of a residentbased facility. We don't want our Cumberland North Yarmouth kids to be excluded. However, you know, we're finding we're getting calls and and they want to use the facility and come to find out there's no one or two Cumberland kids on it and they're natural grass and we've been through that. what the different you know it takes a beating. Um the spring's been very trying. Uh David and I,

008Shapyro and I are on the phone probably every day um the last 10 weeks. So um we got to take care of it. Uh included is the the Gley Road projects along with some lands and conservation projects that we're doing there and and and timber harvesting. Um so just a kind of a brief history of that side. So everybody thinks that Twinbrook is one uh one uh campus so to speak at um Tuttle Road and Gley Road. However, that they're they have very different guiding principles and rules and regulations. Um yeah, the MSAD actually leases the the Twin Brook Gley Road. Uh that it is your property. Uh you rent it rent lease it for from us the town of Cumberland. Um, so the history of that side, it wasn't all acquired at the same

009time. Uh, Gley Road property was acquired by the town of Cumberland in 1999. Um, in 2000 2001, the Army Corps engineers came in to do, you know, it was just a big field and and they came in and started uh doing ground work, leveling it out. Uh, 911 happened, uh, deployment started and it obviously when you you you you're not doing ball fields, that's not your priority um at that time. So, they kind of pulled out. So, it it kind of sat half done. Um fast forward a couple of years, the the school department is looking to build a new middle school. Uh the problem at the in that project was was a state funded project. Um the issue was you have to have a certain amount of open green space depending on elementary school,

010middle school, high school and there wasn't enough land on site to do the to get approval for that project. So um the the the superintendent at the time uh I believe it was was Bob, right? Was he Bob? Yeah. And so Bob so Bob um and our town manager at the time uh this is the town manager before Bill Shane as a matter of fact they huddled up and they and the state approved it and we signed the we created a lease and it became an extension of the Gley campus got the approval checked the boxes for that 2003 construction of the current baseball and softball and multi-purpose fields begun. 2005 they opened um and it became the new varsity baseball and softball complex. So fast forward to last year um I had to get

011Tuttle Road side of the facility permitted for the D and all that. Uh Stevie Mahar did all that work in in ahead of the playground and Bill Shane and I are like, you know, why don't we get Gley Road at least permitted? Um it would save us about $45,000 to wrap it in with the with a playground permitting rather than So we got it permitted last year. And again, if we'd have had them come in now and do it, it would have been it's a whole separate project and a $10,000 project would have been 45. So, you know, you know, and I'm taking this money out of my $250,000 playground allocation. So, you know, I wanted to try and get as much bang for our buck. Um, so it is it is permitted. That was

012the only thing that we did do. um it's not binding don't but the clock is ticking on that. So kind of one of the reasons uh yeah the obviously the funding for this is is TBA don't have it. What we're looking to do is the addition of two 60 foot baseball softball fields. A 60 foot field is kind of what you would classify as a little league field. Um but it also doubles as a softball field. Uh what we would do is it would not have a pitcher mound. Um but it you now they have ones that roll in on wheels. They're they're I mean they're actually probably better and they're no maintenance. So a lot of complexes are using them. So it could be a middle school softball game at 3:30 and then you

013know a little league majors game at at six and boom just like that. Um, so as I said, in addition to the permitting for th this um project, I also permitted across the the there's there's an area across the access road where the football team practices during lousy weather. Uh, when we close Twinbrook, we always let them practice. It's about a half of a field. Um, and one of that one of the holdups there was I couldn't take their rainy day practice field away from them until the turf got approved. So once the turf got approved that kind of I mean there's so many dominoes to that project and this is one of them. Now now we really don't need it if it's raining football team can come up here and practice on on the

014turf field. So what that will become is parking to support these two fields. Uh we just don't have enough parking down there. Um it it gets tight during a big baseball or softball game. Uh throw on the multi-purpose field and it just it it was a would have been a square peg in a round hole. So this this allows that to go on. So I could have a varsity softball game, a middle school softball game, and uh and a little league game going on simultaneously down there. Now with the with this with this parking configuration, I think it's like 65 spots. So, more than enough. Um, one of the other things that we would look at is po we don't have drinking water on that side. Uh, much like up up here with the uh

015with the Hutchkins field. Uh, we have arsenic issues down there. Um, we do have city town water on that side, but we don't have what they call a backflow pretor. Uh, you can't drink the same water that runs your irrigation. Um, and they're they're pretty pricey. I think that would be like 35,000 to do that. But we don't have to run water. It's there. It's just that we've never been able to justify the cost of it with with you know, eight varsity baseball games, eight varsity softball games and that and and so we've always lugged it in, but this would be a good opportunity at that time to add that. Also want to add that the the the permit that CV Mahar did last year has five years on it. So we're already one year

016in now. So I've kind of got you know four years happens quick. So um so uh what this this space was permitted back in 2002 and it was originally it's always on all our maps. It's called the field hockey field. Um it just never they ended up developing the one next to the middle school. So it just it's flat, but it it never so I don't have to do a change of use. So that's nice. Um you can see here I'll try and if you want to if you can try and get oriented that's the current high school baseball that's the football field. That's the current softball field. These would go right front road where you enter the parking over here. Is that all everybody got their bearings on that? Um why why why are

017we looking at this? I look at where we are on the campus and this is just kind of a timeline of of how many fields we had in 1997 up here versus 2025. I mean it's a pretty significant uh pretty significant change. This place was littered with fields 25 years ago. Um, and and in fact, for a more comprehensive presentation that Tim was a part of, I actually had snapshots from Google Earth showing it. It's really cool. Wouldn't Wasn't that a pretty like Oh, wow. Yeah. Um, as as they as they structures went up. Um, so next steps, uh, again, I'm not asking for funding. That's not that's not the the purpose of this. Um, you know, what I'm looking for is just permission to proceed with um further explor exploration of the project cost

018figures, how we can do some in-house work. Public works, our public works department can do a lot of the ground work. Um yeah, you know, I'm looking at collaboration with additional user groups. So like CNY Little League on funding sources and use agreements. Um as I said, no funding. Um and as as was talked about in in the in the tri committee meeting a couple weeks ago, we would continue to maintain the facility even though really Cumberland Parks and RACK programs wouldn't necessarily take place. We don't oversee little league. Um but we would still be responsible for maintenance and uh as we are already on the other three fields down there. You know, it's that that uh magical spreadsheet. It all kind of shakes out. Um you know, that was discussed back at town hall

019a couple weeks ago. Um so I I'll just open it up to any questions. Yeah. So, I looked at the the lease document and it referenced in an appendix that no one can find. Um, so I'm wondering I mean it seems like the idea was the school needed space for playing fields. Um, but I know somebody mentioned they thought it was more than that and yeah, the lease doesn't say anything about the amount of area or what the area is. It just it's on the Gley roadside. Um, so yeah, I was just wondering if if you guys have been able to track down, you know, which which part of that facility does MSAD51 have a lease over? Is it just the open fields? Is it more space? Is it that appendix just lost to time

020or Yeah, we can't find it. I I um I I I was going to sneak up to Jeff's office because he's got a folder like this thick. Oh, I already asked him a couple times. And just kind of pot through it. I mean, I have a pretty good idea. I I think the the intention of the lease was the athletic fields. Uh because, you know, we do have um we have what we call the wilderness trail out there. There's there's another trail. You know, there's acres and acres of of hard and softwood. Uh we do have a forestry management plan out there that that uh that uh Jeff Story who runs Spring Brook Farm has been uh handling. He didn't write that. We we had a for a professional forester come in and do that.

021Um so it's just kind of selective harvesting. Um, and that and it that's definitely not part of the SAD campus, but for true delineation, I mean, I think I'm going to do like Donald Trump with the hurricane and just switch directions. I'll get a marker and Yeah. So, um, so I I think that can be done and with with our, you know, our our attorneys to to line to draw some delineation line. Um, I'm always trying to look around the bend on these things. Like, it's kind of one of those things I really want this to get codified and taken care of in the next five years while there's still some um, historical knowledge. The best part about that lease is it's got Scott Puland's signature on it and it's everybody else is long retired.

022I have a follow- on question. Do you know uh like what's the approximate cost to turn a field into two softball fields? I don't know. Um there's so many mitigating factors to that. Uh we have we we have a lot of things going in our favor that that space is relatively flat. Um, it would need some some work, but but it it's at a point now where I I'm I feel like public works could take it on and and in in peace meal and and get some of that stuff out of the way. I don't think it needs um if it was to be used for middle school softball uh or maybe you know even like a high school tournament like if you had like a roundroin thing uh we wouldn't put an outfield fence

023on it. Uh, so you're saving a lot of money there. That's probably almost 100,000. Um, not doing that. We'd have one down the sides and either use what they call flexy fence um or not at all. Uh, when I met with little league, their idea is that that would kind of be their pony farm, maybe miners occasionally. So, you know, wrapping a fence all the way around wasn't or it could be done later. um you know with some sort of fundraising drive or something. Cool. Um thank you so much. Um what he didn't uh mentioned is that softball players and parents of all ages have been screaming at him for this for probably like 10 years. Um, and just to remind everybody, we like we had before, like there were softball fields and then I

024remember I might have played three practices on um, one of those the middle school field and then the portables went in and so we lost that space. Um, it was big hit and now like as of right now varsity softball shares the field with middle school and when the middle school team has a game we don't play on the field. We just can't. And so we practice in the grass and then we don't get rap satte. And so it's it's a little frustrating, but this is a really great first step forward. And to speak from um someone who plays a lot of softball, the fences are like entirely unnecessary. We totally like the pop-up fences are used in probably like three out of five fields that I play on in like while playing varsity softball

025at all of these fields around Maine and they work just fine and it's much much cheaper. So awesome. Thank you. Yeah. And we never great point Katie and we never we never there was never a fence at the middle school softball field. Um obviously you need a back stop and and those type of things. So you know that's not a that's that that's kind of more of a want than a need. So this is a nice plan. Um, I'm curious part one of the features of the affordable housing project from a couple years ago was the addition of more Little League fields, which I know a lot of people were hoping to get that. How does this does this alleviate that? Does this replace it? Is it still necessary? Just curious what that would do.

026I mean I I think this project buys us 10 or 15 years or maybe more. Um that you know obviously the that that project you know I I I had a lot of skin in that game and we were going to use tiff money for that and it was a really cool it was going to be one of those what they called spoken wheel fields and and it was it was awesome. It was about $3 million, but we we were we were going to do it right. Um, so this this this kind of is it's not a band-aid. It it's it's kind it replaces it, but doesn't get all the bells and whistles, but it will help. Oh, it'll help immensely. The middle school that, as Katie said, the middle school does not have a

027field on campus. Um, and you know, when David and I are dealing with rain outs and you, you know, we've got six six games on six days on the one field we have and it rains three out of the six, you know, we're just kind of just throwing our hands up in there going, I don't know, you know, and then never mind the little league um issue. They they right now they have the two fields uh on Drown Road and the one at West Cumberland and that's it. Uh they used to do their T-ball and farm on the MIW um softball field and they also use the middle school softball field. So now they're out in the Commons, they're at Twinbrook on the shelter field. Uh, so it it we're making it work, but it's

028it's not uh it's not a sustainable thing. One more quick question. I do not play softball. You would not want to see me play softball, but I do walk my dog. Will that affect the dog trail over there? Okay. No, I mean this this is a space nobody uses because it's like it's tick central. Yeah. We we mow that area occasionally. Uh but that's kind of part of our mowing plan where we we don't hit that every, you know, two times a week like we do the other spaces. So it it is it's a beautiful tract of land that is just completely not used. Um but yeah, so yeah. Um, so I think I'm hearing pretty clearly that the need is for these two 60 foot fields, but I'm just curious, were there any other

029kind of competing interests that were considered or that were brought to your attention as you all have been Well, it's kind of a it's it's a it's a as I said, it's a really nice piece of property. However, it's not biging big enough to like it won't fit a true multi-purpose field. Like we couldn't play soccer on it. we couldn't play lacrosse. Um, and that's why it was designated the field hockey field because field hockey fields are a little smaller. Um, so it, you know, if any of you played have your kids played soccer, um, when there it it's basically what we would call a U12 field. So yeah, you know, it's it's like 66% of a full-size field. So this is like really the only per this is a perfect use of the property.

030It I kind of had to shoehorn those two fields in but their regulation and and and other than that it would just kind of be a practice space or whatever. And just a quick clarifying question on the parking you mentioned. So the football field that we saw on the map that is also going to be parking or No. So, um, it doesn't it doesn't this doesn't really do it justice, but so in this area I guess I would call like a half size field. Oh, right. Yes. They've got a game Friday night. They can't practice on Thursday. They do a lot of their stuff. So, everything's for the day. But they've always got the green light to use that what it is. But that would become the parking. This this would stay. That would stay.

031Okay, great. In fact, Caleb wants to stay practicing. Coach King wants to stay down there practicing. Um, even with a turf field, he just likes it. They got I I had an Eagle Scout project build like a little kind of house thing down there and they so they keep all their stuff and he's he's they're fond of the area. So he he would only practice up here walkthroughs a handful of times a year. So yeah. Great. Thank you, Megan. I have a um sort of a followup on Anukica's question which was are there competing interests for this space including the LCC stuff. I'm just curious like how does how does the LCC um partnership kind of fit into this because I feel like some of that my understanding of some of those initiatives is that

032they are also to be um they're like sort of educational for kids to go to Twin Brooks or for kids to learn about like the flora and fauna at Twin Books. Yeah, and that's a great question. It's um you know, we're kind of working through that with the the LCC right now. Um really they have no jurisdiction on wherever that magical line is that the MSAD. That's why I asked. Yeah. Where's the line? Um that's that's that's not in their domain or wheelhouse. So, um and really at the end of the day, everything kind of runs through staff and town council anyhow. So, um, you know, no different than parks and rack. Um, you know, LCC is an advisory board, so you know, and they can make recommendations and and really throughout this whole project,

033what what we're really working with them on is just making sure the forestry management plan stays in place. And um, re the biggest thing is uh invasive species mitigation. Um, they've they're working right now Uh they've been ripping and tearing um taking taking out you know Japanese knotweed and a few of the others the buckthornne um which is fantastic. Uh that's just stuff that our park staff on their dayto-day that they they just don't have the time to do that. Um you know especially when the grass is growing we're mowing those fields three times a week right now we have to um the way the grass is growing. So, but they they do have significant involvement. I mean, they they they're 25% stakeholders in this. Um, and in fact, I I talked to our liaison,

034Don Stole yesterday, just kind of getting them up to speed on some of the things that we're doing. So, and and I'd be remiss without saying Tim's been Tim's been awesome. He's kind of the the liaison for this project uh through the board. So you can certainly kind of keep you up to speed in real time as assuming that you you approve us going ahead with the uh studying this. Uh but and and Tim's been in the loop for a while um on what we're what we're trying to do. Well, can I can I just ask one more question? Yeah, please. Um the town of Cumberland would be responsible for the maintenance of the additional fields, which is like a fair amount of maintenance. Yeah. Mhm. But you you mentioned the magical spreadsheet next to

035the magical line. Um and how it seems like what you were saying is that it's sort of um the cost is sort of divided amongst the two towns via the magical spreadsheet. Yeah. Yeah. Okay. Yeah. I mean we just put a value on it. Um Chris Baldock, myself, Scott and and and Jeff were that thing's always being tweaked and reworked. you know, we have a we have a dollar value for how much a a gym is, you know, in terms of for our use in the wintertime. Um, you know, there's a dollar value for, you know, take I'll give a perfect example. The the the golf team has a lot of tea times at Valhalla. Those are golf tea times we can't sell, which is but it's part of the you know, it's part of

036the partnership. Um, so there's a dollar dollar value there. You know, we would we to maybe we buy a few more cases of paper, right? We always could use paper. Yeah, I think what um Pete, you alluded to this too, this is important, which is separate from this conversation, but as you mentioned, just to keep our historical knowledge, we're updating theou around Twinbrook because the magical addendum that's gone. Um but just because it hasn't been reviewed for, you know, a long time and um there's a great partnership between the SAD and the town on this. Um but we do need to update it. It's just been a really really long time. So Pete had initiated that um with me and we're working on that through um you know, legal counsel to get that updated because

037it is it is dated. Yes. At this point, it's a little wonky in place. It's a little bit. Yeah. So we're just updating that. But I think that will and really with with that process, that's another one of those I want to make sure there's no gray area. So I'm I'm done. Jeff's done. And obviously Scott like there's no like what what the heck does this mean? Yeah. You know, you're retiring us now, are you? Not anytime soon, unfortunately. Well, I've so appreciated the fact that you integrated the history of Twin Brooks into this because it was really helpful for me because, you know, my family got to come and really benefit from these incredible fields. Um, and I really appreciate this, you know, long-term view now that, um, we know what's happening on campus

038and to really be able to dig into what else our community needs. And I really the plan is to bring the softball field back on campus. That is the plan. Yes. Um so we will at least add another one there as well. But I know as our enrollments grown at the school so has the um participation in sports which is incredible. Um so I really appreciate you know bringing this forward and hopefully some funding will materialize so we can bring this to life. Yeah. Well, I do like the idea of being able to use a softball field for a different use too, especially if we don't have that if we have the uh pitchers mount as flexible or malleable. So, it might, you know, we might be able to also offer that to the community

039if if we can adj adapt that to a little league game or something on campus if that's helpful too in addition to everything that we've been talking about tonight. And I forgot that we lost that field at NYW as well. And yeah, that's not part of the plan to bring that back. That's definitely gone. Yeah. Yeah. You'd be dodging a jungle gym out in the outfield. It would be uh one one one quick thing that I wanted to note as we're going through this process there and there's there's so many like myths or u misconceptions of the property itself. You know, I see it all the time on social media, you know, because it's just so fun to look at what what folks got to say there. Is it is um you know it it

040wasn't their original intent of the donors. Well, nobody donated that land. The town purchased the Tuttle Roadside retail um or whatever. You know, it's it's it's small money now, but at the time, you know, that's what I mean. the the the donors of that side of the property did not want development going on there. You know, they they were they wanted it to become but they had there there's there's no covenants there. We we could you could you could thrown up the K to2 school there. I mean, I wouldn't dare throw that out there, but you know, there's no like there's no there's no language saying anything about there's no intention to do that, but there's just misconception on that. and the Gley roadside was acquired in lie of taxes from a community member um

041that had gotten behind. Um so that that's that's kind of how that piece of property was acquired um five or six years later. Um because the title roadside was purchased in 94 um and opened in I think it's 97, right? So, but just to kind of, you know, that's that comes up and and and it's it's kind of frustrating at times, you know, but that's the truth, right? As one that overanalyzes everything, the way that Pete has visualized it, the our partnership with the wreck um side of things, the people I've spoken to, this feels like a no-brainer to explore and partner with. and uh I don't utilize that land that's that we need in a time of like space issues. And so Pete's been great. I think he's got a really good vision. He

042wants to collaborate well with us. And so I've appreciated the time too and and learning about it too. The history it's it's Pete has a lot of knowledge about the history which is which is a lot of fun. Um and your family's been around here for a long time and owns like I feel like half the town. Um, but yeah, so I I I'm excited about the the potential for it and I think obviously we can shape it based off some needs, but I think it's it's worthy for us to re remember that that is something that we can utilize and probably better utilize. Great. Great. All right. All in favor? Okay, it's unanimous. Thank you. All right. Great. Thank you guys. And now, like I said, you're welcome to stay. We're going to move.

043Oh, no. This used to be where you had detention back in the 80s. So, bring back some memories. Does that mean you're more comfortable here? Well, it was also where we played basketball. So, you know, I was I I did log a lot of time in in this space back in the day when, you know, the court was was really about the size for for six people, not 10. But um but beautifully repurposed of the space and and you know it's it's it's been great. So thank you very much guys. All right. Have a good rest of the evening. You too. Thank you. All right. So moving to pres back to presentations. Um we're going to hear about the strategic priorities year end report. Yes. Two reports on the strategic plan tonight. One is short

044and one is a little bit more involved. First one's short. U this is just the end ofear report. I do this annually in June. Um and just kind of bring bringing the board and public up to speed on um the the priorities for this current year which is coming to a close. Um these are the deliverables. I um presented this back in September to the board um and got your approval for the deliverables for this current school year. So we're now at the end of the end deliberable which is the uh year-end progress summary which is tonight. Um and we certainly um have provided information along the way uh from different administrators around the strategic priorities this year. So um these are the priorities. Um this is actually the strategic plan itself. These are the

045four areas priority areas that have been in place just as a reminder since 2018 when this plan was first uh adopted. And um these have been the major uh priorities for the current school year. Portrait of a gly learner. Um and uh tonight there is an action item to um to vote on the portrait of a gly learner. So obviously that's been a huge focus for this year. The other one is safety and security. Um that's been a big area for this um for us this year aligning school level plans um with the revised district emergency operations plan which was completed last school year. Um Bright Chat emergency communications um we have been working on that. We've hit some issues around um this particular um platform I should say and we've um gone in different

046directions with this cyber security plan. The board approved that earlier this school year and this has been the third year of the Alice implementation supporting our students. Um continued focus on emotional safety. Um huge focus on reducing chronic absenteeism. Supporting our staff. We have a supporting our staff plan um that we have been implementing for the last I think it's been three years now. This is year three. Um this year's focus has been onboarding uh retention as we have been in the past and then staff feedback and then in the area of um curriculum uh literacy and mathematics. Mari Trabelcock um has brought you up to speed on those two areas. There's been a literacy pilot and obviously um we are now moving into the phase of an an adopted literacy curriculum that that was

047brought to the curriculum committee um a few weeks ago and then an alignment of the U prek to 12 math scope and sequence. Um a lot of that work has been completed this year and I'll give you a quick update in just a moment. And then of course the one campus project huge huge lift in a huge amount of attention this year in the divi uh design phase obviously with the building committee. So here's the scorecard um for this year and the priorities um that have been that the board approved at the beginning of the year. The light green is uh are areas that were completed as of the middle of the year when I presented the midyear report back in uh late December. uh the dark green are the areas that have been completed

048since that midyear report. So um and showing the progress. So this first page you can see that there has been 100% completion in these areas and really looking at the outcome. That's what we went by. Um the bid documents obviously completed um the bid opening is uh Thursday the 12th of June. um where those bed documents will be open and um huge amount of work uh with just a few words that I just said um is months and months of of work um from the building committee, the architects, etc. But uh we're at 100% when you look at the actual outcome that we're looking for. Uh completed SRRF renovation was around the MIW SRRF project, not the GS GHS one. Um so that project has been completed. Um I think we have we are literally

049waiting for one outstanding door exterior door that has not been it's still on back order. Um and that's it for this project and it will close this project right out. Um so I've counted that as 100% at this point. We know we're getting that door. The next one was around uh school level emergency plans. All school level emergency plans are now completed um and they are aligned to the district emergency plan. And I want to give a huge shout out to Don Gray um who helped all of the schools uh the school administration um basically he gave them a template a sample um to align to the emergency plan and um each school worked off of that template and Don worked with administration at the uh other schools to do that. The next one is

050a cyber security plan aligned to the district emergency plan that is now in our emergency plan. and Dirk Vancou presented that to you uh two or three months ago and um thank thanks to the board for approving that plan. Social emotional well-being of all students um that activity should really be in the outcome reviewing measures for addressing the MIAS data and chronic absenteeism. Carol MacArthur and the wellness committee uh completed that review this year so we marked it at 100%. The next one is around supporting staff. Um increased support. Um evident in the annual stakeholder survey, we did see a bump in the support. It was an incremental bump, but it was an increase um from uh staff and saying um they're getting more support and again around that uh supporting staff plan, vertical articulation

051of the math curriculum. It's at 75%. Um, Mari has been um really consumed with the literacy uh pilots and then moving now to CK CKLA for grades preK to five for next year um and working towards that. So she has not completed uh with the math specialist in um the the math scope and sequence but it will be completed soon. So we marked it at 75%. The next one obviously was around literacy. Um, we now have a an approved or I should say an adopted literacy um program at the elementary level moving forward that has a writing development component um included in that program. So, we're very excited about that. This has been years and years and years and years since 2018 honestly um since we had a literacy audit done um to get to

052this point. So very very pleased with that. Obviously um tonight and I went ahead and put a dark green in there. Um a completed P product. We do have a completed P product. Still need your approval. If it doesn't get approved tonight, I will uncheck that. Um I just wanted to show you what it would look like if you did vote for it. Um so you had a visual. Um and then the last one is a board approved process and I'm going to talk about that in just a moment. It's not completed. the process is completed, but it doesn't have your um you haven't seen it yet and you haven't approved it yet. So, um that's only 75% done. Um but that is the other part of my presentation tonight. So, I'll stop there. Leanne,

053I think that's it for this um part of the presentation on the share strategic priorities. Kim, if we approve the profile of a learner project, does that still count? And can we get some clarity on whether it's profile or portrait? It's profile. It's profile. Okay. But wait. Oh gosh. Now I'm second guessing myself. Yes. Thank you. Profile of learner. Okay. Second guess myself. So, uh, we need to change that one slide because it does say portrait of a gly learner and it's it's just like I just want to make sure we're all on the same page because Okay. Yeah, that was changed and that's why there's two different words that were out there, but it's now they will start with P. So, I think the committee wanted to change it because it was portrait of

054a graduate, right? Yeah. So, it was changed. Okay. any going to move on to the next presentation. So this is a strategic planning process for 2526. So this one is um is new and I will share this um with you afterwards and I'm not asking for um approval tonight. Um Lean and I talked about we'd be asking for approval at the next meeting so you have a chance to really look at it um more closely. Um this is a strategic plan development. So it's a process for building the next strategic plan. Um and it is a recommended process. Um and I just want to go through that uh briefly with you right now and um answer any questions that you you might have. So I'll just start with a quote. If one knows not to

055which port to sail, no wind is favorable. um from a Roman philosopher, I think it's just as true today that um we need to know in any organization to where we're going. It's not enough to just have a mission statement um and it's not enough to talk about the mission. It's also important to have a plan um to which um the community is involved in some components of developing that plan for the next few years. So, we have not been through this process again since 2018. Um so this is really the first time that we will be going through this um this new proc or a revised process. The essence of being strategic effective organizations and this comes um from a from a lot of research on this um but it also comes from a

056book called good to great effective organizations are able to cut away the noise and clutter and focus on the few things that make the greatest uh impact in the organization. And that's why when we bring the annual priorities to you based on the strategic plan, we're not bringing 50 things to the board to consider, we don't we can't do 50 things. Um so we bring 10 or less um items each year to do to focus on and those are often areas that we've been focusing on for more than one year. Strategic planning um outcomes. Um these are hopes uh prioritizing key performance areas uh focusing our time, energy, and resources. um helping stakeholders work toward common goals, aligning our academic and operation uh sides of the street, establishing reliable and measurable outcomes, assessing and adjusting

057the district's direction, deferring and deleting um or deleting non-m missiondirected initiatives, and setting an expectation of continuous improvement. So, those are really the benefits of strategic planning, the outcomes. um if we do it correctly and have a good plan that people uh are green, this is the direction that we want to go in. So, uh if Scott was here tonight, he would tell you that I was going to remove this slide. And I actually updated the slide a little bit. Um and he came in my office one day when I told him I was he overheard me talking about removing the slide and he said, "You cannot remove that slide." That's my favorite slide. Speak it, paint it, splash it, spray it, banner it, live it. priorities define how we communicate, how we measure what's

058important. Um, and so this is a u one way of thinking about how do we uh communicate our priorities. Um, we've got to paint it. We've got to we've got to say it a hundred different ways and we've got to visualize it 100 different ways and we can't assume and I've um tried to do that over the years, not assume that people are thinking about the strategic plan or even our mission. Um, so we have to keep reminding people that's just part of of what we do and that's part of my job is to do that. Um, I think it's part of the board's job, part of the leadership team's job as well. So obviously when we're talking about a new strategic plan, we're simultaneously talking about sunsetting the current plan that we have since

0592018. These are the four areas, as you know, the four priority areas that have been approved years ago. Um, so we're talking about suns setting and so instead of going through all the things that we've did um, and you'll get this presentation. Um, we did a word splash and these are um, based on this word splash obviously it's what things are are prioritized the most. Um, and through words you can see the types of things that have been worked on over the last seven or so years um, of this plan. Um, these are all the areas that have been worked on. Obviously plan itself has been the biggest thing um driving us as we have plans on on different things that we've been able to complete. Um so you can look at that on your

060at your leisure but it's probably a nicer or easier way to look at a lot of the things that have been completed during the last seven years. And then obviously a strategic plan. It's incredibly important that it's responsive to changing conditions. And um I thank the board for the you know now and in the past for even though we halted the strategic plan during COVID and changed direction for a while um that plan was still alive and responsive to the needs of that day and year. So, we need a plan going forward that's responsive to those changing conditions um whatever they may be. So, I think the elephant in the room, this is why I put important on there is that we're obviously um just the beginning and we're about to embark on a a

061two-year huge project um that's already started. um in this one campus project um can't be understated the amount of time, attention, care um and transitions that will be going on over the next two years plus. Um and so as we look at this and we continue to look at en enrollment forecasted enrollment increases um that continue and we're building a school in order to accommodate that and to accommodate the future of enrollment. Um we have to keep this in mind that building a new strategic plan is important but we also have to be mindful of this huge undertaking um for the the school community as well. And given that um the leadership team uh this is a recommendation that comes from the leadership team um that there is a lot of room for new initiatives

062and new programming but we we also have a lot of things that are already in place. And so in looking at this um multiple times um the leadership team is recommending draft pri priority areas um for this next strategic plan. Um and obviously the one campus one community um is really a lot of the bricks and mortar um although it's also programming as we're making this transition. Are there programming changes that need to be made or should be made as a result of this transition to um the new um campus transitions that we're making in 2027 28. Um college and career is an area that we have had since 2018. Um that largely is the academic um and skill-based pieces that each school uh and department are working on at any given time and those

063change annually. So what is happening at Mabel I Wilson or Gley High School is part of their site improvement plan and that's part of the college and career and that does adjust annually. Um so that was something the leadership team thought was very important. It's the academic kind of powerhouse of the of the strategic plan. They felt that whatever is included in this plan should still be under that umbrella. And so that's a recommendation that they brought forward. Profile of a gly learner. Um if you recall, we have 21st century learning is one of the four bucket areas in the current plan. Um we've had a group that's been working on this for two years and um as as it was presented at the last meeting and felt strongly that in order to do justice

064to this profile of a greatly learner um that that should be a recommended large priority area in the next plan going forward. And then safety and belonging. So I I do want to and safety and belonging has obviously been a huge focus since um co and it's been adjusted many times over. I think the important piece that I want to say to the board and anyone who might be listening on this beautiful night um is that we're not trying to prepopulate the next plan. What we're trying to do is provide a framework of things of work that has already started and should continue and a lot of work that came out of the current plan that might inform these large priority buckets if for lack of a different word um that might go forward. And

065this is something that we're recommending. Um it is certainly up to the board whether or not you want to take one out and have a question mark or however you want to look at it. Um, but I'm proposing right now, this is a recommendation that I also am bringing to the table with the leadership team being part of that conversation. We felt there's a lot of um continuity um that still needs to be had in the transition that we're making with this entire campus over the next three years. Um needs to be a a front and center piece of this plan. Doesn't mean there's other new things that aren't part of that, but it just means that this there needs to be a security framework that we've got in place. So that's our recommendation. Now

066strategic planning uh roadmap um this is the process that's being recommended to the board and I'll go through this in just a moment but just as a visual um the first phase is planning that's the phase that we've just started right now and if the board approves this process uh at the next meeting uh June 18th then this would be uh the planning process would really begin in earnest. Phase two would be gathering voices which is the input of the school community. I'll talk about that in just a moment. Um phase three would be creating the plan itself and phase four communicating and implementing and also measuring the plan. So let's talk about each of those uh briefly. Um so this is another way of looking at how a strategic plan framework um fits into

067uh our district. First of all, there's the foundation is our mission statement. um why are we here and why do we do what we do? Um I think the mission statement that the board um developed many years ago predates me. I'm not sure exact No one remembers when the mission statement actually was um developed and approved by the board, but it's probably been at least 25 years um since the mission statement that MSAD 51 has has been in place. the board always has the ability to adjust that mission statement and um at any time and get input as you wish. Um so that's always a consideration. It's always something I mention when we're going through a strategic plan cycle. Uh and this is the third cycle that I've gone through in this district. Um so

068I always want to mention that that you start with your foundation which is your mission. You go up to the vision and beliefs. Again, um those vision and belief statements were board approved 25 plus years ago, probably at the same time the mission statement was. And I always want to just mention again the vision and beliefs can always be um looked at again and revisited and that is up to the to board um to make that decision. And then the priority areas. So the priority areas were these recommended areas um which are kind of the big bucket areas of any plan, any good strategic plan. Um, and so that rests upon the fact that you have vision and beliefs, you've got a mission statement, and those things should align in some way. And then from

069there, um, and this is where stakeholder participation um, comes in. Um, and I wanted to make it really clear. So, I put that arrow in there showing that there's there is a lot of stakeholder participation. This is not a pre-populated plan in any respect. Um, and that's those indicators. So once those big buckets, if the board approves those big buckets and says that makes sense or doesn't make sense, however you look at it, um then comes those indicators. So even though we have these big bucket areas, um whether they're pre-populated or not, as the board determines, um there's a lot of work that comes into these things that are the indicators. Um and I I'll just use an example for and I'm going to pick on the curriculum committee for just a moment. Christina is

070the chair. Um and the the curriculum committee had a presentation. I think Katie, you might have been part of that presentation um around world language at the elementary level, the benefits of of that. That would be an example of something that is a new or a change in programming that would come under the one campus. It would come under college and career ready might even come under profile of gly learner. Um those are pieces that are um areas where the um community the school community is actually involved in developing those indicators under those priority areas. What do those indicators look like? So I'm just using an example um throwing it out. That's an example of an indicator. And then finally um the targets or outcomes. Outcomes would have been a different word I could have

071used. Um we've often used targets in this district but same thing. what so we know what the indicators are whatever those end up being at the end of the plan that's developed and then what are those targets or outcomes what do we want actually that we can report on and say hey we've made progress or we're not making enough progress which is an example of that progress report I was u referring to earlier tonight. So um that's just kind of a visual to help in my mind it always helps me to think about the strategic plan and how it the basis and the foundation of it. If you don't have a good mission statement, a vision and beliefs um you cannot really develop a plan. Um and so those pieces are in place in our

072district. They can be revisited any time but just um kind of reminder that you really have to build that plan on that foundation and that base. super important. So, the final part of this um recommendation I'm making tonight just gets a little bit more into the weeds. What does phase one planning look like? So, that did start in April with the leadership team and as I mentioned um they are recommending those four um priority areas. Again, a lot of the reason behind that is because of the one campus project and the amount of um the work and attention that that project will take um school community over the next three years. So, they felt it was super important to at least have some a recommendation to put before the board um in conjunction with that.

073The second part was in May. The curriculum committee did um have an opportunity to review this um process um and before it went to the board. So that occurred in May and then right now tonight obviously um this presentation and then on the 18th um Leanne and I've talked about putting that as a a board vote um for you to vote on the process or adjust the process or whatever the board wills to do at that point. Phase two, gathering voices. Um so this recommendation um to the board uh for this phase would be to have uh stakeholder input in really three different ways. One would be a stakeholder survey um that would go out in October um of uh this coming school year and that those survey results would be used to inform uh

074focus group topics. So in other words, topics or areas that the stakeholder survey is determining would then be um disagregated and used to look at large topic areas um that the school community has identified that they would like more input on. And so from there focus groups would be held in person and virtual or just in person or just virtual. I doubt it would be just virtual. Um to discuss indicators in those focus group around certain topics uh would occur in the winter of 2026. So 6 months from now. Phase three would be creating the plan. So once those focus groups are completed and the data from that and the stakeholder survey is um compiled um that would begin the process for the leadership team to begin looking at all that information. um and drafting

075um a plan based on that between March and May of of uh next year. And then the curriculum committee would then get a draft of the plan um sometime in April May. So there might be a little overlap there when the plan is done. So probably not before May of 2026. Um and then it would come to the board for a presentation and final vote or whatever adjustment needs to be made by the board at that point in June of 2026. So that would be phase three. And then the final phase, phase four, communicating, implementing, and measuring the plan, the recommendation is that um we continue to have an executive summary. There was one created back in 2018. It became obsolete in 2021 with the pandemic. Um, so we obviously need a new executive summary

076and we haven't updated that executive summary since. So with a new plan would come a new executive summary. We're recommending that be done. Um, I think the executive summary was really important for communicating out the last two cycles. So we're recommending we use that approach again. a monitoring cycle which would be um similar to the one that we're using now with an annual and mid uh year um strategic plan update um in January and June each year of the plan. um we're recommending that we keep with that um particular I don't know why that person is spinning at the bottom of the slide but hopefully keeping your attention but anyway annual and uh we would stick with the same format the leadership team thought that was uh something that made sense and it's been working

077um hopefully it works for the board. So finally, the strategic plan is our district's promise to all of our stakeholders about the key priorities and corresponding actions that define our collective blue blueprint in guiding the district through the continuous improvement and into the future. Um so that is the way I know that um when you look at organizational planning and you look at futuristic planning um we want to make sure that we are making a promise to the community and we're trying to keep that promise. That's very important and that's why we continue to do the midyear and year end uh updates and reports um and make sure that those priorities are being completed. So that is the recommended presentation at this point. Again there's not a asking the board to take any action tonight

078um but at the next meeting. But are you open to questions? Absolutely. And this presentation will go to the board as well. Okay. Because in the folder so yeah it's not in the folder. Okay. Megan, did you have a question? Okay. Can you tell Sorry. No, no, you go. I was just gonna say, um, were there I see that there was four areas that were recommended. Were the other areas considered. How did you land on those four? So, that is a great question. Um, and this was a lot of discussion around the one campus, one community. Um, at one point, there's so many drafts on this. um one draft um and Melissa really helped with a visual queueing to help us think about a visual that made sense. There was a there was different iterations

079at one point the one campus one community was kind of this overarching almost overwhelming visual that you know this is like so huge for the next three years. Um, but when we discussed it at the leadership team level, it really made sense to pull that back a little bit. And yes, it's a critical part of what we're doing, but there's so many threads that go through other areas that it can't just be this one big overwhelming bricks and mortar thing that we're talking about all the time that it has to be other components. Um so I have to say um the profile of a gly learner made sense because we've had a stakeholder group um and we thought it made sense that we are always looking futuristically and that was a futuristic tool what we're

080doing now and what we could be doing to prepare kids for whatever that is in the future. We can't just rely on content. There also needs to be the skill-based um component for um helping our students. So there's a strong feeling that that needed to be in there, but it needed to replace the 21st century. We felt we're too far into the 21st century now to keep talking about 21st century. Um that this made sense. There's been a group that has worked on this for two years. Um and we felt it was really important stakeholder group. So I have to say um the safety and belonging um can't remember if that was even in the first iteration, but then we look back at the the emotional safety pieces, the physical safety pieces and there's so

081much that's been done in the last seven years uh in this district um that we felt there's so much more work to be done and we had to we had to make sure that was part of it. It does replace the well the wellness uh component. We thought this was a better um definition of what safety and belonging should be. And again, we haven't pre-populated these these areas except for the one campus, one community which does have a plan um and that though there's still openings for how we can look at that. Um the other three are not um well profile of greatly learn the grow profile is um pre-populated but the the other ones are not and um we're trying to keep even those two profile and one campus um open-ended enough to be

082able to you know move things in there. Thank you. That was helpful. Um, I'll have other questions, I'm sure. Do you have a remote for this? Oh, for the AC. Feel like it's I don't know. All right. Well, if you just getting Yeah, I think it's great. Are you Are you cold to point at the end? Okay. Um, while we're looking at that, go ahead, Kim. Yeah. So, I am still, even though you just said it, I am still um a little confused about the difference between um profile of a learner and college and career. Why are those two separate things? How how do you delineate between those two? And then I have a question after that. There is some crossover. Um so, the college and career have um typically been the SIPs, the site

083improvement plans that each year the principles come and talk about their site improvement plans. the directors then come and talk about those as well. So those are annual priorities that are aligned to the strategic plan, but they're also very sight based and very specific. So what Mabel Wilson's working on is aligned to the district priorities, but they have their own separate priorities that they have to work on for their grade level. the profile of a gly learner and that's a large largely some of its skill-based some of its academics some of its emotional safety whatever it is that is important to that school or site that year the profile of a girly learner is really skill skills that thread through the district. So in other words, um there are specific things in the profile that

084are um at each school in each level that are examples of the kinds of skills we think students should have when they leave. And that was a two-year process. For example, effective communicator. Yes, you're going to see crossover with college and career, but this is spec very specific to just skills, portable skills that can be taken by a student. So Lincoln just graduated. We're hoping that Lincoln can be an effective communicator based on the inventory of things that are in the profile plus things that we can continue developing because it's a as Mari said it is an adaptable profile. It's not one that should be static at all. You know, as we get more information, what do kids need for their their future? That's going to be adjusted. So, that is not a oneanddone for

085sure. Okay. The college and career isn't either, but it's more, for example, the literacy work, the C CKLA um program that's being implemented at the elementary level everyday math. What more needs to be done with um literacy with the math alignment that we've been doing work that Mari's been doing that falls under the college and career and a lot of that is content based. So the profile of a gly learner is really skill-based. Those portable skills we want graduates to be able to leave with starting when they're in kindergarten and working their way through. I don't know if that it kind of fuzzily answers your Well, no. I mean, you you answered my question. I just don't necessarily agree. And I'm I'm wondering if possibly if if there is room for a different fourth block

086if those two could be somehow merged. Yeah. Merged. And um so it kind of leads into my second question and part of it is a process issue but from a budgetary perspective. So finance chair hat um we will often say you know this is something we are requesting in line with the strategic plan. Right. Right. And then stakeholders, voters will often come back and say, you know, this is a want, not a need. And we're tr trying to explain the difference, right? That that this is what our district has uh identified as part of our strategic plan. So, I don't even know what my question specifically is, but I guess I am hoping that because the budget is a concern in our community that somehow there's room for that piece of it that we're recognizing

087that just because we put something in the strategic plan doesn't necessarily mean that the community will approve whatever cost it has. I I 100% agree with what you're saying because obviously these are things that we continue working on and sometimes they um because this plan was so long this is not a good example but the first plan which was three years back in 2015 18 um there I would say 95% of the things in that plan were funded by the strategic plan through the budget process and there was an alignment because it was a three-year plan. The next plan that we are in currently has been at least seven years. And so the the further away we get from the community's development of that plan and and feeling like there's they have stake in that

088plan um it's harder for us to justify the budget pieces even though it gets updated annually. Um that we've gotten away from that development part. So this is an opportunity to recalibrate some of that so that when we're saying the the community has said this should be part of the strategic plan then we know that it aligns with the budget. Now it may not always be able to be funded depending on the conditions of the budget. I agree with that. Um and that's always a caveat that the board has and that's why there's a budget process and an approval process every year that that we go through. Um, but I would think um that something that goes in the plan, especially if it's a three-year plan and not become a seven-year plan, that the school

089community is is committed to doing that through the budget process. Um, that's what I would hope for. Okay. Um, of course, that's an annual budget process, right? But I if so in other words, we can't build a strategic plan up so much that it does not take into account budgetary considerations. Okay. So, but the plan could also part of that could be changes in programming that could potentially save money and we need the community to be on board with those changes too. Yes, absolutely. So, absolutely that would have to be part of the conversation. Absolutely. So will we be strategic about reaching out to the folks that maybe need to be involved in this? Um okay. So we so the the starting with that stakeholder survey I envisioned that and we've done this in the

090past. It's not just our parents, families, students, staff. That should be anyone that wants to participate and get the word out. We've done that in the past, right? Um, if people want to participate, they can participate and they don't have to be part of the immediate school community. Okay. Okay. That's the other thing I wanted to mention that Kim, you just remind me of, um, the board does not have to have four puzzle pieces or buckets or you can have three. You can have it's it's this is a recommendation from the leadership team that went through the curriculum committee, but it does not have to be four. There's no magic with four. Just not too many. Maybe not too many. That that would be something I'd recommend is you don't have 10 or six. All

091right. So, this kind of leads from Kim's question, and it might sound silly, but I'm sleep deprived, so have some grace. Um, so ordinarily, if I look at these four things and where it came from, I actually think we might be out of order. Like I kind of feel like this stakeholder survey and that analysis should drive what four buckets we go with. So, I think that like in reality, I bet you every stakeholder group would agree that like college readiness and safety and belonging should be up there, but I bet you our community generally would think that a analysis of our budgeting process, not just the money we spend or anything like that, but like the cycle of budget, how people are included in those decisions, how early we start it, like to to

092Lean's point, like maybe big programmatic decisions that are going to impact it. I actually think right now, while not always, probably needs to be its own piece of an evaluation of how we're doing budgeting and because it really calls out as a priority for a really important stakeholder, which is our community and taxpayers. Um, this to me feels very much like the strategic priorities for specifically school personnel. And I bet you if you asked board members, students, parents, we'd get different answers. And I'd be curious to see what their four puzzle pieces were before we decided on those four puzzle pieces. So I think my big question is from a process standpoint, like how much can we reshape this through at that point like when we ask the stakeholders, can we kind of change our

093puzzles a little bit? And also I'm thinking about our board goals generally and how they align and should our board goals be driving this or is this driving our board goals? So just from a process standpoint that way. Well and some of that financial piece in from my perspective would definitely be board goals. Yeah. But that should help shape kind of how we go into this. Yeah. Because we could do it as a board goal from a finance perspective too. If they if there the school community knows that like it's part of the strategic priorities to redo or rethink about how we are doing some of our spending or prioritization of funds or how again like how staff is included in the budgeting process earlier. Maybe that's part of it too. like I think I

094I think it's a worthwhile part to have as a strategic priority um moving forward as like just a financials and that was something that we toss this around a lot around these you know are we coming to the table with prepopulated I think everyone agrees the one campus one community is like that is a given like there's no way that's such a huge part of the next three years so there was really there was no discussion about that at least on the leadership team. The other the college and career a lot of that was around um building based site plans. However, those are built on um the current or seven years ago strategic priorities that have been used like MTSS and RTI and how much are we um building up those systems for interventions in

095our district. So there are there are a lot of you know that's why I think even though we're coming with these priorities in kind of feels like pre-populated there's a lot of um opportunities for people to weigh in and say what exactly are in these priorities. These are just the headings of them. But having said that the board also can say we like the process or you can I'm just making this up. We like the process. We're not sure about this part and we this needs more work. So the board has the opportunity to do that. This is a recommendation. Yeah, I appreciate a starting point. It's easier than starting from nothing, right? So appreciate that. Um, so also with that understanding that, you know, we might be getting ahead of ourselves, but one thing

096that stands out for me from the pre uh previous strategic plan is the staff support piece and where we would see that if these are the puzzle pieces where that's been part of the conversation. Um, we had that conversation as well and we know that it probably is in the one campus, one community. There's going to be a lot of because it's not just the bricks and mortar, although it's a big piece of it, but it's a lot of the work around transitioning our staff over the next two years to the grade spans and there's so many components in that one campus, one community plan that we also need to make bring the board more into that. A lot of that's internal planning. Uh but so much of it is um helping our staff make

097that that transition um in all the pieces that are part of it because that's huge. That's a huge lift. Um the other one um that we um were talking about with the staff one is the safety and and belonging. That's not just students and that kind of mirrors what we did with wellness for a long time. It's not just uh students, it's also our staff as well. So, one of the things that I often think about when trying to, you know, decide, you know, what to recommend for these things or like some of the things that have come up that we would like to do in the future and like where it would fit. And today we talked about the there's legislation uh in right now. I'm not sure if it'll go through or not

098to for an 8:30 a.m. start time for high school. Um, and you know, we don't have to wait for that to pass or not. We could make that our own priority. We know that we did have to move it earlier and we were not happy with it. And I always see the the moving to we're going to need new schedules when we have four buildings. And so, like, is an 8:30 start time a priority for us? And where would it I would want it to align with the direction that we're going for strategic priorities and where does that fit? I mean I guess it kind of fits in the the one campus. Yeah. Did you want to add something Christina? Sure. Um so there is a trend going that way. There's a push for it.

099It is in May because we can't mandate. So it's in May and I believe it's a pilot program with some funding to pilot is what it looked like. Yeah. if if it well got the funding through the committee, but if it gets the funding ultimately, but um yeah, so I would recommend watching the pilot program and the schools and see how it goes. It's a lot of back and forth um and all the things we've talked about before that, you know, the amount of daylight and the buses and the danger and the hazards, but the the rhythms, you know, it's so complicated, but I would definitely continue conversations about it and keep your eyes open to what works and what won't work. Yeah. And I think part of the one campus one community transitions, it's

100going to be a lot of those kind of conversations about um pieces like that. Uh it's interesting because in 201518 that plan um there was the the community identified this as a priority because the high school the secondary high school and middle school started at 7:30 at that time and um and so there was a committee um I headed that committee for I don't know most of a year and that was a stakeholder group 20 people um we made a recommendation at the board at the end of that year um to go to 8:00 um for a secondary and adjust all of our schedules. Um so that happened and then um we went back to 7:50 when the other way because of the enrollment growth in our district in all of our bus routes. We

101could not keep up with with the um 8:00 start time. And so we had to roll it back to 750. It almost killed May um to do that because it was such a a big lift for us to get to that 8:00 part. Um and to have to go backwards was just terrible and nobody wanted to do it. Um, I know Katie really loves the 7:50 start time. However, I'm sure um, our friends over behind the tech desk love 750, but um, we have a lot of tardy. We have a lot of kids that are tardy to school still. And I think, you know, it's it's a difficult it's difficult for sure. If I could add one more thing I should have added before, and again, this probably isn't new to you, Jeff, since you've

102been around this before. The conversation seemed to gain steam as far as the feasibility of it when districts communicated or coordinated with surrounding districts who they're playing sports with where possible can't be totally but um I believe it was Scarboro it was very successful scar bro coordinating with South Portland but by linking up the times um because many in the community's parents whatever you know may have had similar time schedules and you know work areas and so at anyway keep in mind we did do that back in 2015 18 plan when we had this committee I think it was 2016 is when the the committee met um we worked with um the athletic department we made sure that our athletic schedules we weren't out of sync with a change from 7:30 to 8 because it

103obviously this end school day ended um you know a half an hour later than it than it has been. So I think we were ending before 2:00 or just around 2:00 before this um before this plan. So So you had conversations with other schools that you were That was huge. That was actually um David Chap was on the committee and we had um a huge conversation about athletics and how this would impact athletics and so um and just making sure we're connected with MPA and all of the communities that we compete with. and se several schools at that time were also going to 8:00. So, it made it a little bit easier for us. There was a big push back then. Yeah. Maybe a back to the future moment. I know it feels like it's

104going back to the future. It's a priority again. Um, interesting. Any other questions or comments? I just had one. And I know we weren't talking about specific categories, but is this something that's always come up in my head and it's something I feel like maybe we've I don't know, my personal opinion um have missed is um I know we have career and and college ready, but I feel like there's some financial literacy stuff, some just basic life skills that not every student has the same home life. So, they have different skills going into the world and I think we could back those skills up. So, I don't know how many people I talk to about 401k and they just glaze over. I have no idea what I'm talking about or just financial planning or taxes

105or anything like that. So, and know we don't have like home is not a thing anymore. Shop is or you know, so it's behind us. Yeah. Yeah. I think that the the profile of a of a learner um because we've we've also talked about this quite a bit is you know are we the adulting part of life and having I have a child that's in that beginning adulting adultting phase um of life on their own and everything like that um profile of a learner is meant to be adjusted to accommodate those things and I think that is an area where there could be a lot of work we a lot of the profile of a learner is inventorying what we're currently doing, but it doesn't mean that's that's it. It can be more than an

106inventory. It's supposed to be what do we want? What's aspirational for students? So, and I agree. Um there needs to be a lot more attention. I I often wonder, you know, we have some deacto home going on in our district. Like James Treadwell is an art teacher at the middle school. I don't think he'd mind me saying that he has kids sewing as part of his art class. Yeah. art classes um at the middle level because he recognized like five years ago kids couldn't sew. So now he has a sewing component built into art um which I think is incredible and it's terrific. Um and we need to I think there's certain skills we've got to get back to um like that. Financial literacy is a big one um that but I do see that

107as in my opinion it could be under the profile of a learner. There is actually a bill that's still alive um suggesting there be a finance course class for graduation graduate for all students. Yeah. Because we offer one class at our high school, but it's a it's an elective. Yeah. And everybody wants in it. And everybody wants in it. It's probably Yeah. It's very popular. That's great. Okay. So the next steps are we're going to bring this back for the next meeting for approval to really start a process. I guess my other I have other process questions of course like is this um like a board committee? What's board involvement um going into next year in this planning year process? Yeah. So is that a slide? Sorry if I Well, I don't know if it

108was it was stated as succinctly as it could have been, but um with the planning um let me just get to this part right here. So, the community involvement does not have a commit. We don't we weren't envisioning a strategic planning committee. There have been in the past strategic planning committees. Um and that was a stakeholder group that managed all of this. Um because a lot of the one campus work is going on, we're worried about overbuilding this as well. But that is something that the board can decide they want to do. Yeah, I think it would make sense one to stop the flashing and two stop without getting out of the presation to at least have like a board member assigned as like a liaison. Yep. you know, just thinking everything from the development

109of the survey to, you know, helping analyze I I can already see we may have some volunteers, data, surveys, um, analysis, visualizations, um, that we'd want at least a board member or two who are committed to supporting um, that process. And we've had, I mean, just to give people an idea, um, the last plan. The current plan we have there is a strategic planning committee of about a dozen people um and representative of different groups in the community um including one person had didn't have children but was part was a community member. So there's been different iterations of this. Um we didn't consider that as a necessary part of this partly because of the one campus project and the amount of time it's going to take. We also wondered if the curriculum committee um could

110also be like a foundation for some of this if it sits in I mean that could make foundational. Yeah. That those individuals then are more involved in it, right? Um and the other thing I also don't want to lose kind of the thread on which I know we won't because Marie's involved in all of it is like with the the equity plan. There's things in that that we would want to make sure get carried forward. Yep. Okay. Anything else? Thank you and thanks to the leadership team for putting this forward. Okay, so now we are on to our second item for action. Can I get a motion to approve the profess professional position as outlined? So moved. Thank you, Anukica. Can I have a second? Second. Thank you, Sarah. All right. So there is one

111position. It's a GHF GHS LS teacher. That's letters there. Right. This is uh the high school. This is an um functional life skills special education teacher. We have a longtime employee who is um retiring at the uh end of the school year. Um and so we uh this is to replace um her in the position. and um the applicant before you. We had um again this is a very specialized position. We have very few people who are really qualified or certified to um to have be involved in these positions. We had three candidates who were interviewing. We had five applicants um for this particular position. Again, remember this is a very specialized position. Any questions? All right. All in favor? Okay, it's unanimous. Thank you. All right. So, the next item for action is to

112adopt the MSAD51 profile of a learner, key traits, and indicators as presented on May 22nd, 2025. Can I have a motion, please? So moved. Thank you, Kim. Can I have a second? Second. Thank you, Sean. So, shout out and thanks to Mari for all the time she gave us at the last board meeting, including presenting this profile. Was there any other questions or comments based on that? Of course. Go ahead, Kim. Sorry. Um, so one of the things that we discussed briefly with Mari last time around was trying to harness alumni input. And I this is just more of a suggestion. Um I don't know how it would come to be, but I would love to have somehow especially strategic plan for a profile of a learner perhaps to develop a way to um gather

113that data from alumni. Um, and I actually had someone reach out to me who had been watching the meeting two weeks ago who said, you know, what about families when it's their youngest who graduates? Um, is there a way to create some sort of, you know, maybe first of all, it'd be kind of fun to just have an event like if this is your youngest child and they're graduating, you know, we want to celebrate the fact that you you are graduating from the district kind of a thing. But at that time it could also be um an opportunity to get feedback. So I realize that um you know the the kids who are graduating in the next year or two really will not have gone through this per se, but I I would love to

114see a priority be um you know like I said reaching out more, getting more data from alumni. I'll mention it. Um, we're meeting tomorrow. We have a meeting tomorrow. So, I'll I'll mention it to her and just wrote myself a note. Um, because I do think it would be I think it would be very useful information if we can get information even if it's from families, from parents that we still have contact with, we can have contact with them. Um, and just ask even if it's during whatever is next for a student. Um, and over the next two, three, four years, can we get some? Do you mind if we contact you and ask did we prepare your child for whatever they're doing next? Um Lincoln, would you be willing if we contacted you? Yeah.

115Okay, we're gonna contact you. So, I was looking through my emails. Kim and I had my uh reunion recently. Well, in years past, and I think I have at least 80% of the class on this list on this email chain. So I think there's more people out there than we know that have those email chains that we can kind of tap into. Okay. Yeah. Yeah. I would think like contacting whoever coordinates for each class um would have those connections. But I think the issue has been that takes a a staff member who Yeah. We had somebody that used to do it. Yeah. To do that and we would have to prioritize that. So if we're asking somebody to do this, what are they not able to do? Um, right. And that's I guess in my

116mind why it aligns with the strategic new plan process to say, oh, this is now a priority for us. And so when we say we need like a quarter of somebody's time to do this because once we find out this information, we're going to be able to improve, you know, our current education because now we know how this plays out. Um, I think that's how we we tie. So where I've seen it other schools have done because this is a hard process. They use like the national student clearing house first to get a baseline and then those that they haven't to see like who's graduated, who's enrolled, who's persisted, whatever, and then who they haven't, they've reached out to. I think a survey generally for everybody makes sense. But I do think that if we

117start mass emailing everyone, there are a lot of legal text communication things or phone call communication things that we'd be susceptible to that we'd want to consider. But um I think we have the National Student Clearing House. I think that's a really good starting point and should be part of any kind of metric in terms of our college readiness standards or like success benchmarks. But yeah, I guess what I'm saying, Kim, is I agree with you, but I don't know if it for me doesn't necessarily belong in the profile. I Yes, I agree. I agree. And I just something that kind of occurred to me that as we adopt this, I want to make sure that there are ways to analyze and um you know, see see how our outcomes are. And because the idea

118is that by the time they leave Gley, is there a way to find out now that they've left Gley whether they felt um that these four circles were accomplished? And I just want to state one more time that the majority of our students who once they get a cell phone, it is that number for the rest of their lives. No one changes their phone number anymore once they have a cell phone. So we do have that data or that you know reach out information, contact information. That's true. All right, I'm done. Okay. Um for me it would really show the investment in the student and what's the outcome. Um you know how how did the investment in the IB program work out for that student in college? Were they overwhelmed? Were they did they did

119they sail through? But but seriously, was was it a an easy freshman year? Was it a really hard freshman year? Was freshman year really easy and sophomore year was horrible. Um my eldest was accepted to nursing school straight from Gley. It was um she was the only person in her class that was fully accepted for USM for the nursing program in that year. And she sailed through her freshman year. She sailed through her sophomore year. She didn't hit anything that was a struggle until she was into her junior year. And it was farm pharmacology. That was that was what the hard part was. Um you have a good sample size going in your Right. I do. I do. I have a really good sample size going and I'd love an a celebration for finishing my

120You know, it's definitely not because my youngest is graduating next year. I feel that too. Well, this is the Rose Garden preschool. Wouldn't you have a good sample size follow? I would um have a little stat for um the National Honor Society. 15% of your National Honor Society are Rose Cardon graduates each year. That's interesting. Well, that's a good stat. I'm just saying. Great. Great. Any other questions or comments? All in favor? Great. It's unanimous. And again, thank you. I know a couple years of work went into um getting this to adoption. So, really appreciate that. Okay. So, now we're going to move to approve policy GCSB, use of social media by school employees as presented. Can I get a motion? So moved. Thank you, Jesse. Can I have a second? Second. Thank you, Sarah.

121Okay, Anukica, do you want to just talk us through this again? No problem. So, we looked at this um in our last meeting when it was up for first read and a lot of this is bringing um this policy into alignment with the board policy that we looked at as well. And that is at the portion at the bottom, school administrator use of social media. Um, and related to the Supreme Court Lindy decision just to set some clear expectations and provide some sample language um that in this case, school administrators could use on their personal social media pages and personal social media posts to differentiate those from um speaking on behalf of the district. And otherwise, the updates here are, you know, relatively minor in terms of language. There's the the section A that is

122crossed out, which was actually not part of our previous policy. So, I didn't want anyone to be confused about that. That is just part of a Drman sample that doesn't really work well for us in our district. So, the committee was not suggesting that we add that. And then the other conversation that we had under C around um friending students or establishing relationships and engaging in interactions on social networking sites or digital applications being prohibited other than those established and conducted as a result of parental or familial relationships. So trying to account for um knowing that that happens in our community. Um, can you remind me were school employees involved in the process of updating this? Yes. Okay. They were. Um, so we got feedback. I'm trying to I think it was was it specifically

123on this one that we got feedback from Donna as well as Joan um was quite involved in our conversations which we certainly appreciated. Yeah. I just wanted to very important make sure. Yeah. And Carl was also also had some good input for us based on um his work on a similar policy previously. Great. Okay. Any other questions, comments? Okay. All in favor? Great. It's unanimous. Okay. Last item for action to approve policy ECAD, security camera system as presented. Can I have a motion, please? So moved. Thank you, Megan. Can I have a second? Second. Thank you, Tim. All right. Do you want to go through this one? Uh, sure. So this is a new policy uh security camera systems and speaks to uh placement of those cameras kind of the purpose uh for them viewing

124and monitoring uh viewing of recordings and storage and security. Um happy to answer any questions if any have come up since first read. Was there any conversation about the process for who gets designated as one of the reviewers? [Music] So it it's referred to in a couple places. Um mostly it's the superintendent and like design um or the superintendent building administrators and others designated by the superintendent. Yeah. I mean in our district it's school administrators and our facilities um director obviously has um especially around external cameras. Um there's a lot of that review but um generally speaking I don't think there was a lot of discussion about that. Um, we don't have a lot of people that view. Oh, SRO is the other. And like would you need I'm assuming, but I'll ask like a

125a specific login to be able to get into You have to have access to it. Yeah. And also our office personnel um can also re review this. Okay. So, you'd have to be approved to even log into it. So, there's a process to get that approved. And then there's different cameras as well. So, for example, to look at a bus um camera on a bus that we have transportation like Rachel Swinson at the transportation office, Phil Blake as the director can look at those. Our school administrators um can look at the bus cameras, SRO's can, law enforcement can in an emergency. They don't have unrestricted access. Um and then a parent can actually view a camera if their child is involved in an incident. um if they request to do that, they may view it

126with the administrator, the school administrator um in sitting there with them and viewing that and it can only be that area where their child was involved in it. Um if they're if they request that, but generally speaking, um it's it's limited. We don't have car launch people looking at our security cameras and we don't have anybody that's looking at it 247. We don't have people in this room. there's an incident, we review it. Um, and I I will tell you right now, I never look at them because I don't even have access myself. I I delegate that out. So, Christina, did you have a question? Can they be foyered? Um, they cannot they cannot be actually that's very good point. They cannot be foyered. However, and we also um and I think it was in

127the policy um we do not keep them more than right now it's 14 days says in policy you can keep them up to 30 days. We actually don't have the capability to keep them for 30 days. However, if there's an incident with a student, we can download that particular file and a school administrator can keep it for as long as that incident is open. Um but it cannot be foyed. And do you have a definition of complaint? A complaint is if there's an investigation um of any kind, for example, um a parent or a student is complaining that something happened, we would review that or a staff member, we'd review the camera um and if there's an incident that is ongoing, we can save that part of the clip of the camera. And we've done

128that with investigations that we have. So, for example, a parent calls, and this is pretty routine. um something happened on the bus, a school administrator can go or the transportation administration can go and look at that clip of the um you know of what happened in that incident. If they haven't wrapped up the investigation in 14 days, they can then save that part of the clip um until they have finished and then they delayed it. So um but generally speaking, you know, we don't save that and we do not we not um turn it over. That is protected. So, in other words, a parent can't just be coming in and requesting, I want to just review everything that happened in the hallway. Can't do it. Can't be foyed. That's all security footage. So, um, if

129a child tells the parent that they think a boy was in the girl's bathroom, there's a complaint filed. Can they view the hallway where that Betham was so it can be determined in the if it's relevant if it's relevant to the complaint. I think in that case we wouldn't be looking at security footage of that. That's something that we would already know if there was a student where they where they can be where it you know they're part of a plan on a plan or whatnot. We would not be using security footage. If someone was using the bathroom and it and it didn't make sense or was not part of a plan, then we might look at it. Really, that's not the reason we would use it. We would use it if there was an

130incident. In other words, there's a fight. There might be footage in the hallway that shows that there was a fight. We would look at that security footage and look at that's how we would use it. I understand that's how you'd use it. I'm just um expressing concern about how someone else may use their complaint and whether there's any um legal review of the definition of complaint so that you have some thing to stand on. Yeah, that might be outside the purview of you know our expertise on this policy. So we might have to you know consult with employers look at it. Yeah. And they did. I mean, obviously they looked at this policy when it was being developed. They signed off on it. Okay, cool. Yeah, Witson signed off on it. Any other questions? Um,

131is there any I know you I don't know how disjuncted the system is in sense of but like logging. So, if somebody views something, is that log in recorded somehow? What time they viewed it? How long they viewed it? How many times they've used viewed that footage. I can find the answer to that. I don't know off the top. I don't want to say yes or no. My understanding is yes, but I I'm going to qualify that by saying I don't 100% know that for sure. That's a good question. Any other questions? I I can say that for example our I think it works the same way as our student information system which is P school. So we anybody that goes into power school including myself if I go in and look at a student's

132right it's logged immediately when I went in which student I looked at which part of their um records and any staff member that um goes in you know and looks at that is logged in our system. So, I believe it's the same, but I'm going to I can double check for you. And with that, is there do they is there an associated like we had this complaint, I logged in on this date, a record in that in a sense, or is there just a play off of Christina's comment about FOYA, that information kind of is a gray area in there, that data that said someone viewed it for this reason. I suppose it could always be challenged legally and someone foy and said, I want a clip of that. I do know that a I

133do know the answer to this part. Obviously, if there's a legal challenge and something is subpoenaed or um and that we have to turn it over um if it's, you know, issued by a court, we would have to comply. Um but other than that, we would it is not something that we would turn over through a foyer. It's not considered a um a record in the sense that we have to comply with a FOYA request around it. there's a lot of records that we have to comply with. Um, that is not one that I'm aware of because it does have so much fur protection built in. And and I think the important part of this policy, and I know this makes people uncomfortable, is the fact that a parent could come in and and view

134a segment of, you know, something happened to my kid on the on the bus. They have the right through this policy to do that. Um, and there's other children that they're they're viewing on that part of the clip. parent can do that. They can view it because if those other children, they're considered background in that video and legally it's not applicable in that case for a parent to be able to view other people's children on an isolated clip if there was an incident involving their child and that is the way the law is written. Um, so I did want to kind of point that out because I know that that was a question mark that or like why would that be the case? It sounds odd but it is the way the law is written.

135How will this be communicated to the students especially say high school or middle school students who are you know capable of understanding what it means that there are security cameras in the school. Is this like, you know, Superintendent Porter's watching you? That's that's what's going to happen with the cameras or is it more of, you know, this is meant for your safety and if you see something, we want to know so that, you know, we can check the cam like the camera can help with that. So, I make sure that it's a positive thing. That's Yeah, we've had um cameras in our buildings um much longer than I've been here. And so I think over the years I don't know if students have questions about it and if they have and it's come up administrators

136have handled that and they've even an investigation said you know what we looked at the security camera footage and that actually what you told me was not true or it was true. We verified it. We're able to and we have updated our cameras. A lot of them were super old when I got here. Couldn't see anything. It was like looking down a tunnel. And so we've at least updated those over the years. We don't have a lot of cameras in certain areas. Um and the high school has more because it just happens, you know, a lot. It's used 247 the building's used um 247. Um but um and I mean I think that's a good thing around communication. So we have had them for you know two decades at least in this district. Um the

137bus cameras are new, right? They are they are only a few months that we've had those on our buses. Um we were waiting for this policy to be approved because we are going to communicate this policy out in the newsletter. Okay. So I've been waiting for it. We also have um administrative guidelines um that go with the bus cameras um that mirror this policy but go in a little more detail um as well. So those are going to be communicated. So, given the timing of the approval of this policy, we were going to wait until September and put it in the newsletter. We weren't going to bother doing it now. Um, but I just wanted to let you know we do have a plan for that. Okay. Yeah. Thank you, Jeff. Can I just ask

138you a quick question? Do you know if it's in the hand I'm looking at the handbook. Is it mentioned in the handbook that we have cameras? Uh, cameras, I believe it's I believe I'm thinking each school has their own handbook. I believe the high school it does mention it if I remember correctly. I don't think it's mentioned in the other handbooks. Might be an opportunity, but don't quote me. Yeah. Without looking at it. Yeah. Might be an opportunity especially with the new bus cameras too, just to sort of have it somewhere where parents or kids can refer to it. Yeah. Well, and now that we have this um policy as well, this will be one that we can include in our handbooks and just reference, which we do. Any other questions? Great. Thank you. All

139in favor. Okay, it's unanimous. Now, we're going to move on to the superintendent report. Um, I'm probably going to have to ask who made the motion on the cameras again. Who made I think it was Megan. Megan. Megan. And then Tim. Okay. Thank you. I missed that. I was like this way and then that way. All right, super dance report. Um, we're getting towards the end of the year, so lots of exciting and things are going on in our schools. Not that they it isn't always happening. Um, kindergarten let grow project. Um, this is about students um, you know, again, learning skills about uh, that build their confidence and independence as they get to the end of kindergarten. And so this is the Let Grow project. And probably Margaret and Lannne know a lot more

140about this than I do um at Wilson School, but I've heard this is a really cool um activity that the uh the students in kindergarten have been involved with. Um this was something that was uh forwarded to us. I thought it was kind of um indicative of how we welcome new students into the school community. Um and this was an example that we were given. And I think it's an example of many times how new students are accepted into the school. But um at Mabel Wilson School, this was completely unprompted by the teacher. Show it shows an example of um how a new student starting off at Mabel Wilson was in this community then moved here um and um got a nice welcome note from their um from their classmates. I really hope you feel

141welcome. I hope everyone's nice to you and is your friend. I hope to be your friend. No. So, uh, local history visits. Um, Carolyn Small, who is, um, works at or she's a volunteer at the Cumberland Historical Society and has been for long, long time. Um, continues to meet with um, our second graders every year. So, she's doing that right now actually. and I had a chance to pop up and see her in action with a couple of our second grade classes, actually four second grade classes this afternoon um at the historical society. Um and just um really a wealth of knowledge um that Carolyn brings to that and kind of captivating um all these artifacts that she shows about Cumberland and North Yarmouth history. And she reminds everyone that there was no Cumberland for

142until um it was created by um North Yarmouth. So North Armit came first and then Cumberland. North Yarmouth actually was five towns. Fun fact and then it's a fun fact. And then Cumberland was created later. Part of North. It was I think they call North Arth the mother town because it was five towns uh all in one. But anyway, um and then one of the fun facts, um is that um there used to be 13 one room school houses back in the day. Um and uh this is a 1700s, 1800s. Um and I think that stopped that practice stopped in 1951 when the Drown Road School, which was called Cumberland Elementary School, was built. And that consolidated all those 13 one room school houses um into one school and that's where students went to school.

143And there's one school bus that that's it. We have 25 or 26 school buses today, but there's one back then and it picked up all the kids and it took forever to get around town. But anyway, very interesting celebrating third graders. They um there was a assembly a kind of a farewell assembly last week now even though school's not quite over um for third graders um celebrating our third graders as they are start starting to think about going to the middle school for fourth grade next year. Also at 45 um congratulations to the Special Olympics um fourth and fifth graders. They received a rousing welcome back um to school after the competition uh with from their uh fellow fourth and fifth graders. Ecosystem reports. Students in fifth graders, fifth grade have been um demonstrating a

144lot of effort in their ecosystem research reports um and they've been sharing those reports with each other um in learning about ecosystems. Community Orchard. I'm going to turn that over to Jesse. All right. So last Friday we had the entire fourth grade join us at the community orchard. Uh Kathleen Flet who's a fourth grade teacher uh organized this and they did a lot of pre-teaching about pollinators um and stuff. And then yeah, so they marched down in two groups of about a hundred all the way from the school all the way uh through the town forest or down Styles way to the orchard where we talked about pollinators and what the orchard is and you know how it's going to be a benefit to the community. Uh and then everybody got a cup with the

145mixture of clover and wildflower seeds and sand and uh demonstrated the proper way to fling out in your friend's face ideally. Uh, and we spread them all out and then, uh, I had a speaker on my back and we played some dance music and frolicked around the orchard flinging flinging seeds everywhere. Uh, yeah, it was great. So, we covered all two acres uh, with wildflower seed and clover seed. And so, we're hoping that the invasive napweed there will now have to fight with wild flowers. Uh, and it was great. The students were super respectful. They asked amazing questions. They answered questions. Um yeah, and had a lot of fun and so yeah, it was great to yeah see some community community engagement and community service and it was a beautiful perfect day as well and

146they got some exercise. So yeah, we we welcome them back anytime they want to come help out and fling seeds around. I was going to say maybe for our um board retreat this summer we just all go and do some bonding around. I mean in a few years they'll actually be fruit. It's not it's not that exciting. They're like three trees with like a few flowers on it, but in a few years we can have a retreat there and just eat fresh peaches and stuff. Jesse, I can say that you had glowing reviews and they had a ball and they came home. They came to my house um having all kinds of information and like really understanding it and they were really excited that if they missed their snack, they could just go and grab

147a piece of fruit. That was one of the things they picked up. And you have some good dance moves. And they had seeds in their hair. And now at Sarah's house, seeds everywhere. Thanks. That's a crumb rubber. Well, thank you, Jesse. I knew that you could illuminate that more than I could. Um, and there's a photo of Jesse. Um, I don't know if that's the dance moves or there, but I think that's me. Good. Um, I tried to look up how you say this correctly. Um, so I'm probably gonna butcher it. Bosei botchi. Oh my god. Okay. PE class. I know I'm not Italian at all. I'm very I'm very English. Um, PE classes worked on the great sport of um Thank you. Um, and the students thought it was an older person's sport. Um,

148but in the end they it was their sport for 68. the food pantry. This week, a group of library volunteers from grades four to eight took a walking field trip to the food pantry at the town office and they delivered 49 books which have been purchased with donations from the book fair um worth over $375. Um and back in December, families also who visit the food pantry this coming December will be able to choose from the selection of titles for holiday gifts. What a great gift um to families in need. So, thank you so much. That's great, too. So many good things going on. Um the orchard project. I don't think this is your orchard project, but okay. This is the senior um senior class um project. This was a senior project basically that was

149gifted um to the community. I didn't know if Jesse was involved or not, but um this is on Oh, wait. You were involved. Okay. I'm sorry. Go ahead. I was I was I was helping I was helping make connections and I I went to the sidewalk, but I didn't do any of the work. I was just in the background. So, at the I deserve no credit for this. Okay. Um and so, um actually, I hate to put Lincoln on the spot, but Lincoln, do you want to say anything about this? Okay. All right. Just wanted to give you an opportunity. Yeah. It was the It was the class gift, right? It's the class gift. Yeah. And I mean to have extra trees grow Move over food stop. Yeah. Cool. Thank you to the class of

1502025. That's great. Yeah. Where's the orchard? Is it right out here? Right out there? Yeah. And it was a pretty um There really wasn't anything there. It's near the institute. Okay. On that side. Okay. Got it. Got it. Thank you. All right. Um senior field day. Uh senior field day was a big hit. Lincoln. No. organized. That's always a fun one. Also during um spirit week, that's always a big one, too. Senior barbecue, huh? Might as well just come up and talk about it. Might as well get on the mic. I love this. This is fun. Oh, it's great you were able to use the tables and the foster family is cooking the barbecue. I noticed you because you know if you're not at the mic, nobody at home knows what's going on. So, yeah,

151this one was good. Uh, I I would like to publicly say thank you to everybody who did that, like the parents and uh the Foster family and everybody who was out there grilling and stuff because there was a lot of food and there was a lot of drinks and stuff. Uh, and then we had like some spike ball tournaments after like just right over there and um yeah, everything was like all nice and stuff like that. So yeah, basically thanks to the parents again for that senior walk. Yeah, that was good. I remember I remember thinking about that like every single year like even from kindergarten I'm like oh man I can't wait till I go on the senior walk and yeah it finally happened and it was really cool to like you know I

152think that was honestly the most fun for everybody on campus cuz like all the kids were like like all in the hallways and stuff like that like waiting for us and even like when I was in like middle school and stuff like that and I would uh I would like wait up the side of the hallway and like it was like so exciting to see the first few seniors like come. Uh, and I didn't I was in the middle of the senior lines and I didn't like at one point I looked behind me and look front and they're like just a continuous line. So there's a lot more people I thought. So I mean only a few of the kids were getting high fives from me at that point because they're just like bored with

153it. Uh, but no, it was fun. I was really cool to see and I saw my teachers and stuff that I had like first grade and stuff. So it's fun. Yeah, I think that was that's just fun for everybody. That's a really good one to do. It really is. It's such an energizing event. I think this video hopefully will work. Oh yeah. And then their parents like on the sidewalk and stuff like who met us. So we walk through parents and then we also walk through the schools and stuff. So what a cool tradition. Yeah. It's like a walk. It's a nice reminder too with the one campus to think that you know since we'll all still be here into the future that you'll be able to continue the tradition with the new school. It

154just be longer walk, but I think the senior's going to handle it. Yeah, by the end it was getting pretty hot in those gowns. Yeah, it was a warm day for sure. But I can say I was smiling the whole time. I had a great time, you know. So that's awesome. It's it's a popular event um for everybody. It's um I know a lot of our teachers like seeing the kids. They have some of them they haven't seen for years. So um to be able to see um you all come back and and do that That's It's amazing. So, all right. Can you pick yourself out in that lineup? I was about the last kind of I might have waved at the camera. I can't remember. There's a lot of cameras that day. I do

155know my sister was uh playing Frisbee like for her uh on on during her recess and stuff. And so, we passed back and forth a few times as I was walking because I didn't get to see her in the hallway. I like missed her by like that much. So, yeah, it was pretty fun. Awesome. All right. Whoops. Let me try to get to the next one here. Um, and then obviously graduation day Sunday. Yep. Where where are you in that? Do you see your hat? I'm behind the confetti. I don't think you can see me. There's too much confetti. Also, it was super windy that day and I I didn't want to throw like my hat up and just like lose it. I mean, I only threw it up like five feet and it like

156flew like halfway across the amphitheater. So, I have to say it was one of the most conscientious classes about getting your hat back. I was asked by three students to I find their hat for them uh because they wanted to have their hat after they left. So, very conscientious class. When I walked back through after graduation, there's only like five hats that were missing. So, yeah. Yeah, I know. It's usually a whole thing of of hats. So, well, they probably spent the whole time trying to keep them on with the wind so that they would windy. I was sitting there like like this whole graduation. I was like trying to keep my like all this like all myself is like flopping about in the wind. Well, the next one is not yours, Lincoln. If you

157want to discuss it, can can you vote? Are you able to vote in this? Are you 18? Yeah, I'm 18. Oh, next week school budget. Yeah. Um, so just a reminder obviously that this coming Tuesday is the BA budget validation vote. Um, and we do have um, we always, you know, we have a budget page on our website. This is more for everyone else. Um, and um, we have a a budget summary uh, on there if you would like just the quick um, synopsis of the budget, but um, polling stations on Tuesday. So, I do um required by federal law, we do have to I have to provide this annual update on ESSA to round out my report. I know it's not quite as exciting as all the senior stuff. Um but we do have

158to uh publicly present this. So, I'm doing that tonight. Do it every June. Um next year we are expecting um a little bit more federal funds, believe it or not. Overall, it's the first time in um quite a while that we've seen an increase. I don't know if it's the publicity or what. Why are we getting an increase, but getting about $5,000 more? So, um, and this is again just ESSA. Um, so this is the elementary and secretary money. It is not local entitlement. So, it's not the entirety of our federal funds. Um, this is just title one, title two, and title four um funds. So, we're getting a little bit more next year. We're uh getting about 110,000. that the header of this table is the first column with years. Should that be 2223?

159Yes, it should be. Okay. I'm sorry. That that should be 2223. Okay. Yes, it goes in order. So, we just have four years. I'm sorry about that. No, that's okay. Um but just to let you know, um that is the expected amount we're getting. So, we get about 500,000 in local entitlement, which is special education funding. Um, and I we actually got a preliminary figure the other day. I did not include it in this table because this is an ESSA report. Uh, but I'll give that to the board in your next memo. Um, the plan for the ESSA use of funds, we've been um using the money the same way every year is to employ um about 50% of two literacy interventionists um at the Wilson School. Um we have a literacy interventionist at K1

160and one we have a separate one at 23. Um, so this will be covering the salaries and um of uh and benefits of those two employees about half of their salaries and benefits. And that's how we've been using the money for a long time. The state's uh ESSA plan includes annual performance indicators. Um schools not meeting one or more indicators are placed on a support plan. I have to say probably 90% of the schools in Maine right now are on a support plan. Um and that's these are federal um this is a state plan that was approved by the federal government years ago um for ESSA. Um so we are now in tier one status. Um schools on plans are expected to show progress in the identified year. Uh GMS68 was identified based on um

161having a high rate of chronic absenteeism. If you have absent uh chronic absenteeism over 10% in any given year, that is a immediate qualifier to be on a tier one action plan um per the ESSA plan for the state. Um another qualifier could be participant participation rate on the state assessment if it if it falls below 95%. Um and so we were just below 95% in 2022 23. So we're still working on the implications of of not meeting that threshold that particular year. Um and also economically disadvantaged student subgroup for us is a very small group. Um but that u that group did not meet the the academic um growth goals for mathematics. Um and we so for those three reasons um 68 is on a tier one status. that means that we get some

162state assistance. Um but it really just means that we are um working on these three areas. That's one of the reasons chronic absenteeism is a district um has been a district priority for a couple of years partly because um all of our schools chronic absenteeism since the pandemic has in increased as it has throughout the state of Maine. Uh GMS45 is also on tier one status. Um and they were um again identified because of chronic absenteeism over 10%. Um again the participation rate in 22 23 was slightly below 95% and we have um a subgroup of students with disabilities were not meeting achievement and growth goals in reading. Uh at MIW, this is new for next year. Um, MIW was also identified u for three consecutive years of white students not meeting reading growth goals.

163And the way that the state plan is written is that um each year once you meet your target that target increases. So for example, if the target is 85% and you meet the 85%, your school then has to reach 87% the next year and then it has to reach 89% and keep going um until it reaches 100%. So if you don't have 100% of your students reaching the growth targets, then you're automatically on a growth plan. So um which sounds a little silly and backwards, but that's the way the plan was written. And just noting that we do have a new um literacy program for um prek to five. So again, I will say that um more and more main schools are on action plans as a result of the state plan that was approved

164by the federal government. Um I don't know the percentage, but I know that it's getting towards 90 something percent of all main schools now on action plans because of any one of these areas that you don't show growth in or you you're not meeting in. Um, I'm not trying to um suppress concern, but I am saying that I'm not concerned because there's so many districts and schools um that are now on action plans for not meeting a some sort of criteria of of some kind through ESSA. Um, and then we have an ESSA report card and anybody can look at that. It's on our web page under the district tab. Um, and again, this is a federally reported uh required report um that we must post and I must present it every single year. And

165so I'm doing that right now. So that's the superintendent report. Any if you want to take I'll take questions if you have any. That's not what our homepage looks like anymore, is it? Uh it was condensed. I just had a quick question on the ESSA report. So there was the one indicator that was identified as 22 23 um prior the two prior to this slide. Yes. The chronic absenteeism and the um in this case students with disability subgroup not meeting achievement did that that also goes back to 22 23 and has been no that's multiple years. So that's we just haven't that continues every year. That's those are annual. Okay. Yeah. Yep. And I have a question. How do they determine the um economic status? We don't have any free lunch program anymore. So that

166is based on parents who do report. Um so you know they still we still try to get parents that might qualify to please fill out the paperwork. Um and so it is based on on that. Okay. Yeah. So, we know that our um economic disadvantage number is probably in this anywhere from 5 to 8% every year. Um right now it's like I couldn't give you a number, but it's far less than that because um there's no real requirement to fill out the paper. There's no benefit to fill out the paper. Correct. We encourage parents to fill it out and so it's based on that and and so it's not a super indicator. Maybe we could loop a reason to fill it in. Yeah. I mean, we've um we do have we do thankfully have parents

167that fill it out still and know that they don't there's no benefit to doing it, right? Um but they still fill it out, but quite honestly, there's a lot of parents that aren't going to fill it out because we now provide pre free meals. Christina, I'll just add in that that's chronic everywhere that schools are not parents, those forms, they're just not filling it out anymore and there's no real incentive anymore. And so hence there's a lot of conversation about changing how that to your point Sarah is calculated statewide. And just to note the ESA report credit is under curriculum now. Yeah. I'm sorry that should have been updated just in case any trying to find it. I will make a note of that. Yeah, that would not be trying to report where to find

168it and we didn't report it correctly. That was from an old year. Just says how many changes you guys have been making to the website. I I just wanted to add one last thing. I just wanted to thank the band for coming out to the Memorial Day parade. I think they did a great job and as a veteran, I appreciate that that's part of something they do and it was great. That's great. Yeah. I was bummed the middle school band wasn't able to march this year as a high school. Okay, committee reports. All right, Katie. Hello everyone. Um I don't want to make this thing mad at me. All right. Well, I mean Lincoln pretty much covered it, but um lots of grad stuff. Saying goodbye to all the seniors. Very sad senior walk. didn't

169shed a tear, but I thought about it. Um, a lot of my friends did, but that was very sentimental. And Mr. Porter gave a great speech at graduation. Um, lots of also great report on that. Everybody everyone loved your speech. Um, and I think I mean finals are in full swing. It's about to happen. Um, everyone's gearing up, preparing for battle, and studying every single day. I think that everyone is like the the is studying every single day. I for sure am studying every single day. The stress is real. Um but that's the good part about this time of year. It's when we cram all the stuff. It's good for us. But um yeah, I think Oh, we had step-up day yesterday. That was so much fun. Um it was super strange to have like

170year 12 on my schedule. I was like, "Oh, who's this? This is so weird. Year 12. Oh, wait." And so then I had to walk around acting like a senior all day, which is just not not even I'm not even close. Um I'm 14 in my head. So um but that was super fun. And all the incoming freshmen, they did a great job. They asked for help really easily, which I think when I was a freshman, I was petrified to ask anyone older than me for anything. And so they did a really great job advocating for themselves. And I think that the senior mentors also did a good job leading kids around and helping and just doing the whole thing. Uh, everyone sat, the senior mentors sat with their kids at lunch, too. So, that

171was great. And yeah, almost the end of the year. We're almost there. Yeah, I got a report that the uh upcoming ninth graders look smaller than other classes. Everyone always says that we're the exact same. There's a lot of growing that goes on this this summer, right, before high school. Great. Thank you. All right, finance Kim. Not a whole lot to report other than um as we said last time, please go out and vote. Um if you need any more information before you make your vote, we or before you make your decision, we are very eager to make sure that you have the information that you need. We want you we want your vote to be informed. Um we want you to feel confident when you go into that ballot booth that you know exactly

172what you're voting for. So, uh, please reach out with any questions. Uh, and, uh, just just kind of as a, um, followup to what we discussed with the school board members involvement on social media, um, there are times when one of us is able to identify um, a misconception or something that someone is posting that maybe is not accurate or out of context. So, we try to to do that when we're able to within the bounds that we're allowed, but we're not always able to get that. So, I just um just want to remind everybody to please not rely on Facebook when you are thinking about how to vote. uh this week. Uh in addition to that, we are um woefully behind on our quarterly reports um in part or I believe primarily due to

173the accounting program and getting all that. That does not mean that um there are not accurate numbers. It just means we have not formally sat down and received the financial quarterly reports um to officially say that we have looked at them. So, um that is something that u none of us love and we are going to remedy that as soon as possible and hopefully next year that will no longer be an issue. Great. Thank you. And also thank you for all the work that you do helping to explain to people who do have questions about the budget um to be ready for their vote. So really appreciate it. All right. Policy Anukica. So we have two policies on for first read this evening. The first one is a um potential deletion uh which was identified

174actually back in 2020 when uh Annne Chapman who was then with Drummond Woodsome um had done I think was not on the board at that time but had reviewed a number of our policies and made recommendations and this was one that had been identified for deletion because it could be accounted for and is um now accounted for elsewhere in our um procedures And so the nurses are aware of this as well and supportive of the deletion. That's I'm like I only see one in the packet. It's because it's for deletion. Oh, right. Yes. Because it's for deletion. Although I think if you go on to the agenda, there is a link to it. So if you wanted to see in its current forms. Yeah. Is anyone able to see that? I was. Oh, okay. It's

175not in the blueot version, which is the only version that I typically look at. So, but it is in the folder. It's Yes. And both are linked in the blue note version. Um, thank you. Yeah. You're welcome. have another opportunity to bring that back for second read before we make a final decision. Um, the other policy that we have for first read this evening is JLIB, student dismissal precautions. And somewhat sorry that Sophia is not here because I think this is a prime example of how important it is for us to have student voice um on our committees, certainly in terms of talking through the practicalities of how our policies um work actually on the ground. And so Sophia was certainly helpful in those conversations as was um Carl as well from the high school

176perspective. So this is a policy that we were looking at because it had not been updated since 2000 when it was originally created and adopted. And we actually spent quite a bit of time um going through it trying to provide sufficient guidance while also um yeah understanding the realities of things like junior privileges and how things accounting for the differences between buildings and ages and um making sure that we were keeping it appropriately broad as we try to do with our policies as well while also providing guidance. Great. Any questions? Thank you. All right. Next up, building facilities. Tim. Okay. So, I haven't seen it in the last two weeks or so, but the uh I hear that there has been a lot of construction. So, um our site plan is well underway. Um but

177I haven't heard many too many complaints. So, I think like I know that our our administrators are actively uh responding to neighbors and dealing with situations on the ground all the time. So, I want to thank um our design team and our building administrators for moving that project forward. Um June 12th is a big date. So, June 12th, mark your calendar, circle whatever you need to. Um so, that's when our bid opening for the new school will occur. Um the biders asked for a little bit more time in pricing, so we pushed that to the 12th. And then um we have the groundbreaking ceremony. So thanks to Megan and the communications committee for setting this all up. Um so the groundbreaking ceremony is next Thursday, so the 12th at 6 p.m. Um we'll have plenty

178of parking available in the variety of the high school parking lots or the parking lots around. Um, it's going to be kid-friendly. There'll be light refreshments. Um, and it's going to happen if there's rain or shine, but since it's in the middle of the week, it's going to be beautiful. So, um, so yeah. Anything else you would add there, Megan? We're going to have a tent. So, yes. Bring on all the rain you want. No. And shovels. And there'll be shovels. You get the tent and then it doesn't rain. That's There will be adorable shovels with which to eat your cake. Yep. and adorable children and cute little hard hats. Yeah. And speeches. Yeah. Yeah. It's gonna be fun. And there'll be Oscar music so the speeches can't go too long. So play off. Well,

179we'll definitely play you off. Um but we're we're excited about it. It's going to be a big party next week. And so I hopefully everyone can come and enjoy the festivities. Will there be dancing? Uh Jessee is gonna dance. I'll be there and teach us how to do that. Um, and then we have to mark a time for like the facilities work um, and the facilities portion of the the team to do kind of a walk through. So, I'm hoping we get that done in the next couple of weeks if we can schedule time. I know we were working on that. So, we'll just try to tie that down. I we were waiting for you to I'm back come back from your I'm kind of backhood. I appreciate it. Yeah. So, anytime we we can

180figure that out, but great. I think that's it. Curriculum, Christina. Uh, nothing new to report. Last meeting was May 19th and I reported out May 22nd, though I would add I'm hearing a lot of curriculum curriculum being mentioned. So, apparently, um, good luck to the future curriculum committee. Great. Thanks, Equity. Kim, so we had our last meeting last week. Said goodbye to Jordan. Um, as we reviewed and thought about the end of the year, um, we realized that this year was definitely a learning curve year because we were coming off of the plan being established and this year trying to understand how to work the plan and and what the role of the committee really is now that the plan is in place. And so I uh would like to at some point do a

181presentation very similar to what Jeff does with the strategic priorities to to look at the the plan and be able to show you all kind of where we're at. Things that we um have realized over the course of the year probably are not meant to be in the plan. um just just sometimes you have to kind of live with it for a year and then and learn um what does and what doesn't necessarily work or belong in the plan. Um, so I feel like we while we don't have a whole lot to show for this year, uh, we did definitely learn a lot and we will apply that to next year uh, to really help us grasp how we can evaluate the plan and the benchmarks. Um, Anukica, is there anything? There she is. Is

182there anything you want to add to that? Okay. Okay. Thank you. Ad hoc committees, anything to report? Okay. Nothing. Oh, I'll just say for foundation 51, put in a plug for the last day suare. They're going to have ice cream at the North Yarmouth Community Center from 1 to 3. Um, and this is something that's happened at least the last year, maybe the last couple years. So, last day of school, ice cream at the North Yarmouth Community Center. after school courtesy of Foundation 51. Great. And the and the last day of school is the 17th. June 17th. June 17th. All right. It's a early early release. Early early. Yes. 11:30 secondary 12:30 elementary. Great. It's just a swing by school and Okay. Um, anything else at Hawk? What? Oh, no. I was just processing both

183time. The time. Yeah. Yeah. Uhhuh. Early early release early. What does that mean? Um, all right. Communications. We're already planning for the next board year. Everyone should have received a survey. I'm assuming Melissa snuck it in here because she hasn't got everyone to respond to it yet. So, if you have not filled out the board retreat survey, yes, you're gone that week. Don't get the email or something. Okay. Like like occasionally I get the packet, sometimes I don't. Good to know. It's Sophia said it was kind of the same thing with her. I think it's something to do with our MS851 emails and how they are like super blocked off to anybody. But it is an MS851 emailing us. So, I'm not sure. I think it's there's a group that doesn't include the students because

184there's some communication from the board that you don't get and I'm just assuming that it that gets used for things that you should receive. Okay. Um, but can you access the Did you get the packet today? Uh, yeah. It's just computer dead, but I will fill it out. Okay. So, yeah, if everyone could fill that out. I I do recognize all the dates were offered on the same week, and it would be good to know if if somebody is not available that week at all. Um, it looks like we'll have to look at another week. Um, but just if you want to check that out and fill that out. Um and then we'll be welcoming at least one new board member after next week's election. Um tomorrow is our interview. Oh, and for the student,

185right? The student student as well. So two new board members. Um so we'll have to make sure that we get um theirs filled in too. So good good luck with those interviews. Choose wisely. I'm sure it's a great batch. Um, but that's all I had other than yeah, just hope to see everybody um there next Thursday for the groundbreaking. Very exciting. Which since it's titled communications, um Jeff, I noticed that the um the MS851 Facebook page often posts a lot of the things that you put in your report. And um there was hardly anything from the like normally I sit there and I go, "Oh yeah, I saw that. Yeah, I saw that on Facebook." Yes. And um I'm sure it's just so busy, but has there ever been discussion about putting your report on

186like having the Facebook page put out your report because I think it would be wonderful for the community to see. I So, for example, I noticed that Mabel Wilson put the the little thing about the kids making the welcome card for their friends, but that's nowhere else. Um so, I don't know. I just I would love for the community to see more of that. Yeah, I'll talk to Melissa about it. Yeah, I think that's a great idea. Cool. Thank you. Great. Thank you. Awesome. All right. Well, now I just need one more motion. Come on, new dad. Or do you want to stay? You should executive session. No. Not this week. All right. I move to adjourn. All right. Plenty of coming. Second. All right. I think I I got Anukica. All in favor? Great.

187Nobody's going to post that. Unanimous. Thanks everyone.