School Board Workshop & Business Meeting - 04/30/2026

001the 30th, 2026. Um, can everyone please join me for the Pledge of Allegiance? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, thank you so much. Ray, can you call the attendance, please? >> Yes. Ms. Jacobs is absent. >> Mr. Callahan? >> Here. >> Ms. Lindstrom? >> Here. >> Ms. Mauer? >> Here. >> Mr. Rockenstein? >> Here. >> Uh Ms. Turpinian? >> Here. >> Ms. Pennyhuff? >> Here. >> Ms. Resnick? >> Here. >> Ms. Clore? >> Here. >> Thank you. Agenda item 1.0 is approval of the meeting minutes for April 1st, 2026 executive session and for April 2nd, 2026 business meeting. Um if there are no objections, we will approve

002them as presented. All right. Agenda item 2.0 are adjustments to the agenda. I do have two adjustments this evening. One is um the mix and mingle that is 8.1. It's under new business. Um I would like to move that up to 4.0. So, it'll be the new 4.0. And then the second is to create a new um business item uh a new discussion and vote about adding a special meeting for the budget this um budget changes that's second reading of the budget. Um so uh that can be our new um we'll make that our new 8.1. All right, do I have a motion? >> So moved. >> Second. >> Any discussion? All in favor? All right, thank you so much. Okay, um agenda item 3.0 is recognition. 3.1 is the middle school cast of Annie

003Jr. Did you want to take this up? >> Yeah, so we're really excited this evening uh to have so many members from the Annie Jr. cast. Uh if you were fortunate enough to uh uh go and see them when they presented. They were fantastic and we are so excited for them to come here tonight and do a couple of numbers for the benefit of the board and the larger community. And so with that, I will pass it off to you. >> Hey, hello everybody. My name is Matt Bird. I'm the chorus teacher at the middle school as well as the music director. So, this fantastic cast of students are about to perform for you today. We're going to start with a duet performed by Charlotte Hollingsworth and Nathaniel Bliss. They play Annie and Oliver Warbucks

004in the scene. If you don't know the show, Oliver Warbucks has just decided that he wants to adopt Annie. So, they're singing this happy joyous number about that. So, I will invite them up to the stage to perform. Here are Charlotte and Nathaniel. >> Face this way. >> They're going to face this way. >> Yes. >> The mic will pick you up, so you can go on. All right. >> Um the day before uh I thought I knew you then. They never kissed ever. No, he's not your dad. I don't need anything but you. And the only yesterday was plain awful. If you can say that again. Yesterday was plain awful. But that's not done. The war is over now. You wish you were >> Fantastic and as you know if you've ever seen musical

005Annie, eventually Annie is adopted by Oliver Warbucks. It's a grand finale, big old happy ending and here to celebrate that is our final number from the show, the reprise of tomorrow with the whole massive game. >> Bottom dollar [singing] that's tomorrow. There'll be sun. Just think of tomorrow. Bet your bottom dollar that tomorrow there'll be sun. Something to live for that's gray and lonely. I just stick out my chin Just think of tomorrow. So you gotta hang on till tomorrow. tomorrow. Home on the range, where the deer and the antelope play. I told you once, you Home on the range, where the deer and Oh goodness. All right. Um, does anybody have any any comments or anything they'd like to say? Yes, go ahead Grace Pat. >> Just um, how wonderful it is to see,

006you know, the all these voices being lifted by the choral program. Um, I had the chance to interview both um, Mr. LaBerge and um, the our high school um, um, you know, choral director and it came out as a Scarborough Leader article, but it was so wonderful to meet all the staff and the students that I got to interview and the performances I got to see. So, it's really inspiring and um, thank you for everything you do for our children. It's really really wonderful. >> Okay, so um I'll say a couple of things. First off, um I I love love love the theater for I I I belong to the theater. I love the theater. I love going and seeing plays, and I looked at our high school cast um in the last two or

007three years and I was wondering how anybody was going to replace them because they were so good and they were so powerful. And then I come and see this, and I couldn't believe I was looking at a group of middle schoolers. And it you should be so proud of yourself. The way you emote, the way you um sing, the way you act, the way you interact with each other, it's really really incredible that you're you're still so young and you're able to do these amazing big things. It takes a lot of courage and a lot of skill, and it is incredible to watch you. And we had you come, as you know, um for the community's benefit. We had you come to our senior dinner. And when I tell you that I stood at the

008exit um and talked to more senior citizens than I can tell you that asked where they could see you, how they could see you again, how good you were. They um there's a real disconnect when um you know, this is older than you, but when your kids grow up and you don't have kids in the school anymore, there there there's a little disconnect, right? They don't see the things that happen all the time. And so for them to be able to see you perform was so special and so it so so wonderful for them. I can't impress upon you enough. I sent more text messages to senior citizens with information about how to come watch you, what the dates were, where they should go, the times, everything. They were so impressed, and Jillian and I

009went um and some of those people that were at the dinner were there to watch you perform. And so you should know that your talents and your skills impress all of us and impress everybody in this room, but it impresses so so in the community that come and watch you, and you should be so so proud of yourselves. So, congratulations. Thank you so much for coming and singing to for us. That was wonderful. And thank you. And thank you for all that you do. This is They are a wonderful group. I know you have a very large group of students and you have parents in this community. You should know that advocate very loudly for your for you. So, you should know. All right. Um you I'm going to I'll take a minute if you

010want to go. You're welcome to stay for our meeting if you like. But if you would like to go, I understand that as well. So, we'll give you a minute and let you take go ahead and leave if you like. But we can't wait to see what's next. Thank you so much. >> Important moment. >> I might not be working. Yes, feel free to Now I'm working. >> I think it's the bagels. >> The whole family. >> I think it's the bagels. All right, wonderful. All right, our agenda item 3.2 is the spotlight staff recognition. All right. So, we have the April spotlight award winner with us tonight and that person is here if you want to go ahead and Yep. Jillian Daigle. All right, and the person that nominated Jillian is Elizabeth Mitchell. All

011right, and so uh we have a little written about Jillian um Ms. Ms. Daigle, excuse me. Uh Jillian started with us in 2018. She has taught first and second grade at Blue Point. Prior to working for us, she taught uh at Bonnie Eagle. Um okay, Jillian has taken on the position of principal of Blue Point this past year and has demonstrated a high level of leadership and maintains high quality environment for families, children, and staff. Uh And we have a little video to play. >> a technical difficulty. >> Oh. >> So, we brought in a live speaker >> Oh. >> All right. >> Elizabeth, thank you. >> You know, it's >> podium. >> Yeah. >> Thank you. >> I'm going to look at you while I say this. Um, I nominated Jillian not only for

012the professionalism and expertise that she's demonstrated since jumping in as interim principal in January, um, fresh off of our two-week winter break. Um, she tackled it head-on and has just done nothing but support every staff member, every student, every person that crosses into Blue Point. Um, and even prior to becoming principal, uh, I had the privilege of observing her in her classroom and kind of working together with her to uh, help support some of her students, help support her if she needed a break, fill her water, anything like that. Um, and if there was ever someone that was made for a classroom, it was Jillian. Um, the way that she loves her students, um, is inspiring. Um, she cares so much, she gives so much of herself to her students, and we are just all

013so so lucky to kind of be led by you now, but also just kind of be around, and I feel so grateful to, um, have learned from you myself. >> All right, we have a we have a few things to read also that that others wrote in, um, to to speak about, and Chrissy's going to read the next one. >> So, I'm going to read, um, uh, what Halley, uh, Hal- Halley Thomas has to say about Ms. Daigle. I have the had the privilege of working with Jillian for nearly 5 years. And while I've always known how great she is, these past few months have made it even more clear. Watching her step into the role of interim principal so gracefully has been truly inspiring. She took on something completely new and handed it handled

014it with such heart, strength, and care. She's the kind of person everyone naturally turns to. Always ready to help, listen, and lift others up, no matter how much she has on her plate. Her kindness, empathy, and uh hold on. >> Overall >> Go to the next one. >> And and here and um and overall uh boy, this is not um and genuine love for the school shine through in Darn, this was um in everything she does. We are very lucky to have her in any capacity at Blue Point School. >> I hope that's all right so I can read the whole thing. All right. All right, and then uh this is another message from Blue Point's kindergarten staff. The kindergarten the kindergarten team at uh is so proud to work with Jillian Daigle. Since she

015uh stepped into the role as our leader, she has made a huge difference for our school community. She is a student she is student-centered, kind, supportive, organized, and works incredibly hard for her students and staff. We are lucky to have her in this role uh this year. Thank you for everything, Jillian. >> Um and uh a message from Blue Point's first grade staff. Jillian has done a tremendous job taking over as principal. She immediately began working with teams the staff to see what everyone needed moving forward. Every day Jillian places students' learning and emotional well-being as a primary focus for any decisions that are made. Jillian provides clear and consistent communication with staff and families, creating a warm and welcoming environment for all. We have been so lucky to have her as our leader. >>

016And now a message from the second grade staff. Jillian has a kind and gentle nature in all that she does. She This is evident in her classroom as well as the energy she continues to bring in her role as interim principal. As principal, Jillian makes connections with all the students and families. She include includes kindness corner nominations in the newsletter each week so that families can read about our kind students. In addition, Jillian frequently calls families of students who have been making great choices for those or those who have been shouted out by staff members. They're just to share some good news. >> In addition to putting students first, Jillian supports staff by protecting their time and energy. She has an open door for all staff for whatever they need and will lend an ear

017to anything they share. She also actively reaches out to staff, checking in and following up. She advocates for teachers and is an active and present leader. Jillian jumps right in to help problem solve, even coming into the lunch room to support a positive environment. She's incredibly warm, loving, honest, and personable. >> Even though she is not currently teaching in her classroom, you can still feel the warmth and love that she has cultivated with her students. It is evident in how they care for one another as well as how they care for Jillian. She makes time to have lunch with her class once a week and she is actively involved in all classrooms. She has offered to come into classrooms for read alouds, making the effort to be present across the school. And if Julie, if

018you could come up here so we could present you with this. >> [laughter] >> Great. >> Thank you very much. Um I am I truly feel like I'm only just a product of the amazing people that I've met along my journey uh starting at Bonny Eagle with the Diane. And I'm just so blessed and lucky that as I continue on this journey, I keep collecting these amazing people and the majority of them I get to work with and it's just truly an honor to be able to represent them in this role but to always be able to call them my colleagues and friends. So, thank you very much. >> Great. Is there any any comments? >> What? If you want to go ahead. >> I just want to say Boothbay is a very special place

019um and uh we have the community has benefited tremendously from your um joining and actually not just joining but really um agreeing to go into a role in in a very difficult situation um and and managing it with such grace um and able to give support to everybody around you. Um that is a truly incredible effort um in a difficult situation that really you've shown why um we are so lucky to have benefited from so many wonderful staff members including you and you really have uh taken it and you've taken this leadership opportunity and really have just done an amazing job making sure everybody feels comfortable with your leadership change is scary for everybody and so you've managed that beautifully. So I just want to say this from one of the family members of Blue

020Point, we've really enjoyed and benefited from you and we appreciate you so much. >> I'll just add on um when we you know we've it's no secret to anybody in this room we've been trying to pass a school project for a long time and one of the things that when the school failed the first time one of the big reasons was because um people value the connections they make at the K2 schools. And so um to Frela's point we did um ask you to come in at a hard time and make and do hard things and the fact that you have come in and it has been flawless and seamless is not because of us and the decisions we made but it's because of you and the way you lead and the way you care

021and the way that you show up for your your colleagues, for your families and for your kids. So thank you thank you so very much. This this was a big ask and you really rose to the occasion. So thank you so so much. >> Aren't you glad we moved your presentation now? >> All right, agenda item um the new uh 4.0 is the mixed and Mingle rate waiver request. >> Hi. >> I'm Robin Pullen and I'm a representative from the Mix and Mingle Square Dance Club. I'm here to request a waiver for the um use of the multi-purpose room and the custodial fees at the Eight Corners School on Thursday evenings from the start of the school year beginning in September 2026 through June 2027. Um just to give you a little background, uh we're

022a nonprofit group and we've danced in Scarborough schools for over 30 years. There are nine clubs in our state and this year our club has had uh seven new students with approximately 30 dancers each week. The age of our dancers runs from their 20s through uh 95. And she's amazing. >> [laughter] >> Each week um they're taught new calls and by the end of the school year a person will have learned all the mainstream calls which they can then dance anywhere on the globe where uh square dances are being held. Our club will be holding its annual meeting soon and they'll vote on donations. We make donations to the Salvation Army, food pantries, um and the Scarborough school system as well as some other places. The donation to the school system in the past years

023has been between $500 and $750. Um square dancing is a great form of exercise and uh socializing and we appreciate the use of the space and thank you very much for your time and consideration. >> All right. Um do I have a motion to approve the mix and mingle waiver request as presented? >> I'll move. >> Second. >> Any discussion? All in favor? And that shows unanimous. Thank you so much and enjoy your next year dancing. All right. Agenda item 5.0 is the presentations and 5.1 is the Pleasant Hill School presentation. So for this we'll invite Jen Humphreys up there. >> All right. Good evening, everybody. I am the very proud principal of Pleasant Hill School and I'm really pleased to be with you tonight to share with you some of the successes that we've

024seen at Pleasant Hill this year and you're about to find out why I'm the proud principal of Pleasant Hill. Um and so thank you, Cheryl, for moving us through the slides. Are you Are you moving us? Oh, you are. Okay, I'm going to give you the thumbs up every time. Okay. >> [laughter] >> All right, thank you. So one of the things I wanted to start off with this evening was to really talk about the vibe setting that happens from the very first day of school, actually during kinder camp in the summertime is when it starts. And I couldn't be um more pleased to tell you about how the many ways our staff really reaches out to connect with students on a daily basis. This year we had a special project I'd like to share

025with you that was called student connections and we really went through a process of looking at who our students were, who was new to us at school, who were some of the students who've been around a while who maybe have flown under the radar a little bit and we wanted to make sure we were connecting with each and every one, making them feel welcome. And so we went through a process where every single staff member looked through our list of students. Who do I have connections with and conversations with on a daily basis? What do I know about these students? And we tried to figure out who were the students who might have only had just one beyond their classroom teacher. So, we tried to really intentionally make some student and adult connections, and you

026see evidence of that in our halls every day. And I think students over the course of the year have had that sense of welcome and belonging really increase. And that's been through an intentional effort from our staff. So, super proud of that work. >> [gasps] >> You'll see that uh later in my presentation, I'll talk about our goals at Pleasant Hill. But one of the things that really is evident as I look through the pictures that we have from the whole course of the school year, the teamwork and cooperation that we really foster in our students is evident in so many of the pictures. So, I just really wanted to highlight that for you tonight. Um these pictures bring me a lot of joy, and I know that um when you watch staff uh help

027students learn to grow in those types of skills, it's really uh heartwarming. So, I wanted to share those with you tonight as well. I'm giving a thumbs up over here. Okay. >> [laughter] >> Um so, Pleasant Hill by the numbers. We have 175 students with us this year at Pleasant Hill. We have academic and behavioral support programs happening as well as OT, PT, speech, and social work. We do have two resource rooms, and this year we're very pleased to say that we've added a functional life skills uh classroom to our school, and that has not existed in the last couple of years. And I'd really like to say how um that has been such a breath of fresh air at Pleasant Hill. Um right from the get-go, when our staff heard that this was going

028to be a possibility last spring, they got really excited and they started talking right away about the ways that they could welcome our new students to Pleasant Hill and also how we could help uh the rest of the students to welcome them in and to befriend them and to include them. And uh some of the um that work has been so awe-inspiring because it has taken um every single staff member to do that work and really collaborate together. One of the things that has been noticeable this year is that uh staff have gathered on a weekly basis to talk about individual students and how their mainstream um time is going and what we can do to facilitate that even better. So, that's been really great to witness this year. Um, 20% of our students at

029Pleasant Hill are receiving academic support and also another 20% are students with IEPs and 5% of our students at Pleasant Hill are on 504 plans. Uh one of the things that I'm very proud to say today is that um our reading scores from last year this time to this year this time have gone up 5% across the three grade levels. And I'm very pleased with that and so I put a little bit of library data in here. There's been a lot of work by our new K through 2 librarian to um really call and look at how to um reinvigorate our classroom and school library collection. Uh and you know, the the wins we see in our reading scores are due to that and of course are due to the quality instruction that's happening and

030the level of differentiation. This year we have um engaged in some very in-depth data conversations and those have been very planful and have looked at every single student's data across a multitude of data points. And um that has caused the staff to really collaborate together. Um and that can be really hard work when we dig in together and we are vulnerable together about our students' data, and I couldn't be more proud of our staff at how much they've grown in that area and really leaned into that important work to differentiate for students. Um our library um has been very active this year. Over 9,000 books were checked in and out to students and staff, as you can see. And in that refresh of our collection, 17% of the new books that were added to our

031school's library um have been diverse character books. We've really put an effort into that to make sure that students can see themselves and their families within our school collections. All right. So, these goals that you see before you are going to look really familiar because they were built off of the district's goals, and um that work was started by the board, of course, and then our district leadership committee came together last summer and really tried to create goals that um made sure that we were all rowing in the same direction. And so, these goals will look very familiar. Looking at how we can make sure that we're really engaging our community of parents, and by extension, our students and staff as well. So, we'll talk a little bit about that tonight. And then secondarily, how

032we create that sense of community and and inclusion. How we welcome, how we foster that sense of belonging to really make sure that all students are engaged in our school community and can really reach their potential and find academic and social emotional growth, as well. All right. So, this all begins with community building as we know. When kids want to feel connected with their school, when when staff and and community members want to feel connected, we bring them together. And our um work last spring was to encourage summer reading. And uh we sent out a summer reading challenge to all students and told them that if they met a certain number of books read, pages read, we would come together and do a Pleasant Hill rock band. So, um that's what you're seeing here. And

033I will not sing any of it for you because I had the um K-pop Demon Hunters Golden song, which I re-lyricized to be all about reading. And it was an earworm that lasted months. So, it was a lot of fun. We had a great time. And this next summer, I'm planning to put out that I'll kiss a pig if they read a certain number of pages. And Sarah Redmond from the transportation department has promised me her pig. Yes. So, we'll be looking forward to that. So, community meetings at Pleasant Hill also really are an are an opportunity for us to encourage students to practice being public speakers, right? So many people have this as a fear, public speaking, getting up in front of people to to talk in front of a crowd. So, you can

034see um I'm weighted down with the firefighter's outfit there, but passing the microphone to students to get their opinions, to get their thoughts on certain things that we're discussing, getting up to present their projects, doing the morning announcements. It's an opportunity to grow confidence and community all at one time. All right. This is a big point of pride for us at Pleasant Hill this year. Um inspired by the work that was done at Blue Point. Last year we instituted something called Pleasant Hill Pals where PLT groups are professional learning teams came together and did this work to really make sure that each classroom got a chance to connect with the other classrooms in the school. And believe it or not in a tiny little place like Pleasant Hill, you could go your whole day, you

035know, with your classroom of students. It's so easy to do that. We get busy with the curriculum and the student needs. But this has been an opportunity for us to really reach down the hallway. We've heard wonderful feedback about this from staff. Boy, I got to reconnect with a teacher I taught with years ago and we had a great conversation about the work that's happening. Or students mentioning during community meetings that I met a new friend. And that's just wonderful to see. And so the inclusion starts kind of at a grassroots way in our community meetings and in these wonderful Pleasant Hill Pals interactions. It also happens at special events when we come together for things like our book character parade in the fall. This year we instituted something called drop everything and read which

036a lot of elementary school people will say found sounds very familiar. But we hadn't done it in a few years at Pleasant Hill and all staff and students lined the hallways and read together. We've done this a couple of times throughout the year and and everyone really loves that time together to read. It allows the staff as well to really model being a reader. And so we've really enjoyed that this year. Um, another piece of really making sure that each and every student feels included is how we celebrate each other. You know, inclusion isn't just about acceptance or tolerance. It's about celebration of of each of our unique uh characteristics. And I'm so um joyful every time we hold a monthly birthday luncheon. I sit with the kids in the lunchroom and talk about, you

037know, their their birthdays or their favorite um activities and things like that. It's a great way to connect with the students. They get to invite a friend to join them at lunchtime. So, they're connecting with kids maybe that they don't have as peers in their classroom this year. Um but you can see this type of connection among students all the time as they encourage one another. Another way we celebrate students is in our weekly newsletters that go home to families. When students get caught being kind, safe, or focused, they're highlighted and we take their picture, we um deliver that to them with some congratulations, a positive phone call home from the office um happens and then they're highlighted in the newsletters. And you can see the pride in their faces in these pictures. Um down

038at the bottom right, you'll see how um they're tabulating tickets collected. So, every time you're caught being safe, kind, or focused, you get a ticket and you get a vote for a fun school-wide event. So, it becomes an individual thing and also a school-wide celebration. All right. One of the things that our staff has worked extremely hard at this year is really boosting the amount of times we're inviting families to come in and out of our school. And that's been so, so nice. Uh we've had um some great opportunities, as usual, for things like play day, and we will have field day coming up soon. Um but we've also had parents in for lunch this year, and they sat with their students at first grade and had lunch with them. They did a craft with

039them. They've come in and guest speakers and mystery readers. they've come in to talk about their careers. This year we had an assembly about holidays around the world in December and had a few of our families come in to talk about their unique holiday traditions and that was a really nice way to highlight something different, a tradition that maybe some of our student body and even our staff hadn't been familiar with before and it just highlights the unique specialness of each of our families. So, that was a nice addition this year. Uh another piece that we have put some effort into this year is to maintain some real positive connections with our community and also to develop some new ones. So, you know, our ongoing relationship with Junior Achievement has continued. We've had lessons happening

040scheduled again this year to bring some economy lessons to our second graders so they can learn about rights and responsibilities of a citizen in a town and about running a business in a town and how that would feel to them. So, it's been inspiring from for some of our students. The other connection that we are maintaining this year is our main agriculture in the classroom connection. We partnered this year with Windy Acres Farms from Saco and you know, learned about high bush blueberries and read read a read aloud and had some tastings and things like that. So, that was a really nice connection. But a new connection for us this year is Spoons Across America. This was an opportunity that came down the pike to us and we jumped right on it and we were

041very fortunate to be one of just a few schools to be selected to um get this opportunity from Spoons Across America where they gifted us with some cooking materials, some supplies, and so it has um connections to lessons that can be related to um culinary arts that'll help us connect with our Pleasant Hill Gardens. So, we're excited to bring that to students this year. And then a big exciting opportunity this year was our connection with the Cromwell Center. Some of you might be familiar with that. I used to work with them years ago when I taught um in RSU 21, and the Cromwell Center is a center for disabilities, and they are their mission is to drive awareness about disabilities and an appreciation and celebration of those um challenges, but also sometimes some unique um

042traits that make children and adults um have special skills that maybe we didn't recognize. They talk about things like how some disabilities are seen and some are unseen and helping us to understand that. So, our PTA very generously this year um offered to fund the connection with the Cromwell Center, not just at Pleasant Hill, but at all three K through 2 schools. And part of their stipulation was that they wanted us to host a parent night. Uh so, that parents could learn about what their offerings were. So, we did that this year on Zoom. Next year, hopefully maybe even do that in person. Um but it was a wonderful opportunity for first and second grade students to have really individualized um lessons around disabilities awareness, and so we're really pleased with that work and hope

043to continue that connection. This year another big um new opportunity for us was to invite um Wabanaki studies to come into um our schools, and this happened across the three schools as well. Um you see pictured here Minquansis Sapiel, who came to our school to teach about the history of the Wabanaki tribe in Maine and um basket making. You can see some of the children dancing and singing, um listening to some of the drumming, and um that was really enjoyed by students and staff this year. So, thanks to the team of folks across the district who made that possible. Um we had teachers, curriculum department, we had librarians um working together to make that possible. So, we look forward to continuing with that. And um last but certainly not least this year, um we've been

044creative and tried to strategize as a leadership council, how could we bring world language down into the K2 level? And that hasn't been possible. Um you know, the budget has not allowed for that in years past, and so we've tried to be really creative. Our solution this year was to bring our um wonderful world language teacher, Nikki Vafiadis, from um Wentworth down to the three K-2 schools. So, she's spending a trimester at each school this year at second grade to give them a little bit of taste of español. So, when they get over to Wentworth, they have a little bit of background experience and and um they'll know Nikki of course when they get there, too. So, that'll be another bonus. Her activities have been really um varied, and she's doing a lot of hands-on

045things with the students, getting them active and engaged with some games and songs. So, we've really been thankful to Nikki this year. And I'll close with this slide because it really is the essence of Pleasant Hill. It's the essence of Scarborough schools, and that's why it's in our lobby. Everyone is different, and everyone belongs. And this really has um been the core tenant of our work this year as we focused in on connecting with our community, as we focused on really making sure we're including each and every learner, and also through our work with Pleasant Hill staff to connect every single student and to connect staff to one another at the same time as we're roping families in. So, that's really so characteristic of who we are and hopefully a picture told a thousand words

046through my presentation tonight got a sense of what it feels like to be at Pleasant Hill. So, thanks for taking time to hear a little update tonight. Yeah. That's nice. All right, are there any questions or comments for for Jen? Yeah. >> I just wanted to say I personally love when our mission statements and the school's long-range planning documents and individual schools really marry together kind of the vision of the district and I think you've done so here really nicely and I think we struggled with the definition of DEI a few sessions ago, workshops ago, and really trying to think about like not what it means on a large level, but really on an individual level for Scarborough. What does it mean to us and why why is it something that we value here and

047what what does that mean? And I think you've really put that into action in a way that I haven't seen before. Not taking away from anyone else, but just really the idea that you have intentionally tried to promote for every individual student in your school a personal relationship not only with their classroom teacher, but with other adults and students within the district on every single level from how you're addressing being safe, focused, and kind, how you're and rewarding that and then really marrying that with celebration and celebrating all that positive because all that positive reinforcement, which is what that is, right? Positively reinforcing all the things we want to see and all the things that we value in each other. And really, you know, you said something that really resonated with me strongly, which is

048to look for the kids that kind of fall under the radar. And that is so important because it's so easy to get lost in, you know, and our schools are not large schools, but in this classroom of 18 people, it there are students they're not they're not disruptive and loud and getting attention. You know, they're not really standing out for one reason or another. They're just solid, you know, they're they're what makes most of us is just that solid, you know, performance where they show up every day. Um they do what they need to do. Um and it taking time to really cultivate appreciation for each individual in that situation is so important. Um and it's so valuable. And I just it makes me so proud of the district, of the work that you've done.

049Um and it it it goes through every single thing that you touched on from the way you do lunch, the way that you do celebrations, the way that you do um the library, um the way that you've really attentionally created an environment where you're including students who often get put to the side or are more difficult to accommodate. Um but you haven't taken that on that challenge on as a uh challenge. You've looked at it as a way to celebrate and embrace it. And that really promotes the values of this district and in a way that is I want to commend you. That is amazing work that you're doing. >> Thank you. And you know, I I have to say our staff has embraced these goals so wholeheartedly that not only do our goals align

050with the district and the board's goals, but their professional goals for the year also align. And it feels so good to all be rowing in the same direction. They strategize with each other constantly about how to really reach every student. And that happens every single day. Uh and that's the work that they're so good at and I'm so proud of, and uh I just get to have fun alongside them. >> [laughter] >> All right, thanks very much. >> Hold on, I think we had one more question. >> Okay. >> Uh no, I just I'm going to echo some of the things that Freiler said. Um I'm impressed that you are building relationships between students, between teachers and students, with the community. Um it's just sort of this holistic, you know, team and building and community

051building, and that really brings to life that, you know, everyone is unique. We're looking out for every individual, but you're part of a of a school family, a school community, and um just really appreciate that. So. >> Thank you. And you know, that's not something that you you would check the box on. It's continuous work, right? Yeah, so thank you. >> Absolutely. Thank you so much. >> Thank you. >> All right. >> Agenda item 6.0 is general public comment. Um if there's anyone wishing to make Is there anyone wishing to make general public comment on something not on the agenda? Okay. So, let me go over the rules really quickly. Um each citizen is limited to one presentation um per topic. Um please address your comments to me as a chair. There will be a

052light up at the front that um will flash. Um I I think you probably know it, but it'll flash green when you're um within your 3 minutes. Please keep your comments to 3 minutes. Um yellow is when your time is about done, and red is please wrap up. All right, so if you just want to come on up, you can line up and when I can come. >> Hey guys. Uh I'm Jim Marshall. I live at 7 Inspiration Drive. Uh I first of all want to thank you members that had responded to my students' emails uh when we were doing the argument and advocacy unit. Uh I know you took the time to be thoughtful in your responses to the issues that my students brought up and think it's really important for kids to have

053agency and also to participate in democracy and I know that you put time into that and I really do appreciate your efforts. I just want to speak today about the school budget. And I just want to know you to know I'm going to repeat these to town council meeting as well and I understand we need to keep an eye on property taxes. We need to have a good bond rating. We also need to carry a good fund balance into the next year. That's incredibly important. However, the proposed budget cuts will negatively impact the education of our children, grandchildren, our neighbors' children. The budget provided by the district is a best estimate providing a high-quality world-class education for all students. Due to obligations and spending mandated by the state, there's very little wiggle room in the

054budget. Cuts will have a detrimental impact and negative impacts like these tend to compound over time. Hanging our hat to arbitrary numbers like a zero or 2% property tax increases also don't jive with the facts like the inflation rate being at least 3.5% over the last year. Maybe we don't end up with a 6% property tax increase. But cutting to conform to an arbitrary number like 2% will do harm to the educational programming we provide to for our students and for the families that we serve. Um I think you should have those kids saying at the next budget meeting for the town council. Thank you very much. >> Hello. >> My name is Joellen Clive and I live at 156 Black Point Road. Um, I'm speaking tonight because we've heard the recent call to unplug

055our schools and remove technology from classrooms. While I understand concerns regarding screen time for children, moving backward is not a viable strategy for our students' future. Technology is not just a just supplemental. It's a transformative tool and it's critical to a modern education. Technology gives us authentic, global, and real-world connections. It opens doors to real-life understandings that are simply not possible in the four walls of the classroom. Through digital tools, our students can collaborate with peers across the globe, access primary source documents in real-time, and learn from subject matter experts anywhere in the world. It turns the classroom from a static environment into a dynamic window to our world. Technology facilitates equity and workforce readiness. Let's be honest about the stakes. Digital literacy is a core survival skill in today's society. If we remove these

056tools, we're sending our students into college and the workforce at a massive disadvantage. For many, school's the only place that they can gain proficiency in the software and the systems that are standard in every professional field. To deny them this exposure is to widen that digital divide and send them behind their peers before they even graduate. Technology enhances engagement and personalization. Technology facilitates personalized learning in a way that allows teachers to meet every student where they are. It provides flexibility to support students who are struggling and it provides an accelerated path for others, ensuring that no student is left behind. We shouldn't be asking how to get rid of technology, but rather how can we use it better with purpose and with balance. We can support healthy boundaries and a heads-up engagement for our students

057without stripping away the tools that make modern innovation possible. I urge the board to stand firm in its commitment to a modern education. Let's focus on better digital citizenship and smarter integration rather than a retreat into the past. Thank you for your time and for your dedication to our students. You guys are great sitting there all this time. I'm Andrea Davis sitting at 2 Crossing Drive and I wanted to talk about um the electronics in the classroom and then what's brought home. And I appreciate that you brought it up for conversation and that there it's going to take us some time to get through and I'm and you know, dig out the data. Um what I want to call out is is that there are probably more parents in Scarborough who are struggling with this,

058but because we're the first generation of parents who've needed to raise our kids with this stuff and we grew like we're learning as we're trying to help them. And my call to you all is is we as parents need your help. And what we need you to do is look at all the data, strip out the bias. We had a presentation in the workshop that um the teachers were were surveyed to get additional information about when they use the electronics and how they use it. There were two quotes and both of them supported using this using these tools in the classroom. There was maybe we didn't get any feedback that was negative, but we don't know that cuz we didn't see all the data. I would urge you to say, we have these apps, we

059have these computers, there has to be data behind the scenes, so it's concrete black and white data as to how the students and the teachers are using it in the classroom. The questions were good, they need to be broken out. Clumping K through 12 teachers and how they use this is not solid data. It's a good place to start, but it's not going to help us make decisions and do what's best, in my opinion. Um, we were just told that the K2 students use the computers about 20 minutes or so. They don't use it very often. It doesn't go home. So, what's the return on investment in purchasing a computer for every K2 student? And now we're going to start talking about the pre-K students. Are we going to buy computers for them? Or is

060that a budget line that we can evaluate to determine is it really useful? And then look at all the apps. I don't know about you, but I have plenty of streaming services that if I remove one, I can buy myself an ice cream because it's going to save me $15. Right? So, let's dig into those numbers. Sorry, I had to do these bullets cuz I wasn't allowed to I had couldn't I couldn't keep all these. Um One thing I want to say is is that my family is screen free when they come home. We don't watch TV on school nights and I've had to extend that to computers and all the things, right? But then my daughter comes home and says, "But Mom, it's math." And it's a video game. And I have no way

061of knowing should she be doing the video game for 15 minutes? Or can she get sucked into it for 60 minutes? And I don't have a leg to stand on cuz I had no direction from the teacher whether or not she has to do this or it's voluntary. Another thing is is my son said he did math in class on the computer, fought with the computer, fought with the computer. Then he went to the teacher and the teacher's like, "That's not how I taught you. Forget what you're doing. We have to do this a different way." I'm a touch typist. My kids love typing.com, but they're doing this so they can win the competition. But I'm faster than they are because I have my keys on the home row. So there's there's a place and

062there's a time, but we need to understand what's right. Thank you. >> Is there anyone online? >> There is. >> All right. Um do you want to give them allow them to speak? >> Duncan, you should be okay to to to talk and I'll just since you're online, I'll give you a um heads up when your 3 minutes is up and then if there's anybody else online who'd like to speak tonight, if you would just raise your Zoom hand, we'll we'll call you in order that we see it. Okay, go ahead, Duncan. >> Thank you, ma'am. Yeah, I like to thank the board and everyone here tonight. You guys do a great job. I would just like to say I think the proposed budget cuts are a little too severe and are very impactful to

063those who need services most. And I would also like to say that Principal Humphrey's rocks and I got two guys who want to say "Principal Humphrey." But thank you. >> Thank you. All right. Thank you, Duncan. Thank you, Duncan. Is there anyone else online wishing to make public comment? All right, and seeing none in the room, we'll Oh. Oh, I'm Did someone Oh, sorry. Yeah, if you're wanting to make public comment, just go ahead and line up for me. >> Hi, good evening. My name is Ellen Kaplan Quinn. I have three kids in the schools and again kudos to Mrs. Humphrey. I thought that was a great presentation. Um and I can attest that she's done a great job at Pleasant Hill. Um thank you to the board for starting an important conversation on educational

064technology. I appreciate the effort to bring this topic forward. Um I know more conversations are going to happen, um but I'd like to request some more transparency, particularly around educational games. Um I'm wondering if the district can share a list with us of approved educational technology games. Um every day my kids come home telling me about mathfluency.com, multiplication by heart, timestables.com, braining brain camp, um BrainPop Junior, Math with Annie and Moby, Math Playground, Drift Boss, which doesn't even pretend to have any educational value. Um and I'm curious if there's a list and um if we can see it and where is the data um on these that they're effective. Um I'm worried about the knee-jerk reactions to educational technology and I want to make sure that the conversation is um based on the brain science

065and the research. Um I'd also point out that some of the educational games include advertisements that my kids are doing at school, um as does YouTube, which is allowed on computers in grades 6 through 12. And I'm wondering how the district is thinking about advertising and commercial content um in student-facing tools and how we can continue to prioritize a learning environment that minimizes those influences. Um I'm also concerned about AI and its use in our schools. Already it's on our students' computers um through Google and Google Docs. Um and I'm worried that the friction in learning is being removed. Excuse me. I'm worried that friction is being removed because the friction is the learning. Um while it's helpful to hear what the teachers are reporting, I I it's important to interpret the data with caution.

066It may reflect intentions or perceptions, but not necessarily what's consistently happening in practice. So again, I thank you for starting this important conversation. It was a great first step and appreciate your willingness to engage in this important topic, especially as more and more data becomes available. Thank you. >> Is there anyone else wishing to make public comment this evening? All right, seeing none, we will close public comment. Um, agenda item 7.0 is the public hearing on the FY 27 school budget. Um, do we have Kate? Oh, there you are. Um, you were hiding. >> Sleeping. >> No. Hey, you've got to look at your audience this evening. >> I know, this is great. >> Right? We made a lot of these guys come now. So >> [laughter] >> Don't don't sell yourself short now. >>

067I I have paper. We do have some of these things linked in and uh Um, I'm going to take you through a couple of very simple slides uh that are sort of typical of what we do at the public hearing. Just to frame our work so far and um we actually will have an opportunity for folks to speak on the budget in the public hearing piece, which we've already heard some comments, which I think is great. Under general public comment. Um, so just to set the stage, we have passed the first reading of the education budget with the school board. That happened on March 19th and if you're following along on the slide deck um, or watching this um online afterwards, you can click right in there. Um I'll make a pitch for our budget

068portal, which has a ton of information and resources. That's in one of these slides as well. Um after the school board passed the education budget, the full municipal budget went to the town council and the public as was presented and passed in first reading by the town council on April 1st. Um the town council second reading and vote is what actually creates the adopted budget um for the municipality for the coming year. That's happening on May 20th, and then the school portion um of the budget will go to referendum um the second week in June. This is a snapshot of the budget as it was project as it was presented at first reading. This is a labeled the leadership council's budget proposal. This is what um our school leader team brought forward to the board.

069Um we did multiple workshops with the board. We've spent a lot of time talking about what's in the budget, and you all get this one slide, which summarizes the bottom line um of our operating budget and non-tax revenues, and then that bottom line is the tax request to the town, which is folded into the municipal budget and is what uh helps create the increase in the tax rate that we've all been talking about. Oh, we have some nice transitions here. I'm famous for picking up the wrong slide transitions. It's like a slow roll. Um so, this year >> It might be. >> Yeah, I keep going, man. This it's all all night long, right? Um >> three more, probably. Kate needs a technology lesson. Um No, actually that was that was an excellent use of

070technology. See how dramatic this is? This is so great. Um So, in this year's budget deliberations, um the Town Council Finance Committee uh has been working on a review of the budget proposals as a whole, and they have identified um a target tax rate increase of 2% in order to accomplish that from the budget that was presented in first reading, they need an overall reduction of about 3.6 million dollars uh to get from the tax rate increase that would be created by the budget that's sitting out there right now to a tax rate increase of 2%. The 2.9 1.9 million dollars is the portion of that reduction that would be needed from the education budget, and then the other piece would be picked up uh by reductions in the town budget. Um so, we've been

071spending a lot of time talking about this over the past 3 weeks. Um our leadership team has put together um a set of proposals, which is that first link on there, the proposed reductions worksheet, um which actually reduces across all departments, um with the exception of school nutrition, which is self-funded, so it doesn't help the tax rate. Um all departments, all areas of the school department, and has levels, tiers of potential reduction, starting from things that are really easy to grab, and going through harder and harder levels of of reductions, and more and more impactful levels of reductions. Um our goals as as school leaders in doing this work, uh which no one really likes to do. It's not something we set out to do. But we did have this task in front of us

072and and so we set ourselves two goals to protect the high-quality educational experience of our students to the greatest extent possible and to honor our commitment to our staff um by not reducing positions to the extent that we needed to create layoffs and have people going without jobs. So you see the details on the slide a little bit here. Um this information was brought to the school board finance committee on April 28th, this past Tuesday. We just presented the same information to the town council finance committee today, just before this meeting. Um and so this is all fairly new information. It was basically a task set to us by the town council and um their their goal in all of this, as they've stated it is to see the consequences, to find out what it

073would take to get to this tax rate increase number and to understand better what the consequences of that act would be, right? So to say, "Okay, if we cut this amount, where does it come from and what is the impact um to town services, to school services, to staff and students?" So I know that uh the board finance committee has seen the details uh and I think that we'd like to get into that worksheet if we can. Um and maybe go fairly quickly through the different levels. I won't I don't think I'm going to read every single one or we'll we'll we'll spend the night. Does anybody want a paper copy? Yes. No. >> Board has a copy. >> Okay. >> No, we got it. >> Sorry, I'm the paper queen. >> [sighs and gasps]

074>> Um, so the the way that this is laid out in it it is pretty hard to see, um, but I will say that it it is on our budget portal, on our school website. It's posted in the committee minutes from the finance committee, um, the other night, and if you want to take a look at all of the details and you don't see them clearly on the screen here, um, you can certainly find them electronically. Um, quick review of what's going on here is on the first page we have some additions that we need to put in. Um, between first and second reading we often get information that, um, causes us to revise our budget proposal from first reading. Remember, first reading was March 19th for the board. We're not even going to have

075a budget passed until June, so there's a lot of time that passes during which time you're you're given more information that allows you to refine your budget estimates. This nice pink piece at the top has two items in it. Um, the first one is because the state passed the cell phone ban, um, in the past couple of weeks, so that, uh, schools are not able to, or students are not able to have their personal electronic devices during the school day, it's going to cost us some money because there are places in the school curriculum at the high school, uh, where individual students' cell phones are used, um, in the art department and in the science department. And again, there's details around all of this stuff that we can share, but um that's the quick piece.

076So, we're adding about $54,000 to buy new cameras, new devices, iPads, things to replace um what would normally be done on a student's personal device. The second piece is special education, where we have uh a constant change throughout the spring in information coming in on new students who are going to be joining us in the fall. Um most of what happens that's new and exciting for us is in the kindergarten class that's incoming. Um we had uh have been having Well, I haven't personally had the pleasure of having, but our special education department has been having meetings for the past month um with uh about individual students coming in. And so, um they've identified five additional students that we didn't know about when we had first reading who are going to need individual one-to-one ed

077techs when they come to school in kindergarten. Um the special ed director and I spent some time together going through our list and going through what was in the budget and who's where and could we make some shifts and we're we're reallocating what we already had in the first reading budget to the extent that we only are going to add one new position. Um that's on top of the six that were in the original budget. But these are things where we have to sort of go backwards before we can go forwards um in terms of saving money, right? So, if you look at that top section, what it's saying is we need to add $114,000 into the budget. And then after that, we need to make a 2. $19 million reduction. So, really our total

078target becomes 2.3 million of reductions. Um if you go into the green section, I like the green section. Green section is um the the gimmies that we got. These are These are the items in motion that I we call it. Um, and again, you know, we're finding out information from outside sources. The great news was that our Anthem rates Anthem rate increase came in at about 8%. We had originally budgeted for a 14% increase, which sounds outrageous, but that's what they told us was going to be the maximum increase. So, we we laugh because we're like celebrating an 8% cost increase. Yay! >> It's a bad celebration. >> Um, but the good news is that in our original budget, there's an extra almost $500,000 there that we don't need now because we can provide the

079same benefits for our for our staff at a lower cost than what what was projected. Um, couple of other small things in that one, Delta Dental, a little bitty reduction because I'm a really good estimator and I got real close. Uh, but it's it's a reduction and I'm taking it. And then uh some turnover savings in terms of retirees, uh we budget for retirees to have a stipend um under their contract, but we also budget a reduction on the assumption that they're going to be less expensive. Um, their replacement is going to be lower on the scale and um, so the the net change of all of that is about $17,000. So, we like the green. We say, "Yay, we take that." Then we get into the level two. Um, this is an area, this

080sort of light colored uh yellow, where we tried to identify the things that would stay the furthest away from student-facing programs, from you know, interactions with students, from direct impact on kids. So, in this section, we've got the first three section first three pieces are non-personnel lines going down through the budget and further shaving off a little piece of all of the lines for supplies and um professional development and contracted services and any place that we could find a little bit of a reduction that didn't have anything to do with human beings. >> And I will just add like before we even put out our first proposal, we did that line item analysis. And so it sounds like we're just doing it now like let's just cut 3% from all of the lines. But the

081reality is before we did our first proposal, we meet with every principal, every department leader and we look line by line and we do that shaving. And and this year when we did that, we cut $800,000 from that line item analysis. And so this 3% that Kate is talking about is in addition to that $800,000 that we had previously cut before the first proposal. >> Right. So that all that work already went into first reading and this is just a little further sort of squeezing of those non-personnel lines and and as we keep saying that personnel is 82% of our budget. So there's not really a whole lot of dollars sitting around in those non-personnel lines that we can play with. But of course that's where you look first because then you don't have to

082talk about human beings. Um what you do talk about is reduction in potential availability of supplies and and services, right? Um then uh continuing on this sort of light yellow level two, we have um moving half of the eight corners interventionist position back into title one um in our first budget proposal, we had tried to take that position out of the Title One grant. That's a federal grant that has been, um, the topic of a lot of discussion at the federal level. Um, the Title grants have been sort of under attack, um, in over the past 2 years, and there was a great fear that they were going to evaporate, and, um, leave us without the potential of having that important service at our e-corner school. Um, so we thought, "Okay, well, we're going to

083try to put that into the budget." Now it appears that we're going to have Title One funds for next year. So, rather than move the whole position back, we're going to sort of say, "Okay, well, we'll we'll put half of it, and we'll sort of hedge our bets, I guess you could say, against the future demise of Title One." Um, but it does save us about 50 grand, um, in the operating budget. The next two are eliminating two bus driver positions and eliminating one custodian position. Currently, the bus driver positions, we have six unfilled positions. We budgeted for a full complement of drivers because we need them. Um, however, we don't currently have a full complement of drivers. We have six open positions, and what we've decided to do is to say, "Okay, well, we

084can take two of those out. We're functioning with six down. Maybe we can function with two down." Um, if we're able to if it's still a net gain if we're able to hire those other drivers. Um, the custodian position, uh, we have a uh custodian who's currently working with us who's going to be resigning. He's, um, he's submitted his resignation for the end of the school year, and we're just going to put off filling that position. We won't fill it. Um, so, again, this is, you know, this is not like without impact. You can see there's a whole column of impacts there, which are carefully written to tell you all of the consequences of these reductions, but they're not the kinds of things that are going to truly um create a a create a reduction

085in student services. Let's say that. It's staying away from students again, um and not impacting the livelihood or the position of any existing employee at this time. Then we get into level three, and level three is where it starts to get a little more um a little more difficult. Um Here's where we're talking about reducing student programs and services. We're talking about creating involuntary staff transfers. Um again, we said at the very beginning that, you know, one of our goals was to protect our staff from being laid off. That doesn't mean that we can protect our staff from having to accept a different role from what role they're in today. Um getting through level three involves eliminating um building and tech positions at K2. Um it involves limiting uh multilingual learner ed tech at the

086high school. And um it involves eliminating teacher positions as well. So, we have a Gates position that was in the budget originally um to add a second Gates position at Wentworth, and we're pulling back on that one and saying no, we won't do that. We have a middle school technology instructional coach position, which is currently unfilled. Um and we're proposing to say we won't we'll do without that as well. The high school technology instructional coach role right now, um we have that individual is retiring this year and we have an open math position. We have several open math position positions due to retirement as well. And so the proposal there is to take two positions and smoosh them into one. Um we would have a person that we would hire to be a part-time instructional

087coach and a part-time math math uh teacher. Uh which is kind of the model that we currently have with the other instructional coach at the high school who teaches part-time and is an instructional coach part-time. It does reduce our capacity for instructional coaching at the high school. They have the least instructional coach support of any of the buildings. It puts a little more of the burden on to um the department heads to be their content area specialists. Um again, the consequences are there they're they're not great. Um So, uh in terms of um professional staff, again, we have another shift where we're moving an instructional coach um in half of an instructional coach into the Title II grant. That has some of the same pitfalls that you might find uh when we were talking about

088Title I that we're not confident that we'll have that funding for next year. This year we can do it because we have um the implementation of the math curriculum at the middle school and this person would be directly responsible for helping with that implementation and the professional development that goes on with that goes along with that and Title II is directly um targeted towards that work. So, that's a one-year solution for that situation and it saves another 50 grand. And we get into um the Wentworth school class size. We're proposing to eliminate four classroom teachers, uh which will increase class sizes at Wentworth. The math here is one We have two teachers in this box that we're talking about, and then the other one is the Gates teacher, and then the fourth one is um

089the next line down, restructuring academic support. Um we have a place for each of those teachers to go. Again, you know, attempting to preserve people's livelihood, and um that's described in the in the little box there. Um but we would be shifting things around so that class sizes for regular um gen ed classrooms at at Wentworth would be higher. This is in alignment with the board's new class size policy. We're still within that. Um but it is a it's definitely a shift in terms of where students are um are placed in that building. The last item in level three is to convert two academic support ed tech positions into one teacher position. Um so again, talking about these involuntary transfers, when we're talking about ed techs, we're saying they might go from a gen ed

090position in academic support or a building ed tech or a library ed tech into what's most likely going to be a special education position, although there are some openings in gen ed as well. Um and having a teacher in the academic support world um in lieu of the ed techs will allow us to maintain one of those teacher positions and a person who is um you know, fully qualified with skills in literacy support. So that takes us to the bottom of level three, and level three is about the point where the leadership team, our leadership team said, "Wow, this kind of stinks, but okay. Feels like we kind of got all the balls in the air here, and we can maintain programs and services, we can maintain our staff. It's not going to be great,

091but we'll live with it." Everything under that line has this little bright red, "Don't do it." Considered, but not recommended. But, we had to keep going because the ask was, "Show us what it looks like to reduce by what's now $2.3 million, right?" So, level four, uh >> [sighs and gasps] >> flip my page here. Level four, um goes back to programs a little bit for a minute, um talking about eliminating summer read up at Wentworth School, which is the literacy program uh for uh currently for 3-5, mostly kids, the way it's designed now. And uh we got into that conversation because community disservices had told us that they were shifting their schedule for summer rec, and we were um concerned to hear that they were going to move field trips into the middle of

092the week, and that the way that we've always had it worked out is that that we have our program Monday through Friday, and then a lot of those same kids are going to summer rec, and they're going to Fun Town on on Wait, Monday through Thursday, going to Fun Town on on Fridays with with community services, and if community services is going to Fun Town on Wednesday, I don't know if they're going to come and read a book because Fun Town's so cool. Um anyway, that's where that's where we where we got into the conversation about the program, and said, "Okay, well, if the if you know, 25% of of the program is going to be, you know, diminished by kids not being able to attend or not wanting to attend, then maybe that's a

093place we could we could walk away from. Um next item on here is the math curriculum. The original budget proposal has the full implementation of a new math curriculum from K through 8. And the reduction that we're talking about here would mean that it would only be implemented implemented at the middle schools, grade 6 through 8, instead of K through 8. Um and that we would look to finish up K5 um in the next year. So, basically you're breaking it apart into a two-part project. Um so, that's a reduction um a limit, a change, you know, a uh slowing of what we know to be a real need in terms of replacing the curriculum that we currently have, uh which is inadequate, and um we've found a great replacement, but maybe we slow down the

094implementation of that process. Um we have, again, some ed tech positions in this section. This would be um the strategy here would be to have our learning commons ed techs, that's the libraries. Um we have one at each K2 school, and we would eliminate half of their of each of their positions and have them be a building ed tech for the other part of their day. So, it's sort of a ripple down effect. Um and the last item on here is talking about uh the uh potential elimination of the K of a K2 principal. And this is the open position that is at Blue Point School. We all heard what an amazing person we have in that role right now as an interim principal. Um and we've also heard about how our central office leadership

095has had to step up and help out this year both at Blue Point School and at Pleasant Hill School, um for various circumstances that have arisen, um in terms of needing leadership and coverage. So, we're offering up in this layer, we're offering up a a pilot suggested opening of having, again, um central office leadership pick up the slack there, and provide leadership at at one of the K2s. Um I will say that the again, I I I think I said nothing in this section is really something we want to do. Um but again, to get to our target, um we're looking at all the areas of our organization. We're looking at, you know, starting out with with your supplies, and working your way through non-educational staff, getting through educational staff, and then talking about administration,

096as well. So, pretty much every area is being targeted, um in the potential reductions. So, that takes us to the bottom of level four. Level five uh gets us into co-curriculars and extracurriculars. This lovely orange color talks about eliminating Wentworth School af- af- Wentworth after school clubs, and some combination of clubs and athletics at the middle school. And we don't really have a lot of details about what that would look like. We have um just a number here, trying to meet the target, right? To get to that bottom line. Um we have information about what the programs cost overall, what's in the budget proposal now, and and how we might approach trying to make a reduction there, if we need to get to that last level um of this reduction. And if you go down

097to the very bottom, um under the orange, it says that's that's our target. Here you go. This is This is what we came up with. Under the orange, we have this lovely pink section, which is just things that we talked about, but we weren't We aren't considering. Um but we did want to put the information out there that there were There were other areas. We have the rest of middle school co-curriculars and extracurriculars and high school co-curriculars and extracurriculars on here. Um in no way are we recommending that they even look at these things, but we wanted to put the information there again to say, you know, here's Here's what these things cost. Um I'll say that what was at least pleasant to me this evening when we went to visit with the town council

098finance committee was that they didn't really like the bottom part of this list any more than we did, um which was nice. Um I know they have their targets, their dollar amounts that they want to meet, and I respect that. Um I think the consequences of what that would take um might have been a little eye-opening for folks because they don't really know what what that means, um what their their dollar amount means. I'm hopeful that they'll stop short of um getting into level four and five, certainly. Um I think what we heard was that, you know, they were comfortable with one, two, and and, you know, some were more or less comfortable with some of the things in three, and um so I think we're hovering around that in terms of um where the

099the finance committee is at, and I think we've got a couple more weeks for them to process through this stuff and to talk to the community. There's a bunch of community forums coming up, um and figure out what their final um say on all of this is going to be. And the town council has authority over the bottom line of the budget. They don't tell us what we put in our budget. That's the board's prerogative. They can't say I like line 14, but I don't like line 16, but they can say we need this many dollars. And you all go and figure out where that comes from. So, that's what this exercise is about. You want to add anything? Diane, you've been you've been uh reading through this >> my talking earlier. >> you you

100read through this read sheet a few times. >> Um in this segment of the meeting. Now, I think um I think Kate's done a really thorough job describing um you know, uh what our team has really been focused on for I'd say the last uh 3 weeks easily. Um you know, I can't say enough about my thanks um to the full leadership team. Uh these are probably the most challenging conversations that we can think about. I feel like I've said that a lot this year uh for lots of different things. Um I think as it relates to this budget, um I think this is the most challenging budget year that I have been a part of um since I've been at Scarborough. Um but um I understand uh the our officials' uh desire to be

101fiscally responsible and to have to have a an understanding of what we're talking about when um when we're talking about what it takes um to provide high-quality education for our students. And I do uh get a sense um from the meetings that we have had this week, including the one that we had just prior to this meeting that that that is getting digested. And so, um I'm hopeful about that. >> Yeah. Yeah, I would agree with that. Um, so from here we could go back, um, do you want to go through the position impact sheet as well, or we just leave that up there as a resource? >> I think that you've you've hit on those, and I'm just looking at it as kind of a >> I know it. >> And then this is

102a public hearing, and so before people fall asleep, they might want to let us know. >> They might want to speak their words, for sure. Yeah. So, the rest of the slides here that I put up are are really just informational. Please go to our budget page. Please go look at all of the resources we're posting up there. There's a whole calendar of all the meetings. Every time we have a meeting, we put up all of the pieces that that, um, resources and agendas and meeting minutes and videos. Um, this is another happy transition page, um, that's just going to tell you what the next meetings are. And, um, as the chair said earlier, we're going to reschedule our second reading and vote to be a little further out. It was scheduled to be next

103week originally. And I think, um, we're going to try to move that a little bit to >> add it that as an agenda item. >> Exactly. So, I think that's pretty much everything I've got. >> All right. Thank you so much, Kate. Um, now we will open the public hearing. So, for those online, if you're wanting to make a public comment, um, in regard to the budget, you can raise your your yellow Zoom hand, and for now we'll we'll come with the with the people inside. So, if you just want to go ahead and line up the same rules that I'm sure you heard them when I said them the first time, it's the same rules for now. >> Hi, I know everyone's had a really long day, so I'll try and be brief. My

104name is Ashley Fassulo. I am I live at 27 Arbor View Lane, and the proud mom of two boys at Pleasant Hill School. Your presentation was lovely today. Thank you. Um I'm also one of the social emotional skills teachers, uh special education teachers at the middle school. I have proudly served this district for 9 years. Um I'm here tonight to talk about the recent communication regarding the request to reduce the proposed school budget, as we've heard a lot tonight, um by 2. something odd million dollars. And the impact that that reduction has on our students and our staff. When we talk about reducing service levels, I want to be really clear what that means in practice, um especially for students receiving special education services. It means fewer staff available to support students with complex needs.

105It means less individualized attention, fewer interventions, and reduced consistency in the relationships that are critical to student growth. For many of our students, these supports are not optional. They are essential for accessing their education. Over the last 9 years, um I've seen firsthand how much progress students can make when they're given the appropriate resources, time, and support. I've also seen how quickly that progress can stall or even regress when those supports are stretched too thin. Special education is not a place where we can do more with less. Um uh without consequences. Sorry. The margin for us is already very, very tight. These potential cuts um do not just impact staffing numbers on paper. They affect real students. Students who rely on structured environments, consistent routines, and trusting relationships with the adults who support them. They

106would affect general education classrooms as well, where teachers depend on special education staff to help meet the diverse needs of all learners. As I was reading through the public comments from the meeting earlier this month, um Sarah Capelmann, Garrett White, and Dylan White um, all expressed really serious concerns about some of the growing challenges related to supporting students with significant behavior needs in our district um, and the impact that that's having on staff and the school environment. They emphasized that our current staffing, what we have right now, and programming um, and training leaves our educators feeling overwhelmed and in some cases, as they shared, physically and emotionally exhausted. Both Capelmann and Mr. White highlighted that there's an increase in staff burnout with some educators feeling dread and reporting physical strain. Um, while also noting that

107the current situation is affecting, again, that learning environment for all students. I understand that budget decisions are complex. I applaud all of the work that I know you guys are doing. That presentation it it it sucks the life out of you to see it on paper, um, but I know how much you guys I know how much time and how much you're working on it. Um, but I really urge you to consider what is going to be lost if we move forward with these reductions of this magnitude. Um, as we know, once things are cut, um, they're really hard to replace. Um, and so that impact gets felt immediately by students and those effects can last for many years. Um, Scarbor- school Scarboro schools have a long tradition of providing incredible supports for all students.

108Um, I am, obviously, I work here. Um, my husband graduated from Scarboro High School. Like I said, I have two amazing boys in kindergarten and second grade at Pleasant Hill, so I feel multiple levels of commitment and and kind of stress about this situation and how it's going to impact not only my job and my building and my community, but my children and our our neighbors' children and all of those things. So, um, you know, I think we've built a really great reputation as a school district here to support all learners, but I just ask that we really protect that commitment. And our students, especially the most vulnerable, the ones that I walk in and see every single day are really depending on it. So, I really thank you for your time and your consideration.

109>> Thank you. >> Hey. >> Um my name is Lindsay Demonic. I live at 15 Forecaster Way and this is really impromptu. I came to see my daughter sing um >> [laughter] >> in uh the Annie performance and I work outside, so I'm a little um damp from farming all day, so please excuse my hat. Um but I came tonight to watch my daughter sing tomorrow. Um the cast was thanked for being here, but I do want to point out that that was barely half of the kids that performed on stage in Annie and there were another 20 working behind the scenes um on the crew. Um it was mentioned how impactful it was to have the students sing at the senior dinner to build connection within the town between those with kids and those

110without. Um so, I think that's something to continue talking about and encouraging the um people with empty nests or um to continue to get involved um cuz these cuts will also affect them. Um so, I said every cut that we are looking at will not only impact the staff and students in our schools, but our community as a whole. Um it's hard to speak to one potential area of cuts tonight, um but since the theater and chorus program brought me here, I'll just speak specifically to the arts, which is something I did at a school board meeting for the first time as a fifth grader >> [laughter] >> um in a similar town in Vermont when they were looking at cutting music education. Um but arts education is critical to developing empathetic, engaged, and creative

111students, which is also essential for our fast-evolving workforce. The arts promote mental health and self-confidence leading to better attendance and academic results. Um I joined the music boosters a little while ago specifically because of Matt Laberge. Um he is currently at a 0.25 position um but is definitely putting in more time, passion, energy, and commitment to every student that he teaches at the middle school. I was raised by an educator, a K through 4 speech and special educator. Um so I've been around teachers my entire life and I'd like to think that I have a pretty good sense when I when someone is doing an exceptional job and I see that in Matt. Um he comes to his students' other events, their fundraisers, their other theater performances. Um he gets them involved with the PSO

112um and and much more. Um music is one of the first places students have agency in how they study the arts within the Scarborough schools. My daughter is in a class of 60 seventh graders, 60 to one right now with Matt. And he just never seems tired, overwhelmed, or ready to quit. Um there would be more in that classroom, but many were turned away. And this will happen again next year without increasing Matt's position. Um the arts are inclusive and they teach a lifelong skill that can be enjoyed at any stage in life, which I think is important when we look at what we teach. I'm asking the board to prioritize funding for qualified arts staff and to pass a budget that protects arts education for the 2026-27 school year and beyond. Thank you. >>

113Thank you. >> You can You can still come. Absolutely. >> Um hi. My name is Megan Moreau and I am a second grade teacher at Blue Point School. I also want to start by thanking um the school leaders for their immense work on putting together the budget and then going back through it, combing through to find savings where they could that wouldn't impact um the people that provide this service for our our community. And also to thank the school board um for your support of the initial budget proposal. Um I'm here today to speak to the community and especially the town council in support of fully funding all of our educational needs at all levels of Scarborough schools. Um I heard members of the town council liken this budget process to corporate budgeting. But schools

114are not corporations. The purpose of our schools is to provide a high standard of learning to and nurturing for our community's children in safe, welcoming spaces, not to boost a bottom line. As a teacher at Blue Point, I was disheartened to see the consideration of eliminating building principal the building principal position and especially um after we just heard all the amazing work that Mrs. Eagle, the Jillian, did um and is continuing to do for us. I can't imagine that going away. I do know that the work would be redistributed. Um but that is a full-time position and that work being added on to our central office administrator and the two principals at Pleasant Hill and Eight Corners, that's going to establish an an inequity for our students and staff at Blue Point as well as

115a trickle-down negative impact to all schools in the district by pulling focus and time from those shared administrators who already have demanding important jobs in their primary roles. Additionally, reassigning building support staff to eliminate the four and a half EdTech positions, not sure how a half a person position can be eliminated, but reassigning those positions um is going to create an immediate and critical gaps for student support. At Blue Point, each grade level has a dedicated EdTech. That person can lead small group learning alongside classroom teachers. They supervise lunch and recess. They can seamlessly step in for teachers when we have meetings or when coverage is needed in lieu of substitute teachers due to an ongoing subs substitute teacher shortage. We cannot afford to lose their support at the grade level for those reasons. So,

116yes, I know there is a cost um to ensuring the success for our students and maintaining the quality the high quality of instruction that is delivered by the exceptional all the exceptional teachers in Scarborough and supporting students and their families with adequate staffing, but I'm asking the community and especially the town council uh to reflect on our shared values and whether these cost savings of the cuts support those values as well as what message it sends to the entire school community when education is undervalued through proposed cuts. Thank you. >> Thank you. Is there anybody else? >> Um Todd Walters online, we're going to unmute you and you um will be ready to go. I'll just give you a a a a minor interruption when you get close to the 3 minutes. And you can

117go ahead. >> Did you hear me? >> You just have to unmute yourself, Todd. >> He might have stepped away, maybe. Want to go to someone else? >> Is there anybody else online that's Todd, do you um Okay. I guess we'll just leave him on and if he's able to unmute, he can. Well, we'll move on. Okay. All right. Um seeing no others, um Hm? What is it? >> 5 minutes. >> Oh. Um yeah, let me let me close the hearing. Um seeing no other public comment, we will go ahead and close um the public hearing for the FY27 school budget. Um given the time, two things, um I know that there's a request for a 5-minute recess, but also um I think we probably should go ahead and extend the count the time. Um

118so um I'll entertain a motion to extend beyond the 9:30. >> So moved. >> Second. >> Any discussion? All in favor? Uh and that shows unanimous. Thank you so much. Um and we will take a quick 5-minute recess. We'll come back at 9:09. >> Mhm. >> Well, part of us. Oh, you get a Oh, we have a well you can have both. Good evening. All right, we will go ahead and get started. All right, good evening. Welcome back. We are going to continue on with 8.0. Uh the continuing business 8.1 is to update the post referendum building committee governance document. Sorry, I just took a candy in my mouth. Um I will refer you to the document. This is part of your packet. Um what we noticed in the if you go to the third

119page, um under five, number five officers, you'll notice that there is um directive about the building leadership committee and inadvertently we left off um the one town councilor and then the facilities director from the list. And so, my request tonight is that we update this document to include both of them, um, the obviously with the, um, building director, the facilities director, excuse me, he is the one that has the knowledge and the history and the, um, experience with the buildings. And so, as we talk about these buildings and what changes need to be made at having, um, that person at the table is really helpful and imperative to the leadership team as they talk through, um, talk through items. And then, the town councilor, the addition of, um, the councilor liaison, um, the town does

120own the schools, so the buildings and so, this is their opportunity to be present on our leadership team. So, that is the only change right now. Are there any questions for me? Do I have a motion to approve the governance document, um, changes as presented? >> So moved. >> Second. >> Is there any discussion? All in favor? I'm not sure if it's unanimous. Thank you so much. All right. Um, new business, um, 9.0 is new business, new 9.1 is the budget calendar. Mitchell, did you want to tee this up? The, I'm sorry, the this is the discussion. Let me provide a little bit more feedback. The the discussion to, um, add in a special meeting or >> due to the ever loving changes of the budget season, we are, um, as you can see, having

121a lot of feedback and looking at all the possible things we need to do for our budget. So, we were looking to move our second reading to a special board meeting, um, possibly on the 19th, um, that being the only agenda item on that board meeting. It would have to be the full board to run through the second reading of the budget. >> Mhm. >> Um as you know, policy-wise we will need it by the 20th. >> Mhm. >> the latest possible time we can do that. And that gives us the most amount of time to work on that budget, build it up, and what we need, and still being within our policy guidelines. >> Did you say I'm sorry, did you say the 14th and the 19th? >> 19th. >> The 19th. >> It's

122a Tuesday. It's a Tuesday, you say? >> It is. >> Assuming it would be at the normal 7:00 time. >> It can be at a time of your choice choosing as long as we have we can make space available. >> We could also meet online. We could do a Zoom meeting if that would make it easier. Right. Just do we need a Well, no, I don't know. Maybe we shouldn't. >> We can talk about that outside offline. >> So, we can settle on a date. >> What are you thinking? >> Yeah, the the 19th would work. I have a pre-existing commitment between 5:00 and 6:00 on that Tuesday. >> Mhm. >> But that I don't miss. >> Well, and I know some people have work that runs later, so maybe we just leave it at

1237:00, our normal time. >> Okay. Okay, so we'll set um so the um conversation in front of us is to set a special meeting for Tuesday, May 19th at 7:00, which would be the second reading of the budget. Any discussion? Uh I'm sorry, is there a motion? >> So moved. >> Second. Any discussion? Um I just have one thing I'd like to um I know that it where the cuts are going to end up is up in the air, but um if it gets to level four, um by any it it as we move along and get closer to the 19th, I would like um us to potentially think about I'm uncomfortable with the principal not um not being at Blue Point full-time, and not because I have I have full faith in you and

124in Katie. >> Full time. >> I I think that you have other jobs and duties that we brought you here for and same with Katie and I know Diane relies on you and the rest of the leadership team does. But also when you think about the staff at a school that that the principals are leader. And to not have that consistent person there for the for the staff and for the families, I think is really difficult. So that's one I would like to see um reconsidered and um the math curriculum. Um separating that out over 2 years. I appreciate that this the middle school would be first, but um given that that doesn't that curriculum doesn't meet state standards right now, I have a hard time with um Well, and you know >> to that

125point, one of the things that we did talk about in the uh finance meeting with the town council this evening is um the consequences of deferment uh when we know that next year most likely will not be any more of a better financial picture. And so um I think if there is the ability >> Mhm. >> um to move some things forward, that would be probably uh wise on our part. >> Yeah. Yeah. >> Um I believe the town council is having budget meetings every week um for the next 2 weeks. Are those at What time are those at and where are they? >> going to have uh their next uh budget finance meeting is next Thursday. I believe it's also at 5:00 and on the 14th also at 5:00. >> So Thursdays at 5:00

126cuz I know that we've gotten a lot of comments from the community about the budget and I think it's really >> make sure that we post those in the newsletter so that the times are accurate. >> Yeah. >> Um they were very clear in this evening's or this afternoon, whichever it is at this point. Um uh that uh they really want to take the next couple of weeks to get robust feedback from members of the community. >> Mhm. >> Yeah, I just just want to help them make their decisions. >> Yeah, and I just think it's really important cuz I know we've been getting a lot of um comments and emails and there's been feedback there's been I think things coming in as we've been at the meeting. >> sitting here, yeah. >> And so

127it's I I really um am glad that people are engaged and I'm and and interested in learning uh about that, but I think it's really important that we um stressed out the town council is is actually more important in terms of the people who need to be hearing the comments and feedback. >> I would agree. >> Um and just make sure people are really clear on that because I just want to make sure they're hearing from everybody. >> I think to that >> Sorry, I just wanted to add that we do have a social media post that we're putting out that is um urging, you know, trying to communicate to parents that there are these budget round tables. Some are virtual, they're going to be at every elementary school, they're going to be at the

128public safety building on Saturdays. So there is ample opportunity for people to participate virtually in person on weekends on week day evenings. So yeah, and we um you know, that that is being communicated. >> Yeah. Wonderful, thank you. Um and I have been as I respond to emails um I have been making sure to copy the council so that they're able to see um communications we're getting as well. Okay, any other discussion? Uh okay. Uh we have first and second. All All in favor? And that's unanimous. Thank you so much. So we will add that to the calendar and the website. The May May 19th at 7:00. >> Or we can do it on Zoom. >> Or we can probably do it on Zoom. Yes, that would be great. Thank you. All right. Um I

129think in the interest of Let me just take a look at what we're >> This mix and mingle request. >> What? >> We did that We did that already. >> Oh, you already voted on it. Oh, that's right. >> Okay, I forgot. >> So, 9.2 is the first reading of policy DJH, purchasing and contracting procurement staff code of conduct. 9.3 is the first reading of policy DN, school property disposition, property other than real estate. I think those are the only two that go together. So, we're going to bundle those two. If you want to go over those two together? >> Sure, Sheila. So, as we go through our policies, I'm continuing in reverse chronological order. Policy DJH is a mandatory policy that has to do with purchasing and contracting and procurement. Staff code of conduct

130is really talks about conflicts of interest when people are contracting with the district to ensure that there's no bias or inappropriate financial dealings being done. Not that we think there are, but there has to be This is a requirement in order to procure with federal grants. This section has to be in compliance with the federal procurement guidelines. We have a much larger policy regarding the federal procurement guidelines, which interact with this policy in some ways. But this simply essentially says you can't have a conflict of interest. You can't solicit or gifts or get kickbacks when contracting. So, that's what this policy is about. We didn't do a whole lot of heavy lifting with it. We did eliminate the conflict section because it's in our other policy. And so, that policy will govern and there's a

131reference to that, which is DJ, which is bidding and purchasing requirements. That's the big federal procurement policy. In case you want to have any sort of controversy regarding federal procurement. Good luck with that. Fascinating topic. DN is a little more interesting. So, this has to do with surplus property disposition. So, as a municipal entity, there are rules with how you dispose of a once it's once you've it's ended its useful life with you. We do have surplus property. We have buses that we put out of service and other vehicles and other items that at times when they become obsolete, we need to get rid of them and we have to get rid of them in compliance with this policy. So for any property that is being disposed of with a value of more than $5,000

132once it's declared surplus by the superintendent, um there's steps that that the superintendent has to take in getting rid of that property. The first of which is we talked to town manager about it because of our kind of joint and we're intertwined with their budget. If they can use the surplus property, we offer it to them first and then it would be given for public sale. Um and so this is the policy that you would follow to get rid of surplus property. I'm very excited. It's also a statutory requirement in Maine law, so this is compliant with that statute. Happy to take any questions about that and I don't have any buses for sale. >> All right. Um any questions? Um anybody uh wishing to make public comment? Um do I have a motion to

133approve the first reading of policy DJH purchasing and contracting procurement staff code of conduct and first reading of policy DN school property disposition property other than real estate as amended. >> So >> Second. Any discussion? All in favor? And that shows unanimous. Thank you so much. Um 9.4 is the first reading of policy KE public concerns and complaints. >> Um we recently did the complaint policy regarding staff. This is for public concerns and complaints and it is the same policy that has been in effect which is if you have an issue, it should be resolved at the lowest possible level before being escalated. Um that is restated in here and then it points to all the other complaint policies to make sure you're in the right policy, which sounds silly except for there's some really

134important policies they have to follow when it comes to sexual harassment and other um, harassment specifically. Um, and so it lists all the exceptions so that we're pointing people in the right direction in case they start here. Um, and other than that, it really just says you have to resolve at the lowest possible level and then you would go up um, the appropriate chain of command. I'm happy to take questions. It is somewhat similar to the staff policy but this one obviously has to do with members of the public. >> Are there any questions? Do I have a motion to approve the first reading of policy KE, Public Concerns and Complaints as presented? >> So moved. >> Second. Any discussion? All in favor? And that shows unanimous. Thank you. Um, I'm going to bundle nine

135Well >> Question on bundle nine. >> Yeah, I'm going to bundle 9.5, 9.6, and 9.7. 9.5 is the first reading of policy BDB, Board Officers. 9.6 is the first reading of policy BED A, Notification of Board Members. And policy um, item 9.7 is the first reading of policy BED D, Rules of Order. >> Um, these policies are pretty standard and there are no allowed changes to them. These are governance policies. So, the first just indicates what the duties of the chair of our board does. Um, the vice chair and the assistant secretary, which is our superintendent for those who are wondering. Um, we do have one. >> [laughter] >> Um, and then sort of list that out. So, at the beginning of the terms when we elect officers, this is the document that indicates who's

136responsible for what. Um, BED A is Notification of Board Meetings. This is governed by open meeting laws which requires notification. That's why we can't have meetings without three days of public notice unless there's a special or emergency meeting. Um, our committee meetings also follow this rule but this is the policy that that sort of gives that out and again it's it's a requirement under Maine law for any open meetings which we are subject to the open meeting laws. Finally, BEDD says very simply, it's probably the shortest policy in here and I love it. It's one sentence in that Robert's Rules of Orders revised which is the latest edition available is the the rules that we follow when resolving procedural uncertainties with the board and I gave Shannon a cheat sheet because of this policy. >>

137That's lovely. Thank you. All right. Are there any questions? Any public comment? No. All right. Do I have a motion to Let me finish first. Do I have a motion to approve the first reading of policy BDB Board Officers, the first reading of policy BED A Notification of Board Members and the first reading of policy BEDD Rules of Order as presented? >> Second. >> Any discussion? All in favor? And that shows unanimous. Thank you so much. Um agenda item 9.8 is the appointment of our high school assistant principal. >> Well, he is still sitting in the audience. >> [laughter] >> That is a good sign. >> a good sign. >> And look at the colleagues around him. >> And they're all awake. >> If I might just add. Uh no, this evening I am really

138excited to bring forward to you Jeffrey Oliver who's been nominated to fill this currently open position for FY27 at the high school. Mr. Oliver earned his bachelor's in business administration with a concentration in accounting from the University of Maine as well as a master's of education in curriculum and instruction and a second master's of science in Ed Leadership from the American College of Education. He worked in Pensacola, Florida as a math teacher and head coach for boys and girls track. Since 2018, he has served as the athletic and activities director for York School District. I'm really excited to have Jeff join our leadership team as assistant principal. Would you like to come up real quick? Real quick. It's okay. We've extended our time, so don't worry. We'll search the timer for the lights to flash.

139>> It'll be less than a minute. I just want to have the opportunity to thank the school board and the superintendent Dr. Netto and the high school administration for this opportunity. It's greatly appreciated. Uh looking forward to working together. As a as someone who lives in Scarborough and I have I have two children in the school district. Um and they've had a wonderful experience here. I also want to take the opportunity just to thank and appreciate the staff and the teachers and administration, the families in Scarborough. Um it's it's just really nice to be able to work in a community um that's had so much positive impact on my family and myself. Uh so that's the really the the biggest benefit. So I appreciate that. Um really looking forward to working among students and staff,

140uh just to support growth and celebrate successes and just to be in the building day-to-day and present. Uh really excited for that opportunity. So thank you. I'm honored to be here and looking forward to what's next. >> Thanks, Dr. All right. Do I Do I have a motion to approve the appointment of the high school principal presented? >> So >> moved. Second. >> Any discussion? Um I will just quickly say that you have a wonderful team you are joining, Jeff, and um not only well, especially at the high school, that the high school team is very close to my heart. Um my kids my son went through the high school. I'm very close to the administrators there, and um you for a variety of reasons. But, um you have a really, really good team you're

141joining, and so um congratulations, and um I I I think it's an awesome opportunity for you, but even broader than the high school, the rest of the leadership team is a really awesome team. So, you're you're among good company. So, congratulations and welcome. All right, any other discussion? >> Watch out for my kids. >> Yeah. Mine is graduated, but John's are still there. >> Name student later. >> That's right. All right, all in favor. And that shows unanimous. Thank you so much. Congratulations. All right, and agenda item 9.9 is the appointment of the middle school seventh grade softball coach. >> Yes, in your packet uh you'll see that as presented, and I respectfully ask you to approve the appointment. >> All right, do I have a motion to approve the middle school seventh grade softball

142coach as presented? >> Second. >> Any discussion? All in favor. And that shows unanimous. Thank you so much. Um the new agenda item 10.0 is adjournment. Without any objections, we will adjourn. Look at that, 9:32. Nicely Nicely done. Have a good evening. >> Mhm.