School Board Workshop & Business Meetings 11/20/2025

001Good evening and welcome to the Scarbor Board of Education workshop. The date is Thursday, uh, November 20th, 2025. Can everyone please join me for the pledge of attend Pledge of Allegiance? Pledge of >> Allegiance. I pledge algiance 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. >> Ray, can you please call the attent? >> Yes. >> Uh, Miss Miss Jacobs >> here. >> Mr. Kellaher >> here. >> Miss Lindstöm >> here. Miss Mauard. >> Uh, she's absent. >> Uh, Mr. Rockenstein >> here. >> Miss Tarpen >> here. >> Mr. Pina Huff >> here. >> Miss RKina >> here. >> Miss Clarett. >> Um, I think she's absent as well. We just saw her,

002so I don't know. She might be just running a few minutes late. So, >> all right. Thank you. Agenda item 4.0 is new business. 4.1 is the school board protocol review. Um so this is just something annually that we um look at. It's our board operating protocols. Um essentially the way in which um we um are going to conduct ourselves. Essentially that's what that's what they are. How we're going to show up um and represent Scarboro. So um there is if you look on our website there are 13 current operating protocols that we've been using since last year. So, um, we'll just start at the top. And what we're doing is looking for any edits, any changes, um, anything that we want to add, anything that no longer serves us that we want to take

003out. Uh, that's that's our work tonight. All right. So, the first one, um, it's the board says, the board will res represent the needs and interests of every student in our district. We will stay flexible, endeavor to meet the needs of every student while advocating for adequate and appropriate resources. >> I'm wondering would it be helpful if um someone did a screen share so people could see the one what we're talking about. >> I just know right like not everyone is an auditory learner >> so that might be helpful. learn so good. >> Um, let me see. I can share except I'm going to need to take notes. >> We want to do it from there. >> You want me to take notes? >> Yeah. Can you do it from there? >> It's just Perfect.

004Thank you. >> All right. So the first one at the top there, the board. Again, the board will represent the needs and the interests of every student in our district. We will stay flexible, endeavor to meet the needs of every student while advocating for adequate and appropriate resources. So I'll open the floor for any updates, any changes. I think it's important that we are um centering students first and our protocols. I think that's the right direction. I think that's exactly where our focus should be. And I like I like the fact that it's fixed there. Um I like this protocol. I don't I don't see any need of any changes. Um but I do I do really support starting with our focus being student centered because I think that's our mission. That's our goal and

005I think having it right up front is makes that really clear. >> Yes. Do you think we should add it to the front? Scar public schools is a student centered district and as such um carry on that is that is stated in other places. I mean, I'm not opposed to that for sure, but hopefully that comes through. I think the district is student centered. I think the board >> I think as said like the board our function will be >> for representing the needs and the interests of every student in the district. Mhm. >> I like that because I think student centered can be one of those terms that when we're talking about things and it wouldn't let you agree on the definition of what that actually means >> and be platitudes kind of performative

006if you will and I think what it means to us is that as a board you know we're going to look at every individual student by district and represent their needs and then you know the way that we represent just by getting them adequate resources so that the school can do what it needs to do, you know, being mindful of taxpayer money, being mindful of the use diverse resources, but our job here is to represent the best students. The way we do that is by adequately resourcing >> what they need for public education. And I think like I I like our protocols are number one. Okay. >> We good to just leave it as as is? >> Yeah, I think it's great. They broke. Come fix it. >> All right. >> Our second one is

007we will work to keep both the superintendent and fellow board members fully aware of current issues and concerns. Surprises to the board or superintendent from either individual board members, the superintendent or leadership council will be the exception, not the rule. We agree to ask the board chair or the superintendent to place an item on the agenda instead of bringing it up under feels and still represents what we discussed wanting from the subord. Mhm. >> I wonder if you know if we're interested in word smithing that I don't love the second sentence which was surprises I like the spirit of it and the intent of it be clear. I don't that it sort of surprises should be the exception not the rules sort of I don't like throwing of that expression in there if you will

008and so you know I if we were interested in words within it I would eliminate that second sentence and actually put that sentiment at the end so we will work to keep both the superintendent and fellow board members fully aware is concerns in the second sentence I think we agreed to our superintendent to place an item on the agenda instead of bringing it up the And at the end I think we should say something to the effect of um you know no member of the board or the superintendent superintendent and board agree >> not to you know to share information in a forthright and manner in a forthright and timely manner allowed. >> Wow. You might hear the voice going up to another might hear up to another. Oh, is that from Final Cut? >>

009Yes. >> The exception of the whole >> I know that I know like >> David >> that was that was a surprise not within an hour. >> Everyone's going to be home for Thanksgiving. >> Everyone is coming home for Thanksgiving. I'm leaving. >> You have to go down the whole island. >> No, he's retrieve. >> No, he's busing in that country drilling. >> They actually the school provides information in order to harm another person's ability to do it. I'm not say >> honestly just cutting that sentence and putting it at the end of the paragraph works really well as well. >> I agree with everything. >> A piece I heard you say Frea was like that I kind of really latched on to was the why, right? so that we can have an informed conversation,

010right? Um, and be prepared for those. >> Yeah. >> You know, again, I think a lot of these protocols, some of these protocols are remembering historical context that >> is not a current situation. >> Correct. But >> is also something that is a fact that would happen. >> Yeah. >> And so, you know, we don't want political theater or board meetings. We want good boardings that have and wellinformed prepared board members ready to >> so it okay maybe it maybe it should start out that way. um you know board members and and the superintendent. >> Yeah, like maybe it's something like the board recognizes the value of having informed discussions at meetings. >> There we go. I like that. Towards this end, we will work to right blah blah blah >> and provide information in

011a timely manner designed to assist the board's collective work and not in an attempt to distract or what's the word for that? You're sort of like catching somebody at you're like engineering situation to catch say we don't want to do >> we don't want to play games but I don't again that's the discussion I don't want to >> um is there a a an AI and >> mention on it >> it's really to like provide for genuine discussion and consideration of topics right >> in good faith >> it's faith >> right good faith >> right >> like we're here in good faith We're not here to score points or >> Right. So if we start with that positive intentionality, right? >> Okay. So I have the board recognizes the value of having informed discussions and

012then I have toward this end and then I have nothing else. So >> information will be shared in time manner designed to inform and prepare board members for meetings and will not be withheld or strong. Well, uh, you know, um, are we trying to tell people how how they can bring up topics that are maybe more urgent, like, you know, you know, valuable. I don't I'm trying to articulate what I'm trying to say. Um, are we trying to say like issues that arise that need a discussion uh should be presented to the school board chair for future or you know future board meeting or >> in the operations committee in the college >> and I was told Nick I'm tell one of the guys I'm like that's not important I don't think I think at

013scout. >> I think that's something to do. >> Sure enough, you sent the email like an hour later >> cuz our guys are like trying to figure out if they need to go out on it or whatever. Like, I don't think you guys need to go out on this. So when I start, >> we want to do it in a way so that if you're bringing a rand if I'm bringing a random question to you, say I'm a board member and I just bring a random question to the meeting, >> there's there's not an expectation that you know the um district leaders are going to have that information at the ready. Right. >> Right. If you want to have an informed discussion then when we know about it in advance we can collect data get

014the information that is necessary so then you can digest it and consider it. >> Yes. >> Right. But yeah like how to put all that in. >> Yeah. I and also I mean there is a bringing up something as a surprise is not also and then there's an ensuing conversation. is not let the community in >> or know ahead of time. So, >> right, >> that's another good point, right? Because people will look at the agenda and say, "Oh, this topic's on. I want to go to the meeting because I'd like to have a say." >> And so, if there's something that's not on the agenda >> that comes up, then we don't have that same public opportunity. >> Yeah. Right. So, I don't know if maybe like um starting with a intention and then

015like a bullet you know a small bullet list of the things that board members in in audible do meet >> let me um so what I'm doing okay Sorry. >> Because I think I think what you were trying to get at is really important. It's hard to members will or members will not Yeah. Oh, hello. >> Can you let me share? >> You roll up. I think >> you said something though. like making sure it's of course approached early so that the public is informed as well. >> Do we want to make that part of this goal as well or >> you mean like um you know topics are brought forward with intention >> you know in a with uh the same process I think is what maybe what you're trying to say. So everybody

016is but then we have the next one is the stakeholders involvement. So >> it kind of gets into that. How about we'll be instead of withheld will be shared in advance. >> Is there any way I can make that bigger? >> Yeah. Sorry. >> Some of us have older eyes in the room. Not me, of course. I'm just thinking about the needs of others. >> There we are. >> That's a giver. I appreciate. >> Thank you, John. >> I don't think we need to say this. Prepare for meetings and we'll >> share information. >> How about shared in good in advance? >> Okay. Be sure in a timely manner. Comma said information will be shared in the paid >> like added on to this. >> Yeah. No, like up to >> is it information or

017is it request for information? >> Well, it's both. Yeah. Right. Yeah. There's like two. We maybe need to break I'm sorry I have heartburn. We maybe need to break it out into two separate um >> I already took them. >> Um operating protocols >> that that might make more sense, you know. >> So, what would the two operating protocols be? Well, you've got the sharing information and you've got the request for board meeting agendas. I mean, we can keep it in one, but there's two >> Yeah. >> concurrent things going on in this. >> No, we should break it up. One thought per one thought per protocol. >> So, the board recognizes the value of having informed discussions because then should be shared in good faith and ahead of time to the extent possible. >>

018I mean, that's ahead of time to the extent possible. That's >> I mean, yeah, the extent possible. I mean um that is in compliance with public meeting laws anyway, >> right? >> Point to that in advance. In advance at a time in advance maybe >> Okay. Do we want to keep that sentence in or no? Yeah, I think that's I think I like >> concerns. I take away the surprise sometimes. I think we say that above. >> Yeah. >> And I'm indifferent to be collapsing into one again. Is that good? >> I think so. >> Everybody good with that? Two and three. is happening. >> Oh my god. >> It's very okay. >> But yeah, I um my dinner was a little spicy or nothing. I thought it was me. >> You press control shift

019B, it will paste it to the format the rest of the documents. >> Oh, thank you for that. Control shift B. Okay. Hopefully, I'll read that for now. I'll try for next time. Okay. Um here's the fourth. The board values direct input from stakeholders in the decision-making process. Will facilitate receiving feedback and meetings andor forums, etc. And we'll seek to foster community engagement. >> It's like not a complete sentence. >> Yeah. I guess going back to what we were just talking about upstairs like removing barriers for people to be able to participate in discussions if that's I don't know >> um that >> um somehow works with though >> um we'll seek Is it like the first line and will be opportunities that foster increased community engagement? There we go. Yeah. Get rid of the

020middle part. >> Yes. I like that. Yeah. that >> what's the middle part? >> We'll facilitate receiving feedback for these inter yeah just like extraneous, right? >> Yeah. Okay. Much better. >> What about defining stakeholders? I mean, we know what it means, but it's >> true. >> From the community. >> Well, yeah. Is stakeholders in the community the same thing? >> Sorry, >> I feel like community would be more clear though. as opposed to stakeholders. >> Stakeholders elsewhere. >> Are they the same? >> Well, sometimes the stakeholders are the community. Sometimes they may be teachers, >> sometimes they may be parents, >> Right. I mean, uh, >> not everybody's in the stakeholder >> or I mean, I wouldn't want the school. >> Yeah. Um uh do you want me to say including in the school

021and and or just or take out >> input from all stakeholders the school and the community >> from members of the school and greater community. >> I think people figured out members of our >> I was thinking about saying relevant stakeholders then that seems >> we're deciding Oh yeah. >> Yeah. >> Oh, I'm here. I'm right here. >> Words matter, right? >> Okay. How's that sound? Great. >> Like that. >> Does that get what you were trying to say? >> Okay, perfect. All right. Okay. What did you tell me to do? >> Oh, control shift B control. >> Oh, you're on an apple. So, it's command shift. >> Or whatever your paste is was shifted. >> Did you say be like boy >> like Victor? >> Oh, you know what, Shannon? All right. Um, all

022personal complaints and criticisms received by the board or its individual members will be directed to the superintendent. While the board is eager to listen to its constituents and staff, each inquiry to individual members of the board is to be referred to the person who can properly and expeditiously address the issue or to the superintendent. Board members agree that significant feedback obtained on an individual basis will be shared with all other board members. I think we can combine sentence one and two. Like while the board is eager to listen to its constituents and staff, all personnel complaints and criticisms. You see what I mean? >> Yeah. It's that's Mors. >> Yeah. Take this out. Right. Like that will be referred. Well, you're referring them to the superintendent and then the superintendent is deciding who is the

023best >> superintendent >> person to address to, right? >> Yeah. >> Not always. >> Oh, yeah. >> Sometimes if someone's like, I have an issue with my coach. Wouldn't you just I could point to the policy and be like, go follow go. >> Yeah. No, that's a good point. Yeah. >> Cuz sometimes like some I wouldn't I wouldn't want them to go to you. I want them to go to the coach. >> Yeah. So maybe We should maybe we should cite the policy. >> Hey, there's a really clear policy. Well, >> we're right. We're gonna updating it, but it's policy KB I believe. >> Yes, it is. >> And that's the like it's the lowest level that I can because you can resolve that. So, >> I actually love that because we have a policy

024that directs that already. >> Um, we'll be okay. All personal complaints and critic all that's K. Yeah. I'm trying to think of how we say this. Um while we're eager to listen all personal complaints and criticisms there that's not what's being referred. It's the complainer. >> Yeah. Right. >> So how do but I don't want to say if you compl you know what I mean? like how do I >> um so we may listen but board members will always uh lean on the I mean I mean that's not right the right word for lean on the policy >> that directs >> I think we use the policy language the policy language is actually really good >> they'll be so all personnel complaints and criticisms uh will be addressed via polic policy KB. >> Yeah. Or

025or like the >> right >> the line in KB that I love so much is that complaints will be referred to the proper school decision maker for resolution the lowest possible level. Like I love that phrase in that. I really like it and I think we could say that and then we can ref policy but like >> the all personnel complaints principles will be addressed >> or will be referred to the proper school decision maker for the resolution at the lowest possible level. like literally that line um you know per policy >> per policy yeah >> okay and you could you yeah you could link it I think that's the that's when we talk about our policies talking about each other through the documents that's what >> yeah so >> okay yeah there we go

026I mean >> and maybe that's kind of the point. Maybe we want to um say as a board we uh value having um uh strong policies and um following our own policies as well as um strengthening them when necessary. I don't think we have to say that like I think the way that we say that >> is like I know on the policy committee it's an intentional act but >> it's taking the mission statement it's taking that language from the mission statement and putting it into your policies and from your policies and the same language into your website so >> into the document so all the documents are talking to one another and they all reinforce the same message. If you want to change the message, that's fine. But you like, >> right, >> instead

027of having different drivers and different things going in different directions, it's really >> like I said, like sewing. It's literally like sewing together. Our policy, our mission, our protocols, our goals, all of it ties together because they're all driving the same thing, which is our strategic planning document, which is called something different. And I did find it. is under the superintendent page, but like that that document now speaks more to our policies and speaks more to our goals and our protocols and they've started really we've really tried to line them up through all these meetings like we really intentionally and I think we should continue to do that and that's that's how you do that Jillian is that if they all structural if they structurally reinforce each other >> that's how you say that. >>

028Yeah. Yeah. All right. Can I ask a question about the last sentence in number five? >> Yes. >> So, if we're saying that personnel complaints should follow the policy, does does that align with board members sharing significant feedback that they get about personnel complaints with other board members? What about that? Yeah. Right. >> What about having so we share with the work of the board? >> Yeah. I think there's got to be a way to say though that if you have somebody who like run-of-the-mill I don't like the work. I don't like the decision that that this coach made. I don't like the decision that this teacher made. That's but like if you have somebody who we fear is going to create a large issue is going to like it it goes beyond that like

029I think that does need to come I think the board needs to be made aware of it. not for board action and it's not the board's work, but I do want to know that if there's a significant concern in the community that's catching fire or if there's a significant, you know, feeling in the community that I might not be aware of, like I think that is appropriate for us to be aware of, not >> to address it. That is not our work, >> but to be aware and have our pulse on the community, right? like when we don't listen to our community, we are not as strong and we're not able to do what we feel we need to do to protect our our our students and to promote what we would like to promote.

030I mean that was that was the building committee one and building committee too like in a nutshell, >> right? >> And so I think it's important that we share information with again I like that word significant for me that means this is not about this. We're not going to address the controversy and the issue and that, but but if there is a significant problem, >> you know, if there are, you know, social media posts that are significantly damaging >> a reputation, you know, that's something that I think we do need to know about and it's for your information so we can make informed decision- making, not we're going to sail in and solve that problem because we're not going to do that and we shouldn't. We're not in the business of doing that. Does that

031make sense? And if there's a better way to phrase it, I'm for that because it does sort of take away from what we're saying in that first sentence, right? It doesn't seem to support it. >> But is there a way to capture that? Like we do need to be aware. We need to have our pulse on what's going on. >> What about switching feedback to like information all significant information? >> Yeah, that would maybe it should be a different operating protocol and we should talk about like >> maybe up at the informed. >> Well, this part we do have this we do have this one right here. Not that it doesn't belong anywhere, but right >> like >> right like I think a standard operating protocol that you all have is right somebody gets an

032email from someone you share it collectively. >> Yeah. >> This kind of seems like that's what this is saying, >> but we say it somewhere else, right? >> We actually do say that specific. >> So I think you can eliminate it. >> Yeah. >> Or we could maybe um let me stick it right here for just a second. What if we um we will work to keep both the superintendent fellow board members fully aware of any significant information obtained on an individual basis. >> Yeah. Or how about obtained or shared with one board member? Like I just think there's something awkward about that obtained on an individual basis. Yeah. >> Like there's just that's not clear. >> I mean >> obtained as an individual or information >> um >> given to one board member, >>

033right? >> Yeah. >> Because obtaining it means like has a different connotation. It's like you're looking for it. I'm going to go obtain it versus it's being like fully aware of significant information. >> We don't need to say anything. We can just stop there. So we will work to keep the board as superintendent members fully aware of significant information. >> Yeah. >> That just you don't have to qualify that. >> Yeah. I mean >> Okay. And then this one we're going to say per our policy. >> Yeah. >> Okay. So >> here's the next one. The board will emphasize planning, policym and communication rather than becoming involved in the management of schools. That's really important too. Next. >> Yeah. I don't They can't make that anymore succinct. That's good. Okay. Number seven is also a

034policy. >> That is a policy. I know that one by heart. Number seven is a valid one. >> Yeah, I know the letter. I don't know the letters very hard on this one. >> I know a lot of the letters, not this one. Uh >> so perhaps hold I'm just going to grab the policy. >> The board goals policy. >> Um >> yeah. No, >> as a side note, do we keep an archive of our um all of our goals and um operating protocols? Like just I'm curious like I I would love to read you know 10 15 years what were they doing there? What was >> you know? >> I don't know. I I know that when we've asked needed stuff from like meetings, Cheryl's been able to pull those up, but I don't

035know about >> Oh, yeah. Do you have a folder that has all of that information under the school board? >> I don't think so. I was looking around. >> CBI is valuations. EB is just who the superintendent is and what they have the authority to do. >> Why shouldn't they be looking at some of the >> schoolboard self-evaluation EB? I don't think so. That's the annual goals and self evaluation. >> I thought it was policy access to Well, I guess per the self-evaluation would be >> it's in the self-evaluation is that you establish annual polls. >> What is the self-evaluation? the BB BBA annual self-evaluation and then following the discussion of the evaluation results of board reviews annual goals progress towards goals to make adjustments that's PB there's a lot of letters Are you saying

036BB or BB? >> Oh, no. Because it's out of order. It's not alphabetical. Keep going. >> Oh, >> I can't explain that. I don't understand why, but it is BB Ba right there. >> Fascinating. And then VG is for policy development was talking about establishing. That's really okay. Does that look good? >> Yep. >> My favorite board protocol. Number eight. >> Oh, well, we're not there yet. But this also has a policy. The annual goal superintendent goal setting. >> Yeah, that's I think Dan, you grabbed that one, didn't you? >> There's not one that's specific to just goal setting. >> Oh, well, I take that back. There is one on evaluation of the superintendent. There is one that is just called school superintendent that just outlines the major responsibilities. What what are clusters of that?

037>> Those are in CBI >> C policies. I'm just going to change the school direct district to be Scarboro public schools. That good? >> No, it's good. >> Now my favorite. >> Now we're going to do your favorite policy. >> Try option command shift B. >> Option command. Oh my gosh, that's a lie. >> Just lay it on top of it. Well, when you go to put it in the document. >> Yeah. When you >> Oh. Oh. Oh, >> still control C or command C. >> Yeah. >> Option control. >> Like twister. >> No, >> it didn't work. >> Oh, >> right. The other >> It's probably user error, Mitchell. I promise. >> It's me. Intention is good. All right. >> I'm trying. >> I'm sorry. I am failing you. Okay. The board chair will

038respond to emails but may delegate a response to another member, another board member. Individual members, including the chair, may collaborate on responses when requested. Members who receive an email individually will forward the email to other board members. >> Yeah, we're using members and board members. >> Yeah. >> And then one more. >> Oh, I missed one. in a sec. Oh, yeah. >> Okay. Any changes here? >> Nope. That feeds open, >> right? What' you say? >> Feeds into the open communication. >> Yeah. Yeah. That last sentence is what we >> do. We want to make it a operating protocol just to communicate openly >> to each other. >> Yeah. >> Well, um >> like I feel like that vantage keeps popping up. >> Um yeah, I mean I I had that jotted down too. I

039don't really know how to say it and I feel like we've kind of said it a few times. >> Transparency about the board. >> What if we change number two to say the board recognize the value of transparency? >> Because that's really what we're saying, right? >> Yeah. >> Uh well, yeah. I don't know about um we can say two things if you value transparency and having informed >> and transparency >> transparency through >> the information will be shared transparently and in good faith >> John what did we and comma. Yeah, >> it doesn't match >> of the meetings in advance of meetings to do some get to what you want. >> No, I want it my way. >> What was your way? >> I didn't hear you. >> Uh transparency through informed discussion. I

040like that. >> There we go. >> Period. >> To this end information will be shared. >> Thank you for contributing will be shared. Now I'm going to take transparency out there. >> And you pay then pay the command and put and >> and advance the meetings to the except >> yeah I think there's a comma there. >> Okay. Okay. And then we're good then with nine as is >> like with that last sentence. There's also a post on DBA um for >> you do realize that these vertical calls are now like appropriately policed. >> Did you say BBA? BBA >> board member authority >> responsibility board members only have authority when the board's legally >> but that's not about the board chair responding to emails. >> Oh no I'm I keep getting ahead of you

041because the numbers have changed. That's our next one. >> No the emails are not in our policy. >> Yeah. >> Although they could we could do our own policies. >> We need so many policies. >> We need more policies. I think we need more policies. No. >> Oh my god. >> I can think of one we don't need. policy. >> Add that we're going to add very shortly. >> You should make a policy to make more policies. >> We have that policy. >> We have a policy on making policies. >> We should have a finite number. >> Yeah. >> You can't add one. So you take one away. >> Like buying clothes. >> Yep. It's a closed universe. Oh, that's funny. All right. Was that good? >> Yeah. >> I'm gonna do this. >> Yes.

042Thank you. >> The rest of you can be editors. >> I'm gonna be doing the typing here. >> Yes. are are we have a lot of armare chair quarterbacks. Okay, >> here we are. Number 11. >> God gave him right to make fun. >> That's what this is about actually. >> Everyone should read operating protocol number 11. should make about it say anything different >> um well debate and different points of view encourage debate >> because we do encourage it >> well debate and differing points of You are are encouraged. We will >> we will engage with care. >> We will engage. That's it. >> Yeah. >> All right. >> Does that feel good? >> Yes. >> Feels very careful and respectful. >> Yeah. All right. Board recognizes that publicly discussion questions and meeting is

043important for transparency. >> Oh, we kind of is that maybe this is about not connecting to like the public comment policy. >> Oh, good idea. I could I think this is more about open like >> it's also the law question like also the law like this is open this is open meeting >> law >> um which is that we're not supposed to be discussing questions and not publicly not just because it's not transparent because it's illegal >> we don't want to do that >> we will follow the law >> so like if >> in accordance with Maine's open meeting law >> we will we act legally. That's one of our policies. We have to act legally. >> Do we want to get rid of this? >> Um, we don't currently have a situation where we

044have a member who likes to for long periods of time over nothing there. I could foresee in the future needing to bring a protocol this back if we had a member who was like tangentally taking up too much space in the room. That being said, using Robert's borders is an effective way to deal with that. >> Yeah. like there's ways you >> we could say, you know, the board will um follow Robert's rules. >> Well, we have a policy. >> We have a policy that >> okay, but I mean like >> yeah, >> as a as an operating protocol, like we do value learning about Robert's rules and and trying to make sure we're following those things. >> Hello. Um, >> do you want to call out in number 10 where we encourage you to

045be in different points of view, we'll do care with respect. >> Um, >> yeah, kind of combine these. >> Yeah, combine them and sort of like >> we do um so part of that respect is people's time. >> That's also part of the respect, >> right? And we've had a we've had uh >> we had John call the question one time >> one time but we were having a circular conversation and >> um >> we weren't making any headway at all and so >> that's exactly the that's the purpose of that. >> Oh yeah. Yeah. But again, that is so that is a really nice. >> No, that's exactly what you should do in that sense. Like that's the appropriate action to take. And a lot of times the people who are engaged can't see

046that like they're incapable of having that much insight in that moment because that's asking a lot of photo talking >> to then also be able to pull back and understand the context of what's going on where they're landing. >> Um maybe you could even combine combine first two sentences because like the board recognized publicly discussing questions important for transparency and welcomes differing viewpoints um and will do so with care and respect. I I don't know. Is it open discussion instead of public discuss open discussion? >> We don't use the word transparent again. >> Be transparently. >> Well, we encourage transparent debate and >> um yeah, that's a good point. That could really shrink up that sentence. What uh transparent discussion um recognize the importance of transparency discussion while we encourage open debate and differing points

047of view and respect period. We agree to move the question forward and when discussion is concluded or repetitive issues that require a lead or lead to inepth session workshop discussion. I don't know that we I don't know that we do this one. I'm not ready for this. I think I don't think we need it unless you really want it. >> Well, that's kind of where I was leading. Like I wonder we have so much in here about how we're going to communicate. Like do we need this one? >> Yeah. I mean this this really leads to the point of like don't embarrass yourselves. Use Robert's words appropriately. We will we encourage debate in different points of view but we just don't care. Yeah, >> Robert didn't want anybody to embarrass us. >> I mean, I

048do think the care and respect part is good. >> Yeah, >> that's a great >> This is the part I don't know if we need. >> Yeah. Okay. >> Not difficult. >> Okay, fine. Done. >> One question is when So, there was a a last statement about if things become overly repetitive or in too much in depth. So, what is the standard for uh when you would have a workshop or not or what what merits elevation to a workshop? Um, right now what we're doing or we have been doing the last couple of years is we meet as a board. Um, in July I sound like I'm asking a question, not telling you, but I'm trying to remember the month. It might have been June on the scooter and I was wearing a boy shirt.

049>> Yes. And this was our this was our planning session. So we have a planning session sometime either before or after July where >> not after because uh we have to do it in advance because we set our goals and then Diane takes those goals and she meets with her leadership team and they set district goals. Got it. >> So um we're no later than July. >> Got it. So we meet, we um set our goals and at that time um what we've also been doing is discussing ideas for workshops and so we kind of try to so Diane can inform her you know whomever's coming. We try to set them in advance. So but I will say there are some exceptions like for example um we've received a few emails lately and so Jillian

050said that would be a really good workshop topic and so we actually had a free month um that we hadn't filled this year. So it ended up being perfect. So now we can put that slide that in. And so there are times when people um >> that would be a good example like we're getting a lot of emails about the same topic. So seems like that would be a good opportunity for us to have a workshop. >> We haven't had a situation that called for this protocol in my memory. >> No. Okay. >> This is the first time. >> So like this is this I mean Robert's rules would be useful in the case we have someone who becomes overly repetitive. We can't get them unstuck. um or they or we're stuck. >> The other

051option that you have is you could table the discussion, right? Like if you were talking, let's say for 45 minutes and you know and you're feeling like >> you're notating forward on >> John will be helpful >> and John Yeah. Like that the only time we were the only time we've ever used that is when John had to do it. He calls a question and that like stops any discussion talk anymore. Yeah. Okay. Okay. >> Um, we're good there. >> Okay. 12. >> We're going to drop 12. >> No, no, no. 11. >> Oh. Oh. >> Executive sessions. >> Nobody got >> I think um I like having this in our protocols. >> Yeah, >> it's the law. Mhm. >> But it's good to make sure everyone understands what executive session for and why we

052have it and when we have it >> because it's a hot hot topic >> and so people we're telling people how we operate and >> yeah we follow the law. >> Yeah. Which is >> generally >> we do follow as a board. We follow the law. We do individually is on you. >> How I get here is another Yeah. >> Yeah. However you get here, you come as you are. Once you're here, we follow the law. >> All right. Then our last one 13 is our committee meetings. >> Yeah, we put this into our policy recently. >> Yeah, we did drop this right policy. So, we agree that committee chairs will act in faith to schedule meetings to be attended as full committee and relevant staff to write agendas in advance. >> Great business days.

053I don't know why I'm meeting like I've like fallen into a policy meeting in my head. >> Yeah. >> policy meetings, but prior to the meeting meeting minutes within one week of the meeting, all committee meetings will be recorded and or live stream whenever possible. This is pulled directly from a policy >> and we pulled this directly into a policy last month. >> Oh, it's I think it's sports. I think that is >> I think it's on our agenda, >> right? It is voted on. >> I I just read it. Um so y All right. Where am I going to say this? Um, CBD E. Do you know how to write? Yeah. Beautiful. >> Everybody feel good? >> Yes. >> All right. So, um we can all like kind of think on this, read them

054again, and then we can vote on them at our next >> Okay. >> Yeah. Our next um meeting. >> Perfect. >> All right. If there's no objections, we will adjourn at 7 o'clock. Good evening and welcome to the Scarbor Board of Education business meeting. The date is Thursday, November 20th, 2025. Would everyone please join me for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands one nation under God and indivisible with liberty and justice for all. >> Ray, can you call the attendance, please? >> Yes. Miss Jacobs >> here. >> Mr. Kellaher >> here. >> Miss Lindstöm >> here. >> Miss Mau >> here. >> Mr. Rockens >> here. >> Mr. Tarpinian >> here. >> Mr. Penny Huff >> here. >> Miss

055Rosskina >> here. >> Miss Clarett >> here. >> Right. Thank you so much. Um agenda item 4.0 is approval of the November 6, 2025 business meeting minutes. Um if there are no objections, we will um approve those as presented. Right. Thank you so much. Um, agenda item 6.0 are presentations. 6.1 is um, the high school principal, Nate Tero, >> and we'll invite you up. >> No adjustments. Okay. >> Oh, I'm sorry. Before you get started, thank you. Agenda item 5.0 are adjustments to the agenda. Are there any adjustments this evening? >> I have none. And thank you. >> Agenda item six. It's been a long day. Agenda item 6.0 I know our presentation 6.1 is um the high school naterial >> also been a long day. Um good evening everybody. Um so I'm here to

056present a little bit about the work of the high school this year. Um before I get started, it's um it I think normally these kick off with sort of it's been a great year and all that. It it hasn't been. Um I can't lie about that. But um I do want to thank um everybody for their continued support um as we sort of navigate this tragedy throughout the year. I think we're we're through the crisis phase of that which is awesome. Um but you know there's still a lot of sort of daily reminders and daily pickmeups that that occur throughout the day and I mean even just yesterday I had a senior come up to me and say how are you doing? I haven't seen you in a while. Um and so there's a lot

057of those little moments throughout the days and throughout the weeks that are really really comforting. Um and so it's been great. I think everybody um in their own way has kind of picked somebody else up. Um but I did want to thank the board and thank the uh the central office team and and the leadership council for all their support as we sort of continue through this year. Um with that being said, um we knew as far back as last January, January I would say that we had a lot of work this year. Um and so we've just been kind of pushing through as best we can to try to stay on top of things. So um the major thing that I wanted to present to the board tonight um is a is information about

058our accreditation process. Um we have started that process um this year um and it is a multi-year process. It's going to take about 3 years um to get to the point of reacredititation. Fingers crossed. Um and then also it actually extends beyond that. there's um some accountability reporting that we have to do that to uh to track our work and all of that. Um so given all of that, I felt like it was really important to just kind of educate the board tonight and also touch on a couple other projects that are ongoing at the high school this year. So um you're going to hear me say the word NIASK tonight. I don't know if anybody knows what that is, but it's a very um little bit of a swear word at times um depending

059on where you are in the process. Um so NAS stands for New England Association of Schools and Colleges. Um it is the accreditation organization that we have worked with at Scarbor High School for a long time. Um at least three rounds of accreditation and keep in mind accreditation is a 10-year um happens every 10 years. Um so when I say we've worked for them for at least three rounds that takes us all the way back to the early um 2000s and I think I've seen a report earlier than that. So um we've been working with NIASK for a really long time. Um I kind of wanted to start at the beginning here um with a couple of questions. So, why accreditate? Um, if you're out there wondering why why go through this process, accreditation is

060is it's a really important process, I would say, for a high school to have. Um, there are communities throughout the region and throughout the state that I think sometimes have hard conversations about whether this is worth the investment. Um, as an educator, I feel the accreditation process has a lot of value. um you know it externally verifies that um we meet high educational standards and then it also communicates to our community um that we're a reputable organization that our students are graduating um having met high standards um and I think there's a lot of value in that even though it is a ton of work um I think holding ourselves to that standard and indicating to others that we value that I think is really really important um why NEAS um so NIAS simply put

061is a global leader I would say in accreditation. There are probably a dozen maybe two dozen accreditation agencies throughout the country um that are sort of the gold standard. Um NEAS is really in that mix. Um regionally they're very well known and they've been expanding internationally as well. Um they're a recognized leader in this. Um that means we're being held to a high standard but again that's something that we embrace. Um and it's a process that we know well. We're familiar with them. and they're familiar with us. Um, and I think that relationship really enhances the work. So even though it's a high bar, we're happy to try to meet it. Next slide, please. Um, so what is that framework that we're that we're working with? So this has changed over the last um the

062last decade. I think NASCA has done a little bit little bit of reflecting um I would say probably since 2015 16. Um, it used to be a seven standards process. Um, and there were additional uh, they didn't call them principles of effective practice. I think they called them competencies or something of that sort. Um, but there used to be a lot more of these baked into those seven standards. Um, and quite frankly, in talking with NEAS um, over the summer, I think one of the improvements that they've made, which I really appreciate, is that the process, the culture of the process really became compliant driven. Um it was really about can you be perfect um for when NAS came and so a lot of times school would schools would spend you know a couple of

063years preparing for this getting ready you know you'd produce like a 150 page report saying we had done all the things would come in say we don't think you've done all the things you better do all the things for next time and you'd have to sort of talk to them about you know over the course of this you write a two-year report a three-year report some special progress reports a fiveyear report um about how things were going. Um and I think they've started to reflect on whether or not that process is a good one for schools. Um they are much more growth oriented now, which I think is a really really good thing because to think that any school is going to be even high functioning schools are going to be perfect um I think

064is an impossible standard to meet. So, they're really focused on a school improvement, school growth model and trying to help schools um move in that direction. Um identifying areas of growth and things of that sort. And they're when they when we report out with them this time around, what they want to hear is what goals did you set to address that and how did you do that? Not did you paper over this or did you quickly assess all the things we gave you to or did you quickly address all the things we gave you to address. Um, I think that process has a much greater chance to get much more traction in schools. Um, and it's a it meets schools where they're at, which I think is a lot better for us. Um, so in

065terms of what the framework is, there's five standards to it. They're all focused on in some way, shape, or form on learning, which I think is really important because after all, all schools are learning organizations. Um, so standard one is really focused on learning culture. Standard two is focused specifically on student learning. That one you'll notice has the most principles within it, which I think makes a ton of sense. Um, standard three is professional learning. So, that's the learning that we're doing with our staff. How well organized is that? What impact does that have? Um, standard four is learning supports. Those are things that relate to what do we do when a student maybe isn't learning as we expected or in a way or at a pace that we expected. Um, and then learning resources

066is really a standard that um, in the old model, they just focused on facilities primarily. Does the building do the learning um do the other resources that are available there really support curriculum, programming, that kind of stuff? Within each of those, cuz if you've done the math, that adds up to 32. Within each of those are seven what they call foundational elements. That brings us to the 39 total. Those foundational elements are really yes or no, got to haves, non-negotiable. If you don't have those elements, those are things you have to be working towards. Um I think for the most part those are going to be things where we do okay. Um and a couple of examples there like the school has intervention strategies designed to support learners. That's something we can say yes to.

067Um the school site and plant support the delivery. Sorry I'm struggling to read that and I don't have it memorized. Um but the delivery I think of curriculum I think we can say yes to that. Um and then from there there are other standards that say okay you've met this bar where it is how high above that bar do you think you go? Um, but those foundational elements are really important because again, they're going to help. I mean, they'll be we'll be okay, I think, for the most part with those. Um, but those will help a lot of districts around the state who maybe struggle with facilities upkeep or things of that sort. So, I think we're really lucky in that as I read those foundational elements that we're going to be okay and we

068can spend more of our time focusing on the other 32 of them. Next slide, please. Um, so what are the steps? So, as I said earlier, this is really a three or soy year journey, depending on exactly how you count, maybe a 13-year journey if you want to go all the way to the next round of accreditation. Um, but for us, this really started in January 2025. So, last January, we got a notification from NIASK that said, "Hey, your accreditation visit is coming soon. Um, and there's going to be some things you have to do between now and then to get ready for it." Um, so January 2025, that really kickstarted our conversations. We started setting up structurally um what that might look like. We really as a leadership team started looking into what the

069new process was. We spent a lot of time last spring um ahead of any formal trainings to just familiarize oursel with the new process which was good. Um again the old process used to be a real monster. Um it was something that took a long time to get ready for. You kind of had to stop everything you were doing and marshall all your resources and attention to get ready for it. um in our research, this process, this new process, these new standards feel a lot more manageable, which we're excited for. Um so May 2025, um our steering committee, which consists of four members, um we went a little small on the steering committee, so we could spend resources, um really spend our human resources in the standards committee work, um which is really where, as

070you'll hear in a minute, a lot of it happens. Um the steering committee lends a lot of support, does a lot of design work, definitely does some report writing, but the bulk of the work happens in this what we call self-reflection process, and that's where we really spent a lot of our human resources so that we made sure we had a good product. Um so this summer, May and July, like I said, there were a couple rounds of training. Um the steering committee met in May for an initial orientation to the new NEAS process. In July, um we met with our liaison, Carl Johnson from NIASK, um who's going to be helping us through the accreditation process and kind of serve as our go-to point person when we have questions. Um he spent some time

071with the leadership team um really talking about where did we think we were at um and just trying to gauge our um our assessment of where we might do well, what were some areas for improvement um and also provide some education to us about any clarifying questions we might have about the process. Um, so this uh September Carl came back, did a training for the whole year. Um, and then really this year, those items in blue are really our work this year. And I'll dive deeper to into them in just a minute, but we've been engaging in something that's called the self-reflection. Um, and like I said, there's more on it in a minute, but it's it's a year-long process. It says 3 to 6 months, but I think given everything that has to happen,

072I think probably 6 to 8 is a little bit more realistic. Um, so at the end of this year, May 6th and 7th, I won't make any jokes. I see you smiling over there, Abby. Um, but May 6th and 7th, um, is the collaborative conference. That's a new NEAS structure. Um so before it used to be get ready for accreditation with what they called a self study which was really an intensive look at the school by school staff. You'd produce this huge report. NAS would come pretty much the next year um or at least within 18 months I would say and do a visit and they would check everything that was in the um self-study and try to verify that it was there and then make their recommendations. This collaborative conference is an attempt by

073NAS to really try to work with us ahead of our visit so that they can kind of guide our work and guide our goal setting, guide our growth and improvement and really try to get us ready for it. That's different than it was before where the school was working a little bit more in isolation and hoping that they had done everything really well and that everything was going to check out. So that collaborative conference is happening later this year. Um it's a two-day conference. Um, and like I said, we'll get into more details about this year's work, but that's coming. Um, 2026 to 2028, you'll notice there's almost a 2-year gap that we have to plan, make plans, identify our growth areas, um, and identify what they're calling priority area goals for school improvement and

074growth. It's really exciting that in a way that this process is happening almost two or three years out so that we have a chance to really make gains in areas that we identify as needing growth. Um so March 2027 or sorry not March 2027 March 26th through 29th 2028 um will be our dennial visit. That's sort of the big big visit for us. Um they'll come in it'll be a three-day thing not on Sunday anymore which is really nice at least for the kickoff. It's a Monday through Wednesday thing now. Um, but they come in and they um, they do a lot of spot checking. They make a lot of recommendations. They check in on how your growth is doing. They offer commendations, too, which I think is really nice. That'll have a similar vibe,

075I think, to what it felt like in the past, but again, they're guiding us through it, which is a lot nicer. And then there's some um, ongoing accountability reporting um, after they visit. They're going to want to keep checking in on how we're doing with goals um, and track our progress, which I think is is nice. It's good to be held accountable. Next slide please. So this is a deep dive in our work for this year. Um so this year like I said we've been getting ready for the um self-reflection report. Um there's a lot of moving parts to get ready for that. So we've been administering NAS surveys to family, staff, students. Um we've been revisiting our core values and beliefs about learning and creating um a vision of the learner which is a

076new thing from NIAS. It's a combination of a couple different things that they used to have in the old model. Um, but they're calling it a vision of the learner. Um, we've been doing that since last May. Um, conduct the self-reflection process. So, this is the other meaty part of our work this year. Um, we've been engaging um with our professional learning team time. We've been engaging in research and reflection to determine its alignment with standards. Um really the way we've set that up is we have um about 20 to 25 staff um meeting monthly during PLT time on Wednesday early release um to reflect on these standards and principles. So that group of 2025 each is assigned a standard. There's four people leading that standard. Two people are leading it. Two people are in

077charge of writing it. Um and they just talk about the principle and everybody kind of gathers evidence. Oh, we have this, we can bring this. It's all inter interdep departmental because we're really trying to find evidence that is most representative. One of the great challenges of the NIA process is to figure out how widespread a practice might be. Is it not happening at all? Is it just in pockets? Is it consistently happening in most places? Is it happening across the board? Those are sort of the lines of demarcation and the rating scales that they give us. But that's a process that we've been doing now. And it's a really good hard look in the mirror. um which if you're not doing with this NEAS, if you're not doing this with NAS, you need to be

078doing it some way. Um but it's a great opportunity for us to really look at the process, look at our school top to bottom all the way around. Um and just try to get a feel for what are we doing and how well are we doing it. Um and so that's a process we've kind of outlined. We're expecting that that process is going to go, it started in September and we're expecting it's going to take us until about March. Um, and then but when March rolls around, um, we really need to shift into finalizing that report so that it's ready for when NEAS comes. Um, we're going to have to get it out to them, I think sometime in midappril, um, so they their team has a chance to review it and then when they

079come in May, um, we can have some conversations and discussions about it. Um, at some point we're going to have to draft and approve. Like I said, we're approving um, we're in the process of drafting that. Those are really the five sections of the report that it has. Um so the steering committee is in charge of that school and community summary. Um as a school we've really been engaging in that conversation around core values, beliefs about learning and the vision of the learner. Um the steering committee will take that part one a look back. That's really a recounting of where we've been. NAS says in the last three to five um but it's been as you all know an interesting seven or eight years in education. There's sort of this precoid world and postcoid world.

080So, it's hard to draw that line at five years because I think everything we were doing at that point was still informed by what happened during the pandemic and its impact on kids and staff and all that stuff. So, we've really kind of I've expanded that as I've kind of been working on it a little bit because I think we can we can tell a better story and give a better sense of where we're at and how we got there if we go a little bit beyond 3 to five. Um, but that look back is a part that steering committee is doing. Um, current conditions is really that committee work. um we have to take a look at everything we're doing across those five standards across those 39 principles as a school and assess where

081we're at. Um that work is going really really well. I think um I started a lot of faculty meetings in the last 6 months with putting on the screen and saying everybody get their oo and a's and exhales out and groan moans and groans cuz it is a big process. Um but really our message has been let's just embrace it. um let's get better that you know and I think that's that's good messaging for people to hear because you know I think we're a high performing school. I know a lot of our staff think we're a high performing school but that doesn't mean we can't get better in some ways. So that current conditions is what we're looking at now. Um part three will be written by the steering committee priority area goals that really

082comes out of the report. Um, you know, if you identify 10 or 12 or 15 things you need to get better at, NAS wants to know what are the maybe one or two or three things that are really high priority for you to work on. As we all know, it's impossible to work on everything and get better at everything all at the same time. You really have to focus resources and attention on a couple of things. That's the way NIA has structured this, which I think is really nice because I think it matches our district approach to how we implement initiatives and try to make um, school improvements, which is awesome. Um, come either March or April, um, we'll have to have a staff vote to adopt the report. Um, again, I think that's really

083good because staff will know what's in there. It's not as if it's been written by one person or three people. They've all had a hand in writing it, including our support staff, which I think is great because they too bring a valuable perspective to the work. Um, so we'll need twothirds majority minimum. and NAS says they'd like a four fifths or 80% um vote, which I I'm confident we're going to get. Um I've been we've been floating around these committees for a while now and the conversations have just been tremendously productive. Um I think sometimes people there's been a lot of surprises and I mean that in a really good way. I think sometimes people go in thinking, "Oh, we're going to we're going to crush this and find out that no, this work is

084actually just happening in pockets." And it's like, that's great that we've identified that. I think other instances it goes the other way. people are coming in thinking they're just maybe one of a small group that's doing something and finding out that no, this is happening consistently across the board, which I think is really great. So, there's been some really good conversation about what's going on in different places and some really honest assessment, I think, of how we're doing, which is great. Um, collaborative conference is the last thing. That's a team of six to eight folks that are going to come. Um, NIASK is going to pick them. Usually, they come from schools that are also working on NEAS and trying to learn the process. We've sent a couple of our steering committees to or steering

085committee members to collaborative conferences for other schools. I'm expecting the same in kind when they come when that team of six to eight comes. But really that's a chance for us to talk about the report. They spot check a little bit. Um there'll be a lot of meetings with a lot of different groups. Um they'll meet with the central office team. They'll meet with our department heads. They'll meet with some parents, students. They'll all over the place. And really what they're looking for is how good is this self-reflection? is what we're hearing from these groups matching what's in there? Um, and I expect it will just based on I think how how honest and open and transparent we've been um as a staff and in assessing where we're at. So um we're excited for that.

086Next slide please. So just to give a little bit of um little bit of insight into our work. Um so this is um I'm super excited to say actually this is our new um mission beliefs about learning and vision of a learner. Um this was work we started back in May um with an exercise that I know staff are still talking about probably not in a good way but if you walk walk through my office you'll see evidence of it. There's dots and chart paper all over the place. Um but at any rate um this is the product of about five or 6 months worth of work. Um, I know it looks kind of nice and that's great. Um, but it it took a lot of work to get there. Um, so just to kind

087of give you a sense of what it is, this is something that'll be going in our handbook. This is something that's going to be guiding a lot of like our program of study conversations. One of our tasks with this vision of a learner is really to embed it as the foundation for all that we do. Um, and so we're already looking for those areas where we need to put this in as the install this as our foundation. um you know, it's already part of our program of study conversations. If somebody's bringing a new course forward to me, um it's got to show how it aligns with this. Um and it's going to be I'm going to be looking for those kinds of things on in an on an ongoing basis because this really is supposed

088to form our decision- making, our resource allocation, all of our thinking. Um just to give you a quick overview of the anatomy of it here, the mission um is really the Scarbor public school's mission. we didn't feel compelled to create another one for the building. We felt like it captured um where we were at um and where we want to go. Um so there's no need to be redundant just for the sake of being redundant. Um so that's the Scarbor public school mission. Like I said, it really that was our first test case. We took everything of all this input that staff had given us about what's working, what's not working, what we could be doing better. Um and the first test that we we um put that input to or put that feedback to

089was really does this still explain that? Um, and we felt like it really did. Um, we felt like that as a leadership team. We ran it by our department heads. They they saw the same pattern. Um, and so we felt like it just made sense to keep it the same. Um, one change we made uh is the beliefs about learning. We really tried to capture where we were at as a building and where we were at as a district, but also create a bit of a road map for where we were going. Um, there's really only there's really two simple beliefs I would say that it expresses. We believe all kids can learn. Um I think that's a fundamental belief to education. There's nothing controversial about it, but we want to stake our claim to

090it. Um the other thing is that we believe in the holistic development of all students. Um I think that too is very reflective of the work we've been doing as a district and I think it's reflective of sort of a widely held long-standing belief within Scar Bro that it's not just about the academics. They're important, but we're trying to do more than that, too. Um and so if you look there, it's really those two statements and then some of the key things that we think drive those. Um when it comes to beliefs that all kids are learners, we think those are driven by high expectations, multiple pathways. And there's some edges speak there. Intentional use of high impact student centered instructional strategies and assessment practices really by good teaching. Um we think that that's driven

091by good teaching. Um and then the other statement sim is similar. We kind of looked for some things that we as a school and as a district bring to the table that we thought are that we we think are unique. So believe in the holistic development of our students. What drives that? I think in Scar Bro that's really student participation and extracurriculars, the exploration of postsecary pathways and career options. We have tons of that at the high school. Um and then an organized and coordinated system of supports. All of that captures work that we've been doing and that we're going to be continuing to do um for quite some time because that is the work of schools I think to have high functioning um areas in all of those things. Um if you look at

092the left side of that um you'll see uh the vision of the learner I should say you'll see guiding educational principles as a term. Um almost all of those to be honest with you come from the um the main DOE. Um they are what the main DOE calls the main guiding principles. Um Maine's a local control educational state, but one of the very few things that they insist that we do is that all high school graduates graduate from high school with those skills. Um if you look at the main learning results, those are really an expression of in certain subject areas of these guiding principles. Um again, that's another area where we felt like these are good um and they're going to take forever to get to. They're very aspirational. Um, but they're things that

093the state says we should do and they're things that when we look at it, we kind of believe in it too. Um, we didn't feel compelled to go off and create something totally new in that regard. Um, the core values side of that uh is a little bit unique. Um, I would love to say there was this great like rhyme or reason to it really. We we used to have 13 core values uh which which felt like a lot. um if you value everything, it's hard to say you you value one thing. Um and so 13 felt like a lot. Uh and so we were really trying to cut it down to maybe three to five. Um and we kind of as a leadership team, I think we kind of centered our thinking around that

094storm acronym. Um which is just a simple organizational tool. Um from there we really started talking as a steering committee, as an admin team, um even as an instructional leadership team about what do these things stand for? Um we had some really good conversation about what's a good value for S and what's a good value for M. Um but I think um at the end of the day these are all things that the high school staff said they really believed in which is which is great. Um magnanmity they all agreed was a tough word to say and maybe a tough one to spell but they all loved what was in the bullets. Um and so I think um you know it's something that the world needs more of and I think we all saw that.

095So, um, ultimately it stayed in. Um, but that's what we're going to go with. And our ch our challenge from here is going to be now that we've planted our flag with these values, how do we honor that? Um, you know, there's a sign right outside the high school. Um, there's a plaque right outside the high school that says what's something along the effect of what's honored is cultivated here. Um, it's an old Greek quote. And I think that's sort of our challenge. when you adopt these values, you need to make sure that you're recognizing them and that you are valuing them. And so that's going to be our challenge moving forward, I think, over the next couple of years is now that we've said we believe these things, how do we show that? Um,

096but all in all, I feel really good. This this just closed, we put it to a vote, went before the full faculty on Monday um at the faculty meeting in the afternoon and we had a ballot. We left it open for um two days. It just closed yesterday at 3:00 and we had 99% of people vote yes. Um so sort of this resounding um support for this document which I think is really good and it did go through several rounds of of feedback and input. It did not look like this at all when we first started. It was three or four pages and um getting it down to a page I think was a huge accomplishment um and based on feedback. So um two more projects I just want to mention and then I'll wrap

097up if we go to the next slide. Um, just in the interest of giving you folks a heads up about some other things that are going to be coming your way. Um, we've also had some projects that have emerged this year which I'm excited about. Um, I'm not going to go into great detail in all of them because I think we're going to need other forums um to do that. Um, certainly when we talk about the English expanded pathways, we'll talk I'll talk more about that when I come back with the program of studies. But um, I did just want to give you a sense of some things that are happening. Um, a lot of this is work that's been going on. I would say there have been a lot of conversations happening about these

098two things. Um hasn't really been we haven't set a timeline for it and it just so happened that um there was a flurry of good thinking I would say in the last 6 to 8 months on both of these. So um the first one I wanted to mention is a diploma endorsement. Um so diploma endorsements are something just to give you a sense of the landscape. They're something that you see in some main high schools, not something that you see in all main high schools, but there's definitely um They're definitely a growing trend um particularly in um in sort of these select rigorous um areas. STEM is a probably the most common endorsement you'll see. You would see some in like arts, humanities, some have other ones as well. They're sort of like these high

099school majors almost. I think the thing to keep in mind about these is we're not necessarily inventing something new. Um really what we're doing is clustering some experiences together and giving it a name. We have students that are probably going through this already and we just haven't named it yet. Um and so we thought it would be a really good idea to honor that. STEM um is an area that uh you know there's a lot of passion about it. We have a huge STEM department. We have a lot of um extracurriculars and enrichment opportunities that are STEM focused. Um we thought that would be a good starting place. So last year um we had a one of our professional learning teams. Um really our theme for professional learning teams was engagement. Um obviously in a

100high school you can do that a lot of different ways whether it's through teaching or through goal setting or through programming or whatever. Um there's a lot of different ways you can approach that. This was one of the ideas that came forward. So um just to give you a sense of how this aligns to things. um truth that you know proof that we are living our vision of the learner. Um but it aligns I think really well with district goals and um themes. I think it aligns really well with our new beliefs and vision. Um and again just to give you some background this started as a PLT. they started calling around. This was something that um there's a mix of science um science and technology teachers, some math teachers, some folks from student services

101like counselors, um just a lot of the right mix of people to pursue an idea like this. So, this is something that's been floating around. Um and again, they they had some time, they started calling around and exploring it. Um and it's something that they're really excited about. Um really just to give you a sense of what's in the mix. The proposal is to add a STEM endorsement to our diploma based on a combination of successful completion of some rigorous academic course loads in um in STEM. So, science, technology, engineering, and math, which is interdisciplinary um to some degree. We have a math department, a science and technology department that folds into some of our engineering programming. Um but it is fundamentally I think um even though we talk about STEM as one word, at

102least in terms of our structure, it's interdisciplinary. Um the other thing that's in there is um again consistent with that vision is career pathway exploration in STEM. Um and then the other thing that's in there is some afterchool activities. These could be things that are formally organized through um the um athletics and activities department such as like VEX Robotics. It could be a lot of other things too. Um and so there's a lot of choice but really what we're talking about is clustering this together and giving it a name. I'll tell you right now, it's a it's a high bar by design. It's not something we just want we want to offer and then have 158 kids meet it out of, you know, 200 kids graduating in the class. It's something that we want to

103be a really high bar. I think that distinguishes us from other dep uh endorsement models. The other thing that I think that's really unique is that we have a very robust set of extra extra afterchool activities, extracurricular activities, and we also have a really well-developed um career pathways exploration program which I think is going to create this really cool um opportunity for kids. Our hope is that you know ultimately it's just going to go on the diploma. This is our idea is just a STEM endorsement. It's nothing more than that. But I think ultimately we are going to do our plan is to do a lot of communication around it. um through our um senior placement office so that when colleges and post-secondary or employers or post-secondary institutions see this STEM endorsement from Scarbor High

104School, they go that means something. Um so we're excited for that and again I think we're going to have a hoping to have a board workshop to talk more about that with you guys. Um the other thing I wanted to call attention to is we are planning to um expand pathways in the English department which is really exciting. Um again trying to be consistent with our district themes and goals. um around advancing educational practices to improve student outcomes um and also with our new vision that learning is driven by multiple pathways. Um this is work that really got started um when we launched integrated credit that kicked off just a lot of conversations about how can kids acquire credit? Does it have to be through this one way? Can it be through other ways? What

105might that look like? Um, when I first when we first started talking about that as a building, one of my first stops was with the English department because English is a four-year requirement, which made accommodating that um, challenging in some ways. And so, we had we had a great meeting or two about it and um, they just kind of kept talking even when I wasn't in the room about we maybe need to look at this and think about what it means for us. So, we're really excited. Um, English is planning on so for senior English they're planning on offering two semester courses um in the fall and then two different semester courses in the spring. Um, and the course they're they're thematically arranged um and we're hoping that it's going to um it's going to

106create more relevance in the curriculum for kids. Um, which I think is really really exciting. So, more about that when we talk about the program of studies. But, um, again, another good example of diversifying pathways to try to capture more kids, excite more kids about education, but also align what we're doing with where they want to go. Um, which I think is good. I think that's my presentation. I'll take any questions if you have them. >> Thank you so much, Nate. Um, are there any questions? I will just say that I attended um on his I'm going to I'm going to get the name so I tell you correctly. I attended the um training with the liaison. >> Yeah. >> And um I this is I obviously haven't been here for 13 years. So this

107is my first time experiencing this and um as much as I understand an accreditation is a big process. I had no idea that what type of process this was. This is a big process >> and there is a lot of work that goes into this. So, um, I know this is taking a lot of your time, but I also know how important it is to you as well. And, um, so, thank you for all of your hard work and leading this. I know I know it's a lot. I was, um, >> I I can't say it enough. I was really blown away to attend that meeting and hear all that you're doing. So, um, thank you for that and thank you for always looking for ways to improve our programs. I think this STEM credit,

108this, um, endorsement is going to be really incredible. And what a way to help scar bro students stand out a little bit more than they already do. And the continued work on the VO program is really um special to me too. So um for personal reasons, but I I think it's really an important path for some of our students that um you know traditional learning isn't always the answer, right? And you've offered this opportunity for them to to find new pathways and to be proud of it and excited for it and proud of themselves for what they accomplished. So thank you for constantly looking at that program. >> Yeah. We appreciate it. The other thing I would say, just a shameless plug, I was at the musical before I came over here. Everybody needs to

109get there. It's >> on opening night. It was almost flawless. Um, and it's a really good production overall. So, >> that's amazing. >> Yeah, good way to spend your time this weekend. >> Thank you. And if I could give one more plug to Le school before um we move on on the agenda. Um, I did just want to let the board know, I know that I don't have a superintendent's report this evening because that's not the timing, uh, where we are in the month, but I, um, wanted to let the board know that, uh, we received notification earlier this week that our, um, boys high school football team earned the sportsmanship award um, from the main principles association. Um, and that is, uh, something to be really proud of. Um I think that it's easy

110to say that um you know teams uh are excited and get proud u when they look at a win loss record. Um but um from my lens I think that um winning the sportsmanship award is probably amongst the highest recognition um that a team could have. So, um you will see in my um district newsletter tomorrow a little bit more detail about how that what that process involves and how teams are selected for that. But we are super proud of them. >> Yeah, >> as you should be. Um and I'll say this when the team is here for our sport night, but to see where they've come in the last couple of years is unbelievable and it's something that everyone at the high school should be incredibly proud of. It's a huge accomplishment. All right.

111Um, agenda item 6.2 is adult education. So for this, um, we will invite Maryann Doyle. >> Hi, I'm Maryann Doyle, the adult debt director. And oh, here's my counterpart, Ivonne Wentz. Hey, >> so first and foremost, I you know, thank you for all the support, the the taxpayer support. We really appreciate that. We um we had a funding cliff this summer where um our federal grant for that we use for academics and literacy was put on hold, you know, nationwide basically, certainly statewide. And then we had no idea when when and if money would flow. And then it did flow at the end of August. That was in a grant that's the second year. We have no idea what that picture looks like next year for for federal adult ed funding which has flowed and

112come to programs nationwide since 1966. Um, so we don't know what that picture looks like for both the the federal grant that supports us to do um to offer our programs for free to those kids and individuals who didn't get their high school diploma for all of our English language learners. Um and then in that sort of umbrella, it also is all of the academics and the training that we do for healthcare. So the funding comes from local, state and federal resources and then enrichment and workforce is tuition and feebased. Um so where you can see that of the our first slide says it adult dad helps adults realize their full potential as productive workers, family members and citizens. So we're we put them on a pipeline to further education, job training, better employment. We're

113always involved with them um around what their work goals are. We offer healthcare training, the English classes for English learners, high school diploma, which is highet, professional development and enrichment. And we're all part-time, so it's me as the director. Um, we're we're missing the end there. It's Beth Town is the program assistant, and then it's Ivonne Wentz who's the academic and MLL coordinator. So, next slide, please. I'm going to now hand this over to Ivonne. I'm just going to give you a brief overview update because we were here last year. So, now I want you to see where we are today. So, a year later, this shows you our numbers for our total enrollment, enrichment, and our other areas of academics, MLL, and healthc care. Um, just to give you an idea of how many

114enrollments are involved there. Go ahead. This is a close closer picture of our MLL which is multilingual learner classes and enrollment. We have four classes at the high school. Three at offsite three off-site classes. So we're collaborating with St. Nick's Church, Scar Bro Library, Southgate Vesta Housing, and then we have two online classes that support the learning within those classes to go to the next level. And we have this year an MLLHalthcare class helping to prepare students for healthc care positions uh jobs which is very needed right now. There's our current class enrollment for those classes 164. It changes daily but that was Tuesdays. And we now have weekly community volunteers so we've grown to nine. Um, we're working strongly with our collaboration with this, uh, Scar Bro Public Library and also St. Nick's Church.

115So, we now have nine community members who are very dedicated and developing personal relationships, helping with job applications, helping to train um, support in conversation and work in the and conversation at the workplace, uh, citizenship, practicing for that. Um, we have seven teachers in our English classes. Three of them also teach for Scarra public school. So, they're leaving school and coming to work here and they're a valuable part of the team and uh I know they say it brings a lot of joy to me. Some some days are hard and then they come in and it's it's just a really happy place to be. So, I just wanted to highlight that our partnership with the library, how we're receiving a lot of support and volunteers who are on their own time collab are meeting up

116and partnering with community members who are learning English to offer them free tutoring and they meet at the library at their own discretion when they're able to. They're exchanging emails and phone numbers and meeting throughout. The library has purchased some resources to help with uh learning English in the workplace and to help improve applications for jobs and improve job training opportunities. Go ahead. This is I know last year you really liked the graph so we made another one >> um just to show uh this is the a picture of the countries we represent. Give you an idea of um this is these are just the students that are in our classes. Um so this is what we have here. This isn't every community member taking classes. The the ones who are enrolled in class classes

11719 countries represented and we do track where they are in the workforce process. We have many places in this community working with us for jobs. Enclave, um Lowe's, Hannerford, uh Walmart, McDonald's, um Main Veterans Home. Um me go down the list. So uh we work with a lot of employers here in Scarboro. Go ahead to the next one. This is our workforce training and academics. We have new classes this year. We started conversational English class which is focusing around citizenship and literacy and civics. Um and we're have more next week. That enrollment continues to increase. We have nine students enrolled in a bridge to health care which is helping to prepare them to improve their English for the workplace and health care because many of them have to have a very high level of English

118in order to qualify for CNA training and want to go into nursing. And we found that there's a gap. So we're trying to bridge that gap to help them be successful so they're not just testing and and failing but that they're actually ready. On the other side, you'll see we have continuing classes where we have CNA training and then our academics for high set, how many students we have enrolled there that we're working with. Okay. And here's a lovely picture of our enrichment classes. Because we have so many of them rotating throughout the year, we thought we'd just show you a picture of all the different things that our community members step forward to present and involve with our community. everything from arts and crafts to financial awareness to yoga to history and it's it's

119quite a broad picture. Does anyone have any questions? >> There any questions? >> Sure, please. >> Um, I accessed um adult ed when I was in high school and I just I wouldn't have been successful without you guys. So, I know how crucial um the the work that you do is. So, thank you. Thank you. It's a lovely place to work. >> Thank you so very much for joining us again. >> Sure. >> Oh, thank you. >> Thank you. >> It is important work. >> All right. Agenda item 7.0 is general public comment. Is there anyone wishing to make general public comment this evening? >> No, we're good. Okay. Seeing none, we'll close general public comment. Agenda item 8.0 is continuing business. 8.1 is the second reading of policy behings. >> Public comment to follow

120public comment. >> Yes. >> Um so this is the second reading. We received no feedback after the first reading. Um this would go over how we conduct our business and puts into effect. Um it's it's we didn't it's doesn't actually make any substantive changes to our policies. it changes a little bit of the language um to update it. Um but other than that, happy to take questions. Um but there are no substantive changes after first reading. So um it's the rules that are printed on the bottom of our agenda. >> All right. Do I have a motion to approve the second reading of policy behings as presented? >> So moved. >> Second. >> Is there any discussion? All in favor? That shows unanimous. Thank you so much. Um, agenda item 9.0 is new business. 9.1

121is the post uh referendum committee. Would you mind going back to the slide deck? >> Sorry, >> I like to distract. >> Yeah, we don't usually have to go back and forth, so I apologize. Um so now that the um now that the school solution has passed referendum, we are in a place where um a lot of hard work is about to get started. It's going to be a flurry of activity for the last year. And Diane um and I have met with Lisa um from Haramman twice now so I can try to get an understanding of what this looks like so that I could be better prepared to talk to you about it. Um so we're going to go through what what we're doing right now um or what what we will be doing

122and then we'll talk about the committee and then we'll talk about the governance document. So it's important to know that all of these slides are drafts. These are um estimates as to where we are right now. Um so just um want to give that caveat as we um get into it. This first is um is a graphic representation of what's happening um right now and what will happen into the future with the construction of the project. So it is our timeline for all of the schools. Um right now what we are in um we are it's starting and we'll see a different graph in a minute but we're really working toward that design phase right now. Um and that will carry us through until we go to bid for the project and then after bid

123we will move on to construction and then you can see when we'll be done um various times for the different schools. Next slide please. This is just a over overall graph as to where we h were and where we are going in the future. So essentially the same thing just laid out a little bit differently um with a little bit more detail. We are right now into that like I said that design development stage. Um the construction documents will be next followed by delivering construction followed by our exciting grand opening. Next slide. Okay. This is where we are um in the design phase. Uh this work um be fully you know in a fully transparent moment. This is not anything I've ever done before. Um, so I'm learning alongside of um you and every anybody

124else who doesn't have this experience. None of I'm not Todd Todd Jeepson. So this is all um new work to me. So um we are at the top at that programming stage right now. Um and then as we continue to move on through this process, um these are again rough estimates as to what we where we think we'll be throughout. Um next slide. And if I'm if I'm missing anything, you jump right on in here. >> Um this is a a slide as to what um one of the things one of the pieces of this is really um getting into the programming that's required at each of the schools. It's going to look a little different for each of the schools. And so that would start with Diane um and Lisa really forming uh what

125they're calling programming meetings. We'll see more on this in just a second. But in addition to that um there are meetings with the town as well. So really meeting with the police and the fire and um the the um community services, the different town departments that would be impacted as well. And so and that would we would need feedback from as we're building out um these new buildings. So those are meetings that will that'll happen throughout the district. And if you move to the next slide, these are the different this is like the overall arching um meeting schedule or or meetings that need to happen for the entire program. So there are um programming that those programming meetings that I mentioned to you on the last slide, you'll see that on the top of the

126left and then underneath that you'll see the public safety meetings that'll happen at the same time. on the right are um some additional meetings like there's some staff presentations that are in there. You'll see and and these will be broken down more in just a moment. There will be some student meetings. There will be planning board meetings that have to happen for permitting purposes. And then underneath that is our community events and celebrations. So, our opportunities to bring our um neighbors along or our community along in this process. Um if you remember, we got um from a community member a really good idea. She was one of the um original classes from Eight Corners and she thought it would be cool. She wanted to tour the facility before we closed it. And so Diane and

127I talked and we were thinking that would be cool for everyone who's gone to Eight Corners to get to walk through and see it. So um sort of starting with this goodbye where we lovingly called it a goodbye tour at Eight Corners um and then going all the way through to the um ribbon cutting event. Okay, next slide. These are the meetings specifically for eight corn oops for eight corners. It's going to be more involved than the other schools because there are they are getting a new build. So um they it starts with the principal and the leadership team and then it continues on through the various staff. They meet in teams. So um Diane is going to uh lead this effort with um uh each with each school with Lisa with each school. So,

128um, they meet in small teams and they, um, work through the programming needs at each school. Um, same thing for Bluepoint and Pleasant Hill. Um, theirs are still pretty pretty substantial in the in the cadence and the amount of meetings they have. Where you see some difference is at the next slide, isn't it? Yeah, one more. Is it Wentworth? because Wentworth is a small addition and it's not um as the the construction is not as great there. It's there's not going to be a need for as many as many meetings. Um and then the meeting with the middle school will follow. So there are lots of opportunities. All of this to say there's going to be a lot of opportunities for staff to be involved and to share feedback. A lot of opportunities for the

129community to be involved and share feedback. Um, one of the cool things that Lisa talked about with the community events is having a neighborhood um, school community meeting and it's an opportunity for the community to really provide feedback as to what the schools mean to them, what that specific neighborhood school means to them so that each school can have its own identity. It helps the architects to design um, when they hear what what specifically about that school is um, is meaningful. So, um that will be a really a really um I think a fun opportunity for our community to kind of get involved in this process. So, um as you can see this next year, there's a lot there's a lot going on. There is a lot happening on everyone's plates. Um so, just because

130we passed the referendum doesn't mean um >> doesn't mean that we're done. I think probably the work just um >> just got much much more much more involved. So um let me take a pause there. Any questions on that? >> Yeah. >> Um so when we're having these um you know series of meetings, this is for that the input of that staff and those departments into the design or input into the design, the floor plans, what what the needs are, what the all of that. Yeah, it's really like kind of like a taking stock activity where we're taking a look at like um having closer conversations with these different departments >> um to make sure that um we didn't make assumptions about some needs um and didn't miss things, right? Um it is certainly not

131like a restart, right? like we have um some really definitive plans in place in terms of the overall look, but we also don't want to just be like we're just moving ahead and not taking everyone's input, right? Like this is where we really drill down. >> Okay. So, they're going to look at what has already been developed, which took a lot of time, and then make sure you tweak things or make sure nothing's missing >> aligns with what the need. And so that's why we start with the building leader and the school leadership team before we then um you know communicate to the whole staff >> um and then drill down to each of those different program managers or you know uh different departments. Yeah, that's a great question and a good point. Like this

132um as we start to transition to talk about this committee, this post-referenderum committee, this isn't an opportunity. This committee will not go back and reconsider design. That's that's not the purpose here. Um so it's it's really important as we move forward that we understand what this committee is doing and what the role of everybody is. And so um there's various play I'm going to call them players but different people not like different parties involved in this project. Um, one of them that has, um, I know that there's been some question around is the owner's project ma uh, manager. And so, um, as we talk about what their role is and what they do, an owner owner's project manager, their responsibility is to really, um, recommend um, they they review uh, payment applications. They review the

133process and they re make recommendations to the owner if if they should be signed or not. In this case, the owner is the district Scarboro. Um, they will track down items that are needed when they're in design work, when architects need things. That's the owner's um, rep's responsibility. They oversee the budget. They really act as that go-between. Um, so we um had a lot of conversation. there is some potential um that we just learned about today and um right before um the policy meeting that um potentially Todd Jeepson might be able to be the that person for us. Um this is a um part-time job, if you will, a part a part-time. So, he won't be if this if this comes to fruition, he would not be leaving the district. Um what would happen is

134his his job would be um uh split if you will between this and um his regular duties and then there would be other employees that would fill in. Um yeah, it would be kind of like uh the way that again we've only been in really early discussions about this. Um but the way that we are currently imagining it is we would deliberately lift some things off of his plate um and shift those over to um um a couple of other folks within our district um during this period of time um because I think we um certainly want to capitalize on um the institutional knowledge that we have here internally. Um, and although you know um it it is very plausible to use an outside person as an owner's rep, um there is a time there's

135a period of time that it takes that owner's rep to become familiar with um the layout and the needs and what the project is. And you know, as all of you are aware, Todd is really intimately aware of those things. Um and you know in fact he and I had discussion that you know in the Wentworth project as an example he was often called upon by the owner's rep um uh to help fill in the blanks or to um run ideas by him etc. And so we think that uh we might be able to be a little bit more streamlined um if we can uh be creative in um some interim uh assignments for some portions of his responsibility. >> Yeah. So he um if this you know there's there's a lot of reasons it's

136exciting and not you know namely Todd's um expertise with Scarboro and um his long-standing history with this but also his experience with Wentworth school project. Um so um this seems like it it might be a a good fit if it if it works out. So um that is one one avenue that's being looked at um right now. The second um important player in this is the is what's called the clerk. And so their duty is um every day they are on site at the construction site. And what they are doing is making sure that everything is operating as it should. And so they are writing daily reports. They are taking photos and they are pinpointing absolutely anything that does not align with the construction documents. And then from there anything they're they're um the eyes

137and ears of the project. And so anything that doesn't align that daily report goes to the architect team and comes to the owners and the owner's rep. And so that way um those concerns can be alleviated. So while um the owner's project man project manager job is um a roughly I I heard today 10-hour job, this is an all every day on site pretty pretty substantial job. So, um those are the two big pieces um of it. In addition to them, we have this post-referendum committee that we would form. And so, that is going to be a small committee that um submits recommendations to the school board. And if you um cl if you look over at the governance document that um the draft document that you have um the purpose of this building committee

138as we've um we're suggesting to define it is um advise and support the BOE on matters related to the building project. This includes design and construction oversight on the project budget and schedule related to the construction of a new eight corner school addition and renovations at Bluepoint Pleasant Hill and Scarboro Middle School and a minor addition to Wetworth School. So going back to Cressy your original conversation or question, this is not a committee that is going to redesign or recreate the wheel. This is a committee that is going to help move this project forward. And so really looking at um anything that um you know any budgetary concerns any anything that's any design questions as they might arise but they're not redesigning the program project. So um given the very specific nature of this um

139you can see the committee membership is outlined. Um there would be two school board members, um one count one counselor, um the superintendent, the town manager, the public schools facilities director, which is Todd Jeepson. So he would serve um again would be serving both roles here. Um three of the Scarboro public school principles, um the community services director, um and five public members. So um the one piece we hadn't filled out that we would want to discuss tonight is how that would be sele how those five public members would be selected and when we select the public members what we're looking for is very specific knowledge. So if you look at the second list under that that is the specific knowledge we're looking for. So things like educational needs, people who have been involved in

140building projects, um people that know HVAC, um people with interior design, um experience, people that have experience in contract building, site development, um and uh laws, so law, state laws, federal laws, um regulations that um related to construction. So it's a very um a very specific skill set. So we would open an application or we envision opening an application. Um the thought is that this committee would get started in January. So very soon. So after tonight um we would we would move this forward. Um uh just really quickly in case I forget to say this later, if there is a board member interested in working on this, um definitely let me know. The meetings, just so everybody knows, are during the workday, during the school day. So um but if you are you are interested

141please um let me know and meetings cadence right now is about once a month is the estimated time. All right. Um the committee very similar to what we had before this committee will select a chair and a vice chair and a recording secretary. Um there will be a leadership team again very similar to what we saw with the building committee um that will meet with um Haramman to discuss agenda items, putting together the agenda, things like that like what we would normally experience. Um and then the responsibilities for the building committee are underneath that. Um they are reviewing proposed design changes and refinements once again one more time not to recreate the wheel to um really look at those changes as they come up. Um review building project products, materials and systems. Consider value engineering

142options to keep the project within budget. Develop alternative solutions as necessary to maintain the budget. Um review and approve any the work of any subcommittees that may be established. and then they would refer back to the school board any issues that substantially alter the scope of work um if it constitutes a major design change or would have a significant impact on the budget. So day-to-day decisions would be made by the superintendent with guidance from the architect and project manager and this is to make sure because this timeline is so tight to make sure that everything stays on track. um any subcommittees that the commit that this committee feels it needs um they would develop. Um one of the things we did talk about is the need to continue the communication process. Um that is when

143I look at the um exit polling results we have when I know what I've heard from the community um the communication piece was really really strong and a really um important reason for the vote. And so um it's important that as this project continues on that people have that same level of information going forward. So that would be one example and then anything else that the building committee needed. Um the quorum and voting is the eight members the meeting um I mentioned to you that they would be they'll be set as as the committee is seated but they will follow a set day and time. Um they will be televised andor recorded just like our meetings. Um we will follow Robert's rules just like our meetings. Um and this committee will serve through the completion

144of the project. Right. The rest is um any vacancies and removals in a conflict to avoidance of conflict of interest. All right. So I've done a lot of talking. So now I'll stop. I'll take Are there any questions? >> I I something that just popped into my head. any um value in maybe having a a town council representative on that committee? I don't know if there would be. I mean, they may may be overstretched or or maybe maybe there isn't any reason. I don't know. >> Got one on. I might have forgotten to say it, but we do have one on there. Yes. >> Yes. That's a great a great question. Are we any other Can I I'm sorry. What >> this? >> Oh, sure. >> Yeah, >> man. I can try. >> Cheryl can

145do anything. >> Yeah, maybe I maybe I should stay out of it. >> I think I did it, but I don't know. You take a look. One other question. Are we going to solicit um how are we going to solicit the five community members? I mean, we're going to just take um people's applications um through a public process or >> Yes. So, that's the piece you saw. You see if you're looking at that sheet, there's two blanks there. So, um we would need to select them by a specific date knowing that they the start time is supposed to be January um and knowing that we have holidays. So as soon as we can get that out the better. The question we have to consider is how we are going to appoint them. So generally speaking

146um we either do it all together in public or we select a um one or two board members that would decide which is similar to you know past practices. Or the third way is we we randomly draw. So, knowing that we're looking for expertise, if we decided to randomly draw, I would um it would be a little bit difficult. We the only way we could do it is to um group um for example, all of the attorney um applications we got, group all of them together and draw one from there. Group all of the people with contracting experience and then draw one. You you see what I'm saying? We would that would be the only way to randomly draw. It would be a diffic it would be difficult. Um so you're kind of back to

147we either all look at them together um and decide in public um which means that we um in the meeting you know discuss discuss or we we allow the two people to do it. uh the way that we selected the previous committee I I believe we had like a small committee convene and go over the applications right so it was like the chair >> that's back too yeah >> yeah so we had like the >> chair town manager counselor a school board is that possible >> or reasonable >> yeah we could we could do the we could do that same thing so we could do some version of um >> maybe the two the two board members the counselor or the superintendent and the town manager. We could do something like that. Absolutely. >> Yeah,

148I think I that would be my uh my preference. >> Okay. Does anybody else have any feedback on that? Jillian said it'd be her preference to have that small committee select. >> I think that makes sense. Um, you want to you're looking for a diversity of experiences and skills and that committee could kind of, you know, identify you may, you know, to try to maximize that that represent, you know, broader representation. >> Yeah. And we can put in Diane just pulling up um the SBAC2 governance document. There's a um there is an establishment of an appointment committee application and appointment committee um and it describes that um I'll just read it to you. Establishment of an application process and appointment committee membership of the SBA2 SBAC2 will be determined by an application and appointment process

149conducted by two members of the BOE, two members of the council, the town manager, the superintendent and the chair of the SBAC phase 1 committee. The appointment committee will base selections on the qualifications of applicants in accordance with the desired composition outlined in section two. The application committee has full flexibility to deviate from the desired composition understanding that time constraints and/or other factors may not allow certain community members to participate. The appointment committee will develop an application process and criteria for selection which will be distributed to the entire community no later than has a date with appointments to be recommended and approved by the BOE and town council no later than with the date. In the event of timeline delays, public communication of any changes to the process will be made with a minimum of

150two weeks notice. Once the SBAC2 is seated, the appointment committee will be reconvened may be reconvened during the process as needed to fill vacancies. and we can include that same language. >> I feel like that was a really good process and uh was really we thought a lot about it and I feel like we should duplicate it. >> Does that sound good to everybody? um no one thing I didn't um I failed to ask Lisa today is um what Jan what does January mean? So when we're looking at like does it mean January 1st? Well, we are the cadence of the building committee would be once a month and so um >> I think if we if we had a goal um for this committee to begin its work in mid January. Uh that seems

151like that would be a reasonable target. Um because as you saw on the slides that we shared um previously um a lot of the work that has to happen at the beginning of this design process does not include that committee right it includes um me meeting with the architect at each of the sites collecting all of that information. So, you know, so there's a, you know, some work that has to be done to kind of like kick this off and and collect and frontload all this information. So, it seems to me that if we had a target of uh mid January to begin meeting um that we could work backwards from there. >> Yeah, that's what I'm trying to um do exactly that. So if we if we're going to go to mid January, maybe

152we we strive to open the application by Monday, December 1st. >> Yeah, I think that makes sense. >> What would you say like a two week? I mean, how long do you want to have for an application process? And I mean, I suppose if there's a lengthy application, we want might want to give as much time as possible so we can get the most qualified candidates. Maybe we close it December 15th. That's three weeks and before the holidays. >> I mean, it seems to me that we would want to be able to collect the information and make decisions >> um in advance of >> winter break. >> Um because I wouldn't want us to carry that into the new year, right? We're we're asking people about making a commitment that's going to spend a significant

153amount of time. >> Um, you know, not necessarily time in in terms of hours per week, but time in terms of, you know, two plus years. >> Yeah. >> So, um, >> well, if we close the 15th, we could theoretically because you when is your winter break start? The week of the 22nd. >> Yes. And again, like to me, you know, again, I'll just play devil's advocate. It seems to me that if we had an application process that was open for two weeks, um that that would be sufficient, >> right? Um because again, we're not asking for um an extensive application, right? Like we're talking about, you know, um here are the areas of expertise that we're looking for. check off all that you have. Uh write a brief, you know, statement that provides us

154with more information about how that's an area of strength for you, what your contribution could be, right? >> Yeah. And then, >> okay, I think I told you I I spoke incorrectly. Um the 15th is two weeks. >> Yeah. Two weeks. >> Okay. So, here's what I'm thinking. So, if we if we open this the first, that would allow us to put something in the town newsletter on the 1st, allow us to put something in the district newsletter on Friday the 5th. Um, allow us to put something in the district newsletter the 12th and social media in between. >> Yeah. >> And then one, if we're closing the 15th, it would allow one last shot in the town newsletter, >> but they'd have to turn around that same day. But it would be it would

155at least be two and two, >> right? >> Yeah. >> And we can put it in the scar bro leader >> what what exists. >> We can still do some kind of digital something. >> Yeah. The Portland Press >> whatever their we could put, right? I would send I wouldn't wait until the December 5th district newsletter. we'd probably just send uh standalone communication >> um on the first so that we were pushing all that out at the same time um add it to our building web page. I think you know we've been really robust with our communications and so I think um we can you know easily come up with some ways to do that. Um, you can um I have I've applied for committee positions in the for the town. I'm on the conservation

156committee. They have a very simple process where you know you just say why you want it and what are your skills. I mean we could crib off of that and >> Oh yeah. >> basically just it's pretty simple. >> Yeah. Which is what I essentially what we did for the SBSD. Same thing. >> Yeah. >> So if we did that so our expectation would be um the 15th is two weeks. So our expectation would be that that um selection committee appointment committee would meet that week. >> Okay. >> And then you have a decision before before the break. >> Correct. >> Yeah. Well, because we would have Well, you would want to vote on it on officially on the >> We could vote on it on the 18th. >> 18th. >> Yeah. Okay. >> So,

157the selection committee really needs to meet like the 16th to get >> even if we didn't vote on it. Well, would you vote after people accept or Right. How would you how would you foresee doing that? >> Yeah. >> Right. Because you're going to come up with a list. Yeah. >> And then you would have, you know, um I would foresee that you would have a few alternates in case someone changed their mind. And then you would just once people accepted those bring the full list uh to the board for approval. >> I feel like it's a it's a tight between us choosing on this like even if the selection committee meets on the 16th, we're asking people to tell us right then. Well, what I'm suggesting by what I'm saying here is that we

158um could make those selections that week of December 15th and then we could plan on um bringing that list of people who have accepted to the January 8th board meeting. >> Right. So people could let us know >> Yeah. >> in their timeline. Um, but then we would have a definitive list to offer at the meeting at the first meeting in January. >> Yeah, that would make more sense to me. >> I think that's a good >> Yeah. So that way people have, you know, we're not calling and saying you've been selected, tell us right now, >> right, >> if you can serve. >> Um, I just make sure that for that December 15th that we have the town council members and the >> Yeah. the town manager able to meet that week to >>

159and I wouldn't imagine that the town council needs to uh vote to accept this committee. >> No, this is ours. This is um just a one a one body committee now. Um and the town council chair was seated last night. So I can um if we're all my plan is if we were all in agreement of this tonight um I'll reach out tomorrow and have him it's um Corey Corey Fellows have him >> per this document appoint the counselor. >> What else you got >> on this list of um uh desired skills? Um, I noticed that probably somebody who has these skills also has a background in in some sort of finance or ability. And I was >> curious if maybe um we wanted to include that as I I think the community would be

160interested in at least having us have that. I mean, I know we have we have >> district an excellent business. >> Yes, we do. But um you know I wonder if uh >> yeah I wondered I had the same thought actually um earlier today that if we don't add like an accountancy >> skill like a fin or a finance back skill I was thinking but yeah finance would be the same like you have the same thought I did >> project management I don't know or >> I mean >> we have project management. Oh, you do have I mean I just I think calling it out out maybe >> Yeah. I mean what I would just point out to you is you have more bullets than five. Um, and so this might be, you know, the

161bucket from which you would like to see expertise, but we may not necessarily, you know, have one person next to each of these bullets, right? Because I would also assume, as someone just pointed out, right, that if you have that there's an overflow of of these skills that tie into one another. >> Yeah. What were you saying? >> Oh, no. I was just curious how the independence is going to be curious about about the need for that and this now with the bid process being what it is the budget process being what it is with the things cost what they are you know are they going to go through being what it is yet on board that I'm not sure I'm not it's not that I'm not worried about accounting and budgets but I don't

162know that that's a skill that we're going to >> in this process I think there's a lot of other people can ask for a lot of information Yeah, that's a good point, right? Because like I I don't foresee that we would have a member of the committee auditing um you know our our processes. We we have those formal things in place. >> Yeah. I mean our budget is for us and the bids are going to be what they are and that process is going to be guided by some of the other experts very experienced in this. I think for me I I don't I mean I won't speak for Jillian just for me personally I was thinking that you have a role here where you're asking people to oversee a budget and so that is

163a very um sure a project manager will have that experience but it seems to like in my mind as I was thinking it through today that seems to be a very nuanced role that and so that's that's why I thought I'm not I'm not married to it by any means but that was my thought process. I don't know about you, Jillian. >> I just was my thought process is that the community has frequently shared concerns about about um finance and and the and the overall price tag and all that. Um and I just thought it would be at least wise to have an eye on it. Uh not that we wouldn't, not that we wouldn't, but to call just to call it out. But it's I'm not I know that we will be overseeing it.

164I know that uh we have great talent in this district to do that. It's just I thought mentioning it would >> but I think that's just an important consideration. I think where I'm landing is we have a defined budget. We have a bid process that's going to have the scope. >> We're not there's not a lot of a place where you're going to there's scope where the project is set. This committee is not going to be agreement. So the ability to impact costs really is going to come through the bid process and that and so like it's not quite because there's not going to be a lot of grand decision made affect costs decided that no one needed to hear me but you know like I think it's a good idea. I think we should

165be very budget-minded. We need to be very aware of our our our duties to the taxpayers. But an accountant I don't think is going to be have a lot big role in this committee because of the constructs of how it works. >> Okay. So we're going to leave it as the list as is. Okay. All right. Um, do we have any other um questions or thoughts or do you want to also similar to I mean I don't know if it would be appropriate or necessary. I'm just thinking do you want in the specific responsibilities do you want to call out the frequency of updates um or like what I mean I imagine that we will be getting them routinely but >> yeah what we've talked about in terms of communication because again this takes a

166completely different look than where we've been right um and the work uh for the most part as you know as we've been talking about the last several is going to be mostly by the professionals that are involved in a project. And so what we've talked about is that it is very uh much expected that the cadence of the communication changes. So that the the communication is a monthly update versus a weekly update because there's just frankly not that much to be communicated, right? Like oh this this week we signed five purchase orders, right? like um you know again we will make sure that we are um transparently communicating but we don't have the kinds of decisions to grapple with that we did when we were considering seven different kinds of proposals right and we were

167getting new information on a weekly basis of here's what this looks like if we do this to this here's this other project, right? We have a pretty clearly defined project in mind. And so, it's really um going through the steps of executing it and making sure that we're just keeping people aware of where we are in comparison to the timeline. But yeah, the um having a subgroup of folks um for communicating is definitely um a high priority. Yeah, we um I think the other thing for this committee to determine when they start meeting when it's when it's seated is um Lisa mentioned today Herman is able to come is often to board meetings as necessary, right? And so that's another piece that they would want to figure because we might want them at every meeting.

168we as a board might want them right at every meeting along with um >> the no I'm sorry every every update meeting I'm sorry so the once once a month update I apologize >> I'm so sorry yeah and the answer might be no we don't want them that we are okay with hearing just from the committee leadership team right and so that that's something that um as we and it might differ like one month or a few months we might be okay to just hear from the leadership chair but there might be other times where we want here. >> Yeah. I mean, I think that we've done well um up to this point in terms of like how we had established um you know, like key checkpoints, right? So if this design process um you

169know if if we're going to be in two different phases of design work perhaps it makes sense midstream of DD to have a like a full report out and midstream of you know the second design phase. Um but I don't know that you know if we're also communicating on a monthly basis from the communication standpoint you know we need to be um uh conscious of the time that we're asking our architects to be present because you know time is money and if we can communicate some things >> I want to just set set expectations a little bit lower. We've done a I think this this board and the building committee did an amazing job with communications for the last year. They really stepped up to the challenge in a way that was really visible and

170had great consequences. Um I want I believe people I would like the public to understand that there's going to be a lot of downtime, >> a tremendous amount of very boring >> work without any updates. There's not going to be weekly or monthly updates that are interesting or or or that you it's not that we don't care or there's not a lot of work being done, >> but a lot of this work is going to be drafting very basic minutia that will be almost indecipherable to most people because it's going to have to do with square footage of rooms and the size of closets, type of doors that are going to go in those closets, type of furniture that's going to go in those rooms. It's it's not decisions that require or even really merit

171a report out and it's not because we don't want to communicate with the project and not that the community isn't really excited and I know this board is tremendously excited about this project and we all are and we're going to be eager and it's going to feel really really quiet but there's a tremendous amount of work that goes into getting a permit through the DOT that's just not going to merit a and it's again I I just want expectation is really clear. We're like we're not the the the the board stepped up and did meeting every meeting did a report out for the last I mean months months and months almost the last year because we needed it in forefront of everyone's mind about what was important and what needed to happen and there's a

172sense of urgency because there was urgency that sense of urgency I now really am going to beg patience because um I don't think anybody wants to know an update on the permitting process for every permit that we're going to have to pull for this process. It's going to be really quiet for the next year and no one's going to see anything because there's not going to be site work. There's not going to be buildings going up. There's not going to be construction. It's going to feel like nothing is happening because everything is going to get prepared. And then once the construction starts, I think I think the excitement can come back up. But I really want to dial back expectations that there's going to be a need for regular communication updates that are going to

173be substantial and really significant. It's not that a lot of important work isn't happening, but that work is loosely invisible. It's the prep work. It's it is it's designing every foot and every space that's going to be built or reconfigured. And that work, while tremendously important, >> is extremely mind-numbingly boring. I mean, so I just I just want to be really clear that like I don't anticipate a lot of really great updates about these buildings. I think once we start with the site work, that's going to be a moment of great excitement. And once people see buildings go up, that's going to be so visibly exciting. And once we get closer to 28 and 29 and we could feel the kids starting to head towards these buildings in different ways, that's going to be an

174amazing moment for our community. The next year is not going to be that. So for a point of reference, I was not suggesting that we have a monthly update. I was wondering if we wanted to hear like every six months. >> Yes. >> I was wondering if we should set an expectation for that. That's all. That's what I was wondering. >> I kept hearing monthly and I'm just like >> that was my thought. I'm so sorry. No, no, you you're and I love your thought because you've been doing monthly report outs for the last year, Shannon, every two weeks religiously without fail >> and those have been so important and we're transitioning from the like phase of getting this through the referendum which was how many years have you worked on it Shannon? 10 >>

17550 85 >> seems like >> to this moment of really quiet work. This is really quiet. This is where literally permits are going through the D, the DOT, and there's studies going on and there's drafting and not the drafting that's really fun with like the colorful picture drafting. Um, so I just really want people to be like okay with that. It's going to be it's going to feel like nothing is happening until you see it and then it will >> it's kind of like um a duck's feet under the water, right? It looks calm on the surface and underneath there's it it feels like to me it feels like there's so much happening even though it doesn't look like it on the surface. >> Um yeah, >> nobody cares. >> Yeah, >> they care. >>

176We really care. >> Yeah, they do care. >> Exactly. >> Yeah. And the I did forget to mention the contract is with Diane right now. Um and legal to review. So um we are where we're supposed to be right now. We're exactly where we're supposed to be. >> Yeah. I was like, um, you know, maybe we'll maybe we'll get a little a little break before we get started, but that that's not that's not how this this work goes. >> So, >> and I don't want to be negative toward you, Shannon. You have done so much. You've done so much. I I just really really don't want people to be like, "What's going on? What's going on?" Because that's gonna get tiring for them and for us. >> Yeah. And I think the more we involve

177them in the process as we can, right, the better that becomes too. So do you want me um back to Jillian's original question um under the responsibilities I can put down um well I do have there is a bullet on there Jillian. Do you want me to beef it up? It says ensure regular communication and transparency with the board and larger Scarboro community. Do you want me to beef that up? that last bullet. >> I I mean I don't I don't know. I It's I don't think that there's going to be a problem. I just was curious if we thought we wanted to be more >> Yeah, I can be that for sure. I mean I think the way it's written right now um you know denotes that it's going to have you know some

178kind of um cadence to that and uh that leaves us some opening so that if there is something to talk about we're then not constrained because it's like oh we can't we can only we're only supposed to talk about this every three months right like I think sometimes less is more And it is going to be fits and starts. It really is going to be fits and starts for the next 18 months >> and you can be sure that I will giving you updates in my superintendent reports. >> Yes. And it would be the responsibility of the two board members too to provide just like with any other committee assignment. All right. So I added in the application process and appointment committee. Um I Oh, one other thing. Um and I added in the dates

179with that. One other thing that um we kind of had gone round and round about as this was a request that came from um a counselor um and that was to include community services um on this committee. And so um community services plays, you know, an important role in our schools. And so I just wanted to make sure that everybody was okay with that inclusion >> in the committee. Okay. >> I think, you know, we've it's it looked to me like we were learning from the past. So, >> maybe some of that as well. >> All right. So, is there any other anything else in here that we want to change or any other notes to make? We feel good. All right. So, if you are interested in serving um knowing the commitment and knowing

180the um the the again the cadence is estimated to be a monthly meeting um as it stands definitely uh just let me know within the next couple of days and I will reach out to town council to the town council chair tomorrow. All right. Um, agenda item 9.2 is the superintendent evaluation. So, just to tee up this conversation, um, this board has talked um, for a few years now about potentially changing our evaluation tool, but we've really um, sort of gone in circles about around that. We've been unable to really um, make um, significant progress on that um, front. And so, um, in talking with Diane about that, um, in her desire to potentially have a different evaluation tool for the leadership team, she, um, she was looking at a potential, um, tool for us

181to use, and I sent information to you to review prior to the meeting. Um, let me just pull up my slides so that I can. Well, maybe I will. Superal. There it is. Okay. It's called Super Aval. Um, so this does this is a tool that comes with a cost um as you've seen. Um Diane um did you know send us over the cost about for one year um she was able to get the cost down a little bit more roughly about $1,500 a year. Um our the thought process was that we could try this out and see how this tool works with her. And so what that tool gives us is a database to other um district evaluations. And so we can then use those to craft an evaluation that we want for Diane.

182um we could end up using the money we have set aside in the set aside in the budget for superintendent um uh professional development because this tool that that's really what we would be using it for right now would be to help her to progress and and develop um accordingly. So that's kind of the thought process we would have if we found that it was successful and a good use of um of our u budgetary um our money. We could have we could moving forward um allow Diane to use it for the leadership team too. So the budget the budget line item would be expanded to include everybody in the leadership team. So like one year we try Diane if it's successful then we expand um moving forward. So, um, that's kind of the thought

183process of where we were. Um, the other thing that was interesting to me that's in this that would be again like it would be another user, but there is a self-evaluation tool in here for the board and that's also something that we have uh, we do it but we've kind of struggled with the form and how to, you know, make it useful. Um, and so that's an added piece to this. It was of interest to me as well. Oh, okay. Any thoughts or questions on that tool? >> I do have a few questions. >> So, I watched the video and you know I it looked fairly simple. >> Um, and but I wasn't you know it looked like you could choose templates. >> Um, >> but c like can you build your own templates and

184you know or pick and choose and if so is there an added cost? >> Yes, that would be a custom. >> Okay. So once it's custom and it's a template, is there a year-over-year cost for that template? And I'm sorry to ask questions that are weird, but >> again, we can write these questions down and we can find out for you. Um there definitely is um an upcharge for customizing um evaluations, uh an evaluation tool. it's upwards of about $2,000 more um to do that. Um there are some other districts that are using this in Maine currently. >> Um and the two that I know and I'm most familiar with um are using the New York State rubrics. >> Um again, there are a lot of preloaded rubrics. I think that if you spend some

185time and look across rubrics, what you notice um in all evaluation systems, whether it's this or teacher evaluation systems, when we've looked at those in the past, >> um they're mostly scoring the same things but using different words. >> Okay. >> Um right. So there's not a lot of unique criteria, if you will, um with different rubrics, right? It just depends on how married you are to the language that you currently have. >> Yeah, >> I I have some questions. Um, so I understand this would be sort of a testing it out and um the goal it sounds like would be to expand to a lot more licenses. I'm not sure exactly how many. Um, what sort of price point increase is that to expand to like the whole leadership team? >> Yep. I was

186what sort of what are we like what are we test driving and how much is the car are we test driving a Nissan or a Ferrari and um and not like to be like but just sort of like there's usually a teaser promo which I understand what this is and the goal is to get us to buy as many licenses as possible because if that's the business model that's fine but sort of what what is that price going to start looking like? >> Yeah. So that price point again like there's a certain charge for us a platform fee that is an annual subscription fee. Um you can see that you know if I were to pilot this this year um it does seem like it's costly for one person. Um but as we would look

187to add other members of the team it's a little bit over $300 per person to add. So it's not um you know so if for example I asked them to price it out like if I had 15 um members added. Yeah. >> And the cost would go from um I think it's you know $1,700 currently to like uh $5,700 for the entire team >> per year. So annual >> per year. >> And do we have any idea what their annual price increase is for the sub subscription? I don't know that currently. I do know that um that is with a 20% discount because Maine is considered a rural straight a rural state. >> Proud of that fact >> and um you know and so um that would include that on an annual basis. Um you

188know what I have gotten her down to if you were interested in doing this for a pilot this year is a 50%. Um what what you see in front of you is a 50%. >> Got it. >> And can you like in your own ter this is a really slick software program. It looks really cool but it also looks a lot like the spreadsheet we use we we use. >> Mhm. >> Like it like it look it looks very similar. I understand the automation and some of the things you can pull out of it that make it much slicker. >> What's the value for the dollar that we're expecting? >> Yeah. And again, you know, I'm gonna um preempt this by saying this is really awkward conversation for me to have. That's fair because I

189am your employee who would be uh you would be using this tool on and I and so simply I and I said this to Shen and we when we talked about it um you know I didn't raise this because I was unsatisfied with the process. I know that um >> I'm unsatisfied. the board has been unsatisfied with the process and and I've noticed that since I've sat in either of these two seats um for the past several years and um and so um why it was of interest to me for the board to consider um and again I I'm going to say for myself to consider as a user with um members of my team is that the processes that we currently have in place are exactly as you described. They are Google forms. Um

190you know they rely on hey if you have time fill that in um they're also a one-time snapshot. So right um again a person who I have evaluated people for the last 25 years um in different capacities and it is human nature to give feedback on the most current thing that you remember. Um what this platform provides for is a portal for evidence and documentation to be uploaded throughout the year so that you're not just giving a sli a one-time slice, you know, and and that's on both parties sides, right? So, as an employee, if I say, "These were the goals that I had, and here's something that we just did that shows evidence of that," I could upload that. In the same way, you as a board member could say, "This is something that

191I think aligns with this, good, bad, or otherwise that we want to make sure gets included." Right? And so, um, it it changes the tool completely, right? Um, because I think it's fair to say that it's very easy for the evaluation process to just become a checklist item, right? Because it is something that is required. What we really always aspire to is how can we make sure that the feedback that we're providing to others is actionable, descriptive, and really a mirror reflection of what their work looked like. So that was really what picked my interest. >> Yeah. So, so I'll just say for for my perspective, I get weary of software that has subscription prices um because they're because they're expensive and um I'm mindful of the dollars as I'm reminded frequently in conversations with

192members that I need to be mindful of the dollars. On the other hand, we set aside money for you to use for professional development. And if this is the place where you want to spend that money, I sort of trust your judgment in making the best decision for the district and how you use the money that is set aside for your development to be used. So that I mean, I'm really splitting those two things, which is I don't, you know, I'm leerary of this because it looks a lot like the spreadsheet. I understand exactly what you said. It's going to rely on user. It's going to rely on us to be diligent about loading the information in on a regular ongoing basis and not leaving the evaluation till the last possible minute when you know

193it's due and you have to get it done which I've also evaluated people for a long time which is you know is try not to do that because you never get you never get right good feedback that way >> but you know evaluations are this ongoing tricky thing. Um, but I also at the end of the day really trust you and think about the budget we set aside and if this is a place where you think we should prioritize the funds, I'm not really sure I'm in a good place to second guess that. >> Um, so it doesn't deploy somebody to a board member's house that hasn't finished evaluation. I I saw you want me to deploy myself to your house. Yes. >> But I did see that it did have um uh like the

194little tracking bar for everybody. Um and really my question was so at the end when everybody is is like the deadline is passed, everybody's completed or they haven't are we able to before the next step because it didn't look like there was a um a period like we now collect it all and we sit together and we write it in sort of one voice which is the piece I actually I that's the piece about our >> current practice I like. Um >> yeah. Yeah, that piece would still be there. So, what from my perspective, what's really nice, the difference between the spreadsheet and this is that I don't have the manual labor. So, what's happening right now is that you all write your evaluations, you give them to me, I manually input all of those

195numbers myself. I do all of the calculation. I mean, yes, I set up formulas in the spreadsheet, but I have to do all of that. And so what's nice about this for me and for anybody who comes behind me is that's taken out. And so this tool actually creates what you're talking about and it goes through the steps. So if you like with our process, everybody does their own. It gets input into one. We meet, we discuss it, um we talk through the comments without Diane. That's just us, right? And then we get to a final and then we meet with Diane. So all of that stays the same. I just don't have to do the manual work. >> Yeah. I I like that. And I like the idea of um it being possibly expanded

196to our own evaluation tool for ourselves that we can kind of track >> the progress that we have. I just you know I'm I'm super curious about what the >> escalating prices on that too. >> Um but other I mean similarly I like the idea I like that I like the way the reports come out. I think they're they looked nice and professional and if that's something um I think we value. So I would be in favor of at least giving it a whirl. >> I just had a question. So this year would come out of uh Dian because we're test driving it on on Diane. uh in the future, let's say there's a decision that, you know, it would make sense to expand to the um you know, the leadership team, it would be

197it would come out of professional development funds still or it would or it would have to be where in the budget would it come from? Um >> I imagine it'd be like a new line item. >> Yeah. >> I mean, I'm going to look over at Kate, but >> is that correct to say? >> Um I think with the I'm not stealing Just off the top of my head, we we have a software line for the district. Um where pretty much all of our operational softwares live, including you know staff development, all that um staff development software uh that we use for teacher evaluations which Diane mentioned earlier. I think it would probably reside there and we would just simply you know talk about the cost as a piece of that line as we're we're

198planning the budget. >> I mean that's a good point that Kate brings up. We do have evaluation um platforms that we use with both our professional and our support staff. So the fact that the leaders in this district are basically still being evaluated on paper and pencil, >> right? >> If you if you want to describe Google as that, that's pretty accurate. A follow-up question. The let's say it is about 5,700 a year to start out. How does do you have any idea how it compares to current costs for like the teacher evaluation software? >> Significantly less. Um I believe the teacher software is in the ballpark of 20,000. Um that's every professional in the district with a bunch of integrated tools. It's it's a really robust system, but yeah, it would be significantly less

199than that for quite a few fewer people. >> And has had the that software for the teachers that's robust is that increases every year? What is your sense of I mean are these companies, you know, ratcheting up the price regularly? Um that's a really interesting and I could talk about that for about three hours topic. Um what's happened with software costs over recent years? Um during co everybody wanted to sell their software for nothing because everyone was online doing everything. So in educational software, we experienced this boom of use without um really paying the piper until COVID went away at which point everyone said, "Hey, guess what? We're raising our prices." So it's it's a little bit of a fraught topic to ask me about. Um, but I would say in a in a rational

200world moving forward, you'll see software prices increase from 3 to 5% a year. Um, so really it more tied to inflation than you would expect in a in a volatile environment. Yep. >> Thank you. >> Maybe hover between I'll stay here. You know, I love to talk to you guys. >> Well, we love you talking to us. Are there any other questions or thoughts? Are we feeling like we're okay to proceed with Diane? >> I'm trying to proceed. Let's test drive it, see what the, you know, what the real value is of the tool. And if we find it does have real value, then we can, you know, discuss, you know, putting it into this other budget line item. I I do really like that it streamlines between all of the staff in the district

201like leadership and all staff. So I think it it makes sense. >> Yeah. The other piece as it relates to like our um other building and district leaders is like the tool that um I'm currently using. we're basically forcing a fit, if you will, because it is um in generic terms for leaders, right? And so, you know, if I'm evaluating this leader, well, I'm going to put NAS through this category because that's not specific to your role. I'm going to score you on everything. This person's going to get scored differently. And so this would open up um a set of rubrics that are gerine and specific to specific roles. Right? So when I'm evaluating Katie Vitro, our curriculum director, she has a unique rubric that is specific to her role, you know, versus currently she

202and Ry are getting the same evaluation and I'm filling out different sections of it because that's what I have to work with, >> right? And so, um, my motives on this really are very selfish, not for my own evaluation, but selfish for my need to evaluate the rest of my team, right? And I'm just happening to put myself first as a guinea pig because I feel like as the leader, I shouldn't put anything on my team that I'm not willing to have done myself. All right. So, um, uh, I think we're Oh, you know what? I never even made a motion. I apologize. Do I have a motion to approve the, um, use of the superintendent evaluations tool as presented? >> I'll move. >> Second. >> Do we have any discussion? >> I'm so sorry.

203Um, all in favor and that shows unanimous. Thank you. All right. Agenda item 9.3 is the first reading of policy EBB, temperature standards in school. Um, Frea, I think you want to table this. You want to tee that up? >> I would change my mind. >> Oh, okay. Um, I dis disregard uh Frea, do you want to tee it up? >> I would. No, I actually don't want to tee it up. I obviously if I was considering tableabling it. So, EBBE's temperature standards in schools, um, it is a required policy. The state legislature gave us this gift of having to draft a temperature policy. Um, but because of local control, they didn't tell us what we should put in that policy other than it has to deal with heat related issues. I think um the

204we took a stab at the policy based on what we were given as a model policy, which is how we start most policies, particularly new policies. We struggled with this policy a lot um to the point of ridiculousness. And what I mean by that is we picked arbitrary numbers to stick in here because there is no sensical way to make a policy that governs cold and heat. Um and what I mean by that is we arbitrarily decided that optimal learning environment environment should be between 68 and 82 degrees. and we gave them a seven degree margin of error and we used and I picked seven because it was not an even number and I wanted the arbitrary policy to have arbitrary numbers in it and that is in the policy meeting recording. Um this policy

205is stupid. Um I stand by that statement and I'm happy to explain the legislature why I think it's stupid. Um so this is the best we had and then we had a gift. We got a late late breaking gift. Um, this policy does need a change. So, when it goes back for second reading, we do need to make sure we insert in there that this is during school hours because we're not going to heat or cool the building in the middle of the night and for all the reasons, you know, and so that was a necessary change. But, Bifford School District has passed a policy. They are requiring that their school be kept between 40 and 99 degrees. And they then put into all the language that the superintendent gets to make the call if

206the school is not appropriate for learning. If the school is an And then it lists some things you can do to deal with heat and cold like put on a sweater, take off your sweater, open a door, use a fan, things that are already happening every day in in our classrooms, particularly in our buildings. Uh so I want to put this through first reading mainly because we have to have a policy and we should we should diligently draft a policy. Um I am likely to be advocating for the Bford policy which essentially puts it in the hands of the superintendent. If the school is unsafe, make it unsafe. So um I really want to move this forward only for the purposes of getting it through first reading so that we can get it to second

207reading so we can get it done. Um, but I will be um adding the Bford policy to the next agenda item so people can see what I will be asking to substitute um for what I believe I'm going to stand behind. I'm happy to take questions about it. Uh, no, we did not spend a lot of time thinking about those policies. We spent a lot of time trying to figure out how a bunch of schoolboard members are supposed to figure out what climate control should be in a in a school. >> So, happy to take questions on that. >> I don't have a question. And it's more just a comment like um it aligns really well with what's laid out in licensing DHS rules and regs for child care facilities in terms of um temperature

208and and so it actually looks great in my opinion. >> Oh. Oh, look at that. Look at that. >> All right. Do I um do I have a motion to approve the first reading of policy EBB, temperature standards in school as presented? >> So moved to second. >> Um I'm sorry. EB E >> D. Oh, is it wrong on here? >> Yeah. >> Oh. O >> that's okay. >> Oh, >> EB temperature. A lot of letters. Temperature standards in school. Did you motion? And do I have a second? He's Yes, he second. >> He seconded. Mitchell seconded. >> All right. All uh any discussion? >> All in favor? >> It's unanimous. Thank you. >> All right. Agenda item 9.4 is the first reading and policy BDE board standing committees. >> All right. These get less

209dramatic, maybe less fun. Um the board standing committee uh committees it was one of the um next in line. So these are the reverse chronological policies we're going through. We did not make a lot of substantive changes to this. It simply lays out the policy u sorry the policy committee which is the only committee that I really care about. It's not true. Um it lays out all the committees we currently have um that we're all members of and then um it it puts in affects sort of some of how the chairs get filled and sort of the board the operating procedures and the functioning of those boards. Um I'm happy I'm not going to read it to you. Happy to answer any questions. This doesn't make sative changes to how our how our boards currently

210function. >> Can you also go through R because I'll bend. >> Yes. Um R is the standard operating procedures. That's the all the open meeting laws which are statutoily required. The agenda has to be posted 3 days in advance. Um we have a little a little special thing about recording where we we don't require that they recorded but we prefer that they are recorded or streamed if at all possible to make them as accessible as possible. Um you have to have meeting minutes. All the rules that we use um to operate our standing committees are contained in here. And again, there's no substantive changes to these. Um they're they're in line to what we currently do. >> All right. So, I'm going to bundle 9.3 and 9. No, 9 >> 9.4 and 9.5. Um do

211I have a motion to approve the first reading of policy BDE board standing committees and policy BDER, board standing committee operating procedures? >> So moved. >> Second. >> Is there any discussion? All in favor and that is unanimous. Thank you. All right. Agenda item 9.6 is the first reading policy DJR federal procurement manual administrative procedure. >> I know you all went through all 16 pages of this uh procedure very carefully. Um I'm going to direct your attention to one page. Um this is we did not review this policy substantively. We made one change um to bring us in line with the DOE regulations of retention records which we're changing um from memory we're changing the retention of records from 3 years to seven years and that is again a DOE standard that we need to

212adhere to um it's contained on page 10 of 16 it happens there's six changes it's the only changes we made in the policy and I'm bringing this forward at the request of the fin finance committee >> all right do I have a motion to approve the first reading of policy DJR, federal procurement manual, administrative procedure. >> So moved. >> Second. >> Any discussion? >> All in favor? That shows unanimous. Thank you. Um agenda item 9.7 is the first reading on policy III class size. >> So this is the policy um that may want to take a couple extra seconds on. This is a new policy um or a newer policy. uh we did not have specified class size ranges. Um it was suggested that we might want to consider which is what most other districts

213do. Um and this also comes into a um this was really highlighted during the building committee projects um in the last few years when we were asked over and over sort of what's the standard size of classes. Um and our policy was beautifully vague to that question. Um so uh we went in and looked at sort of what what is our practice? Um because good policy follows practice if practice is you know good practice and we thought that it was. So um after consulting with um uh the building leadership teams Diane went and talked with them about the specific ranges we came up with these ranges. Um prek is statutoily set. So that is that is not a range that we can really mess with. Um, but we went with 16 to 20 for K

214through2, 20 to 24, 3 through 5, 21 to 25, K 6 through 12. I will note that some of the assumptions made with the building project included moving class size to 24 um in line. So, this would this would bring our class sizes um it would support the assumptions that we used when creating the building project and what we told the community about the size of the classrooms um that we were intending to design and how we were going to house students during the project. So that's part of it. Um other than that it does allow exceptions for very large groups for special classes. Obviously special ed teacher student ratios are different um as they have to be. And then it it has a a care u it has like a a clause that allows

215um K through8 classes that fall outside this class size um can that can happen, but there's a process that the principal and the superintendent will discuss and they'll make a decision about um how to proceed um if they need to change staffing levels, they need to switch a teacher around um or do something else in order to make sure that the class sizes are appropriate. Um and and so that's the end of that policy. But if um I didn't know if anyone had any concerns about that, I just wanted to highlight that we do not currently have the specificity. Um but we are bringing forward the committee is bringing forward this as a recommendation for what the class sizes should be. >> Um just one thing I just I'm so sorry. I just noticed this

216when I opened it up and I hate when I do this so I really am sorry, Cheryl. Um the adopted date on the policy is not May 3rd, 2025. It's May 3rd, 1984. So that's going to that will change. So, this was a policy. It was revised. It was retired. And now we're we're bringing it back. So, um, we didn't adopt something before we retired it like that. You know what I'm saying? >> So, I apologize that I didn't notice that earlier. Um, okay. So, that will be changed for second reading. But, um, do I have a motion to approve the first reading of policy IIB class size as presented? >> So, moved. >> Second. >> Thank you very much. Um any discussion? >> I just had a question, one question. Um is there any

217sort of legal, you know, or liability risk like, you know, you're violating your class size? Um are there I mean obviously you're built in, you know, ability to sort of have other class sizes, but is there any sort of liability risk for the school district that yo, you're violating your own your own class size policy? There's no liability in terms of can a student or a family sue the district um for exceeding or not meeting the number of students in a classroom. Um there absolutely a a parent or family or some somebody could come forward and say this this class is too big according to your policy probably or and we've actually heard too small. In fact, you shouldn't have classes this small because it's a waste of space and time and money. And so,

218yes, we have opened ourselves up to, you know, we may have an advanced Latin class that's not going to have 21 students in it. It's just never going to have that many students in it. But, um, I think with the carveout that allows the superintendent and the building leader to make an educated decision about the value of that classroom, it builds in the flexibility we need to sort of withstand that. for Latin, for example, this the response is most students can't meet meet that level of class, but we shouldn't deprive students who want to do that study if we have the capability to teach them and and to prepare them for an AP exam, for example, um because they don't meet an arbitrary number um that there's still value in those classes and if we're

219able to provide that program of study, you know, in balancing all the other programs of study, we're still going to bring that forward. I was thinking more like, you know, we have a class size of 28, >> you know, and someone's, you know, my child's in is in a class that's too got too many students. >> Class sizes and our class our classrooms are really effective at managing that number because the reality is that most of these especially our primary schools right now, my understanding is that getting the number of like we're not going to exceed this because we can't get that many desks in the room, >> right? Yeah. So like we have some external factors that are going to help but but no I mean if if the building principal and the superintendent

220met and felt that a 28 you know pupil class for kindergarten was appropriate which seems crazy to me would it's never happened. Um I'm sure that the superintendent would be able to explain that determination. Um that that has not happened in this district and it's not going to happen in this district. Like I just I don't the families wouldn't stand for it, but our teachers wouldn't stand for it and our principles wouldn't support it and our superintendent's not going to support it. So it's not something that I'm really concerned about. >> Okay. That just just wanted to explore that. >> Good questions. >> All right. Do I have a motion? Oh, no. We had a motion. We had a discussion. Any other discussion? All in favor? That shows unanimous. Thank you. All right. Agenda item

2219.8 are appointments. 9.8.1 8.1 is a special education teacher. >> Yes. Um Cesaly Sharski has been selected to fill um this position due to a reassignment. Um this uh specifically is for um a middle school resource teacher. As you are all aware, I uh came to you um recently after needing to make some really difficult decisions about realignments um as it related to the high school assistant um principal position and uh there was some domino effects um in doing so. So, this is a one-year only appointment. Um that should also be noted, please. Um, so back to Miss Sharski. Uh, Miss Sharski earned her bachelor of arts degree in secondary education in English and her master's of education in moderate special needs from Boston College. She has served as a special education teacher in Newton,

222Massachusetts and also in Bingington, New York. Um she has worked previously at Pleasant Hill School as a special education pair professional and most recently she has been serving as um a special education pair professional in the social life skills program at the middle school. So, um, we once again are stealing from our own coffers, um, to, uh, fill positions, but again, um, it's a great problem to have because we have some really highly skilled staff, um, that, uh, we have right here within our own district that we don't need to necessarily look outward for. So, um, I would, um, highly recommend your appointment, please. Very good. Do I have a motion to approve the special education teacher as presented? So >> moved. >> Second. >> Uh all in favor unanimous. Thank you so much. Agenda

223item 9.8.2 is a high school winter coaches. >> Yes. In your packet you will see a list of high school winter coaches and I would respectfully ask uh for those appointments to be approved. >> All right. Do I have a motion to approve the high school winter coaches as presented? So moved. Second. Um, uh, all in favor >> and that shows unanimous. Thank you so much. Um, agenda item 9.9 are donations. 9.9.1 is a middle school donation acceptance request. >> Yes. In your packet, you'll see a memo from Kate Bolton. Um, and I will read it for the record. On November 10th, 2025, the middle school received a donation check in the amount of $867 from Hannerford Health Schools. This donation will be used for all three grade level events and it will also fund

224a wellness day at the middle school this year. We respectfully request that the school board approve the acceptance of this donation on behalf of Scar Bro Middle School with many thanks. >> Do I have a motion to approve the middle school donation acceptance request as presented? >> Second. Any discussion? All in favor? Motes unanimous. Thank you so much. Um 9.9.2 is eight corners school donation acceptance request. >> Yes. Again in your memo you see a uh in your packet you see a memo from Kate Bolton. Um and I will read it uh into the record. On November 10th, 2025, 8 Corners Elementary School received a very generous donation from Hannerford Health Schools. The amount is $1,032. We would like to deposit it into two different accounts. Half of the funds would be used to offset

225any field trip costs for students who have financial hardship and the other half will be used for our annual field day in the spring. We respectfully request that the school board approve this donation for 8 Corners Elementary School. Thank you very much. >> Awesome. >> All right. Do I have a motion to approve the 8 corners school donation acceptance request as presented? So moved. >> Second. >> Any discussion? All in favor? And that shows unanimous. Thank you so much. 9.9.3 is a donation approval for funds raised for the backpack program. >> Yes, this is an update from um our last meeting. Um and I will read this memo to you. Uh this is a follow-up to the board's donation approval at the November 6th meeting at which the impressive amount of $11,000 was accepted on

226behalf of the school nutrition backpack program. We are pleased to report that monetary donations have continued to come in and an additional $5,160 has been raised as of today. So, uh, for those of you who don't do math, that would be a total of $16,160. >> It's amazing. While the government shutdown has ended and there is hope for a complete return of SNAP benefits, we also know that struggles continue and we are committed to supporting our local families through the weeks ahead. Holidays can be particularly challenging. So, our school nutrition team is already working on putting together a festive Thanksgiving meal for next week, which you see pictured on your memo. Uh the generosity of our community members continues to be an inspiration to us all. We respectfully request that the school board approve acceptance

227of these additional donations on behalf of the school nutrition backpack program. >> Do I have a motion to approve the uh donation approval for funds raised for the backpack program as presented? >> So moved. >> Second. >> Any discussion? >> Yeah. >> I don't want past 9:30. I just want to point out um our community has been so generous. This is absolutely amazing. >> Yeah. >> Just really in a very short time period. >> Thankful that that they really rose to the occasion. >> Yeah. That's amazing. >> Absolutely. All right. All in favor and that shows unanimous. Thank you so much. All right. Agenda item 10.0 is adjournment. With no objections, we will adjourn at 9:26. Right under the wire. Thank you so much and have a good evening.