Position’ Nominee’ Pts.’ Bonus’ Total’ MSAD 28 Board Agenda Packet.pdf · MSAD #28 Board Goals 2016-17 Goal #1: Board Engagement with Community Create a plan to improve

MSAD 28 SCHOOL BOARD MEETING

Wednesday, September 21, 2016 7:00 P.M.

Camden-‐Rockport Elementary School Atrium

AGENDA

1. Call to Order 2. Adjustments to the Agenda 3. Public Comment on Items not on the Agenda 4. Notification of Resignations 5. Minutes

a. Accept the Minutes of the June 27, 2016 Regular Meeting 6. Nominations (Note: Executive Sessions Possible for Nominations)

a. Stipends Position Nominee Pts. Bonus Total Assistant Cross Country Coach Maggie Massengale 19 0% $1,354.70 CRMS Soccer Coach Kevin Pierce 26 0% $1,853.80 Theatrical Production Assist. Erma Colvin 20 10% $1,568.60 Grade 5 Team Leader Fern Campagnoli 14 20% $1,197.84 Grade 6 Team Leader Cassandra Riegler 14 0% $998.20 Grade 7 Team Leader Sam Zwecker 14 15% $1,147.93 Grade 8 Team Leader Josh Toothaker 16 0% $1,140.80 School Leadership Team Tanya Young 2 0% $142.60 School Leadership Team Amy Libby 2 0% $142.60 School Leadership Team Ian McKenzie 2 0% $142.60 School Leadership Team Michelle Gabrielsen 2 0% $142.60

7. Approval of School Board Goals 8. Continuation of Workshop Agenda

• Decision Making Roles input • Presentation Ideas – 2016-‐2017 • Possible Adoption of Operating Protocols

9. Update and Approval of Emergency Plan – Shawna Kurr 10. Presentation and Approval of District Technology Plan – Gary Gonyar 11. School Board Chair’s Report

a. Set Remaining Board Meeting Dates – Third Wednesdays with *exceptions:

MSAD 28 Board 092116 Page 1

MSAD #28 School Board Meeting September 21, 2016 Page 2 of 2

Oct 19, Nov 16, *Dec 14, Jan 18, *Feb 8, Mar 15, *Apr 12, May 17, June 21 12. Superintendent’s Report – Maria Libby, Superintendent of Schools – Written Report

Attached a. Notification of New Hires

13. Administrative Reports a. Gary Gonyar, Assistant Superintendent – Written Report Attached b. Jaime Stone, CRMS Principal – Written Report Attached c. Chris Walker-‐Spencer, CRES Principal – Written Report Attached d. Valerie Mattes, Director of Student Special Services e. Cathy Murphy, Business Manager f. Keith Rose, Director of Operations and Maintenance g. Susan Boivin, Director of Food Services h. Julie Waters, Director of Transportation

14. Standing Committee Reports a. Finance b. Personnel/Negotiations c. Policy – Minutes Attached

First Reading JJE – Fundraising JLF – Reporting Suspected Child Abuse and Neglect KCD – Gifts to the School IJOA-‐E – Request for Student Travel Form Notification: GBEC – Title Changed from “Staff Use of Legal Drugs” to “Staff Use of Medications”

15. Ad Hoc Committee Reports a. CRMS Building Vision

i. Next meeting: October 11, 4:30 p.m. Town of Camden Washington Street Conference Room

16. Future Agenda Items 17. Adjourn


MSAD 28 SCHOOL BOARD MEETING Monday, June 27 2016

6:30 P.M. Bus Barn – Camden, Maine

MINUTES

Board Present Lynda Chilton Kristin Collins Matt Dailey Marcia Dietrich Becky Flanagan Peter Orne Faith Vautour Others Present Maria Libby, Superintendent of Schools Gary Gonyar, Assistant Superintendent Valerie Mattes, Director of Student Special Services Cathy Murphy, Business Manager

1. Call to Order

Superintendent Maria Libby called the meeting to order at 6:30 p.m.

2. Election of the Chair of the MSAD 28 School Board Maria called for nominations for Chair, noting that no second was necessary. Marcia Dietrich nominated Matt Dailey. No other nominations were made.

Upon motion by Marcia Dietrich the Board voted to elect Matthew Dailey as Chair. Vote: 6 – 0 (Dailey abstained) Passed 3. Election of the Vice-‐Chair of the MSAD 28 School Board

Matt called for nominations of the Vice Chair, noting that no second was required. Kristin Collins nominated Marcia Dietrich. No other nominations were made.

Upon motion by Kristin Collins the Board voted to elect Marcia Dietrich as Vice Chair. Vote: 7 – 0 Passed 4. Adjustments to the Agenda


MSAD #28 School Board Meeting June 27, 2016 Page 2 of 4

A resignation was added under item 7.

5. Public Comment on Items not on the Agenda None noted.

6. Appointment of the Representatives to the Five Town CSD Board The Board discussed the importance of a balanced number of representatives from each town on the Five Town CSD. As the third Rockport Board member is yet to be determined, the issue of whether to appoint all of the Camden representatives to the CSD was discussed. It was determined that Becky Flanagan (from Camden) would serve as the alternate to allow for a third CSD member from Rockport, rather than having five Camden representatives and only two Rockport representatives. The following members were appointed serve on the CSD:

Lynda Chilton, Camden Kristin Collins, Camden Matt Dailey, Camden Marcia Dietrich, Rockport Peter Orne, Camden Faith Vautour, Rockport Becky Flanagan, Camden (Alternate) Third Rockport Representative TBD

7. Notification of Resignations

Maria noted that she accepted the resignation of CRMS Math teacher Donna Peterson.

8. Minutes a. Accept the Minutes of the June 8, 2016 Regular Meeting

Upon motion by Kristin Collins and second by Faith Vautour, the Board voted to approve the June 8 minutes as written. Vote: 5 – 0 (Flanagan and Orne abstained) Passed 9. Nominations (Note: Executive Sessions Possible for Nominations)

a. Stipends Position Nominee Pts. Bonus Total CRES Student Council Susan Conover 16 0% $1,140.81 Japan Travel Coordinator Rebecca Jackson Graham 29 0% $2,067.70 CRMS Soccer Coach Craig Ouellette 26 0% $1,853.80

Upon motion by Marcia Dietrich and second by Kristin Collins the Board voted to approve the above stipend nominations as presented. Vote: 7 – 0 Passed



10. Acceptance of the 2016-‐2017 Budget Referendum Results Upon motion by Marcia Dietrich and second by Faith Vautour the Board voted to accept the 2016-‐2017 budget referendum results. Vote: 7 – 0 Passed 11. School Board Chair’s Report

a. Committee Signups Matt asked for members to return the committee sign-‐up forms to him or the Central Office by July 8. Matt also advised new members to use their CSD emails, rather than personal emails, for Board business.

12. Superintendent’s Report – Maria Libby, Superintendent of Schools a. Notification of New Hires

Maria updated the Board on recent new hires and positions still to be filled. b. Board Retreat – August 22, 4-‐8 – Flatbread Conference Center

Maria shared a draft agenda with the Board and asked for input. Board Goals was added as an agenda item. The summer book read “Creative Schools” was distributed to the Board. The book group discussion will take place at the retreaet.

c. New Board Member Orientation – September 13, 4-‐6, Flatbread New Board members and others who have not previously attended orientation were encouraged to attend.

13. Administrative Reports – None submitted a. Gary Gonyar, Assistant Superintendent b. Jaime Stone, CRMS Principal c. Chris Walker-‐Spencer, CRES Principal d. Valerie Mattes, Director of Student Special Services e. Cathy Murphy, Business Manager f. Keith Rose, Director of Operations and Maintenance g. Susan Boivin, Director of Food Services h. Julie Waters, Director of Transportation

14. Standing Committee Reports

a. Finance – Have not met b. Personnel/Negotiations (MESA, MBDCFS -‐ Fall 2016) c. Policy

Second Readings: GBECA – Staff Use of Legal Drugs JL – Student Wellness JLCDA – Medical Marijuana in the Schools



Upon motion by Marcia Dietrich and second by Faith Vautour the Board voted to approve the second readings of the above policies as written. Vote: 7 – 0 Passed

15. Ad Hoc Committee Reports

a. CRMS Building Vision i. Next meeting: July 20, 4 p.m. Town of Camden Washington Street

Conference Room

16. Future Agenda Items None noted.

17. Adjourn Upon motion by Faith Vautour and second by Marcia Dietrich the Board voted to adjourn. Vote: 7 – 0 Passed The meeting adjourned at 6:58 p.m.


MSAD #28 Board Goals

2016-17

Goal #1: Board Engagement with Community Create a plan to improve board engagement with the community in a creative and “out of the box” way. Goal #2: Middle School Building Project Ensure community leadership and support for the middle school building project. Goal #3: Curriculum/Instruction/Assessment

• Research the basis for CRES’s declining math and reading achievement and determine action steps to improve student learning in those areas.

• Increase the level of student-centered instruction and learning in our schools.

• To insure that k-12 grading /reporting systems accurately reflects student performance based on identified standards, are sensitive to variations in students proficiencies, are understood by stakeholders, and has consistent elements within the Five Town Schools.

Goal #4: Achievement Create a district report card to measure holistic achievement that reflects the values of the school district.


Decision-‐Making Who Decides What

Five Town CSD/MSAD 28 Working Draft 8/2016

Decisions about the following are made by the School Board:

• Approval of course of study that has been vetted by school and district admin • Develop and adopt policies with input from school and district admin • Direction and final approval of district budgets • Hiring of Superintendent • Expulsion of Students • Approve teacher and administrator nominations (and stipends) • Approve the school calendar • Approve educational programs and textbooks • Develop goals/direction/vision for the district • Maintaining appropriate facilities • School Board agenda with input from Superintendent • Approval of personnel evaluation systems

Decisions about the following are made by the Superintendent:

• Overseeing the interpretation and adherence to Board policies and school rules

• Overseeing use of resources, including financial, time, personnel • Directing/supervising work of all staff/faculty • Authorizing payment of bills approved by the School Board • Overseeing the day to day management of school operations • Oversight of personnel matters and evaluation of staff • Determining direction for instruction, curriculum, and assessment • Recommending teacher and administrator nominations to the board • ATeam agenda with input from administration • Recommending evaluation systems to the board • Key features of school calendar (start/end/PD) • Stewardship of instructional integrity and district mission • District based professional development

Decisions that are made collaboratively by the two five town Superintendents (working with administrators):

• Decisions around Proficiency Based Education • High School Transition Activities • Technology that is shared


• Professional Development (when appropriate) Decisions that are made by each School Principal:

• School budget recommendations • Staffing recommendations • Daily schedule • Creation of master schedule and individual student schedules • Implementation of policy • School level vision and mission (aligned with district) • Implementation and adherence to curriculum • School based professional development • Structures that support student learning and school operation • Co-‐ and Extra-‐curricula activities • School level parent and community involvement • Parent Communication • Student discipline • Grading and reporting system

Decisions that are made by teachers:

• How to deliver curriculum • Assessment (Classroom) • Parent Communication (Classroom) • Student discipline (Classroom) • Grades


MSAD 28 Board Presentations Planning 2016-‐2017

Month Presentation September

October

November

December

January

February

March

April

May

June


MSAD 28 Board Presentations 2015-‐2016

Month Presentation July-‐September

None

October CRES Writing Program – Janet Anderson

November CRMS Bullying Prevention – Matt Smith

December None

January Marsha Bartley, Grade 8 students Runners Up in Pop Tech Hackathon Counseling Department – Susan Conover, Tanya Young and students

February CRMS Art Department – Kristen Anderson

March None

April CRMS Jazz Ensemble Performance Project Based Learning – Jaime Stone

May Alyssa Anderson presented on new school song “Sail On” Japan Trip – Elphie Owen, Cathy Straka JumpRope Presentation – Jaime Stone 4/5 8/9 Transition – Jaime Stone Student-‐Led Conferences – Jaime Stone

June None


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MSAD 28 School Board

Draft Operating Protocols August 22, 2016

For the purpose of enhancing teamwork among members of the Board and the administration we, the members of the MSAD 28 School Board, do hereby publicly commit ourselves collectively and individually to the following operating protocols, originally adopted _________. STATEMENT OF PURPOSE

1. The Board will represent the needs and interests of all in the district. 2. The Board will establish the vision, create policies and assure accountability. The

superintendent will manage the schools. RESPONSIBILITIES

1. Board members will adequately prepare themselves for meetings and enhance their boardsmanship skills by attending Board training and networking opportunities.

2. When Board members serve on various committees or attend committee meetings, their role shall be as liaison to the Board and when addressing the committee, shall do so as an individual.

3. Board members will demonstrate good listening skills and exhibit respect when addressed by the public.

4. The Board commits itself to continuous improvement through a yearly self-‐assessment process.

5. The Board will consider research, best practices, public input, and financial implications as part of the decision-‐making practice.

6. Board members will set clear goals for themselves and the superintendent. The Board and superintendent will facilitate goal setting for the school district.

OPERATING PRINCIPLES

1. Surprises to the board or the superintendent 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 unexpectedly at the meeting.

2. The superintendent is the chief executive officer and should recommend or provide proposals on most matters before the Board.

3. The superintendent will manage the school system. 4. The superintendent or designee will be the district spokesperson on critical or

emergency issues. 5. When an individual presents concerns, issues, or proposals, Board members will refer

individuals to the staff members who can properly and most expeditiously address the issue.


Page 2 of 2

6. Board members will ask the Board chair and superintendent to place items on the agenda in advance of meetings. In the rare case that an item should be added to the agenda at the time of the meeting, the chair will follow Roberts Rules of Order.

7. Board member requests for information will be directed through the superintendent. 8. All personnel issues received by the Board or individual members will be directed to the

superintendent. 9. The Board will consider issues on the agenda. Additional information regarding agenda

items will be requested prior to the Board meeting via the Board chair or superintendent.

10. Board members have the option to request that an agenda item be placed under a new category or have the item deferred to a future meeting.

11. The Board will lead by example. We agree to avoid words and actions that create a negative impression on an individual, the Board, or the district. While we encourage debate and differing points of view, we will do it with care and respect.

12. To be efficient and effective, long board meetings must be avoided. If a Board member needs more information, either the superintendent or Board chair is to be called before the meeting. Audience participation protocol will be consistently practiced.

13. The Board chair or designee will be the Board spokesperson. Individual Board members will not speak to the media on behalf of the Board.

RESTRICTIONS

1. Executive sessions will be held to discuss only those issues allowed by state statute. The Board will not vote on, nor take action on, an issue in executive session. Members will honor the confidentiality of the discussions.

2. Individual board members do not have authority. Only the Board as a whole has authority. Individual Board members will refrain from attempting to take unilateral action or make individual demands of administration or staff.

3. Board workshop sessions will be for in-‐depth discussion on one or two specific topics.


201619 Technology Plan

for the

Five Town CSD Camden Hills Regional High School

and

MSAD #28 CamdenRockport Elementary School CamdenRockport Middle School

Authors

Tom Heath, Five Town CSD Technology Coordinator Colin Sutch, MSAD #28 Technology Coordinator Administrators, Five Town CSD & MSAD #28

Approved by the Five Town CSD School Board on xx/xx/xxx Approved by the MSAD #28 School Board on xx/xx/xxx


Shared Vision for Learning

ELEVATE stands for Enhanced Learning Environments with Value Adding Technology. It is a series of goals developed with input from Administrators, IT Staff, Teachers, Parents and Students over a period of 2 years. The purpose of ELEVATE was to provide a common reference point for discussing technology use in the classroom.

The ELEVATE document includes both broad based goals that have been approved by both the Five Town CSD and MSAD #28 School Boards, and more specific exemplars to help further explain those goals. The belief is that while the broad based goals should be fairly constant from year to year, the exemplars will change as technology use changes in our building.

ELEVATE Learning Understanding this document:

Numbered and in bold statements are the boardapproved technology goals. Small lettered statements are outcomes derived from the ISTE standards (International

Society for Technology in Education). Small roman numerals and italicized offer concrete exemplars of how the outcomes

might play out in a classroom. Vision: Education is a complex endeavor in which a variety of technologies are playing an ever increasing role to facilitate learning. We strategically use technology when it is the most effective and appropriate tool to leverage learning, being mindful of the developmental level of the child. Finally, we use technology with a high level of ethics, responsibility, and professionalism. Goals: In the Five Town CSD and MSAD #28, students and staff have knowledgeable and equitable access to the tools of technology to…

1. Facilitate authentic experiences that enhance learning, creativity, and innovation.


a. In order to promote, support, and model creative, critical, and innovative thinking, the following outcomes might be visible in the education environment: i. Teachers offer a choice in what kind of product to create (essay,

presentation, etc) and a choice of media (Prezi, Adobe Voice, Keynote, iMovie, etc).

ii. Students are more active in assessing what the specifications of the assignment are and the scope of content, to find and select the best platform to demonstrate their learning.

iii. Students are allowed free exploration of a new technology tool or tools in order to discover the limitations and potential, compare/contrast, share knowledge, and decide the best way to leverage the tool for an assignment or project.

iv. Teachers design problembased experiences that require solutions that are explored or solved by technology.

b. In order to explore realworld issues using digital tools and resources, the

following outcomes might be visible in the education environment: i. Students are provided professionallevel or relevant tools and are

expected to use those tools to create professional quality products. ii. Students have opportunities to learn in technology rich environments

outside of school through internships, volunteering, and jobs. iii. Students are exposed to problembased experiences that utilize authentic iv. Teachers use formative assessment tools that provide both students and

teachers with instant feedback about their learning and progress. (Google Forms, Flubaroo)

v. Students have the opportunity to take online or blended courses that extend their learning options both for reasons of interest and academic level.

vi. Teachers actively seek input from students to blend technology with learning in ways that complement their expertise.

c. In order to customize and personalize learning activities and assessments to

address students’ diverse learning profiles, readiness, working strategies, abilities, and interests using digital tools and resources, the following outcomes might be visible in the education environment:


i. Teachers encourage students to be active participants by allowing students to customize their own pace of learning (Khan Academy, iTunesU, Google Classroom, flipped learning, acceleration or remediation opportunities).

ii. Students have access to a variety of different tools to demonstrate understanding and engage with the material based on their learning preferences and individual styles of expression. (Socrative, GoSoapBox, backchannel chats).

d. In order to foster greater independence through the use of technology, the

following outcomes might be visible in the education environment:

i. Students have opportunities to design and develop learning experiences that are relevant yet provide for more voice and choice.

ii. Teachers design lessons or units that have an element of selfpacing so students can independently work through the learning and have an opportunity to track it.

iii. Students have the opportunity to take online or blended courses that extend their learning options both for reasons of interest and academic level.

2. Foster collaboration, communication, and citizenship within the school and

community.

a. In order to use collaborative learning and digital communication tools to engage responsibly with students, colleagues, and the community, the following outcomes might be visible in the education environment: i. Students may use many digital communication tools, including social

media, in and outside of school to collaborate, work on homework, and for studying purposes.

ii. Google Apps For Education (GAFE) are essential collaboration tools to promote communication between teachers and students.

b. In order to advocate, model, and teach safe, legal, and ethical use of digital

information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources, the following outcomes might be visible in the education environment:


i. Teachers require students to cite sources for images and information and instruct students on which citation format they accept .

ii. The school offers a library of digital resources on class websites for students to access.

iii. Students have mini courses or lessons throughout their high school experience on digital citizenship.

c. In order to develop and model cultural understanding and global awareness by

engaging with colleagues and students of other cultures using digital age communication and collaboration tools, the following outcomes might be visible in the education environment:

i. Students who participate in cultural exchange trips communicate with

their peers via social media. ii. Teachers develop collaborative learning projects with teachers in foreign

countries using media as a facilitation tool.

3. Maintain an effective and productive working environment.

a. In order to explore and utilize available technology to create systems that manage personnel and resources more efficiently, the following outcomes might be visible in the work environment: i. Many of the district’s systems are more effectively managed using

software in multiple departments (e.g. AESOP, Alert, EDS) ii. Paperwork is eliminated in favor of more efficient electronic systems (e.g.

requisitions, Applitrack) iii. There is continual review and evaluation of systems with an eye toward

efficiency in operation.

b. In order to communicate relevant information and ideas effectively to students, parents, and community using a variety of digital media and formats, the following outcomes might be visible in the education environment: i. Schools use internet presence in social media to communicate information

to parents. ii. Schools are taking full advantage of GAFE iii. Students find emailing teachers with questions is effective; teachers are

very responsive.


iv. Classroom management systems help students effectively navigate their complex lives at school.

v. Parents and teachers are able to readily access information about student performance and data.

vi. The schools’ websites are reliable, valuable, and useful sources of information and support any marketing efforts.

c. In order to model and facilitate effective use of current and emerging digital tools

to locate, analyze, evaluate, and use information resources to support research and learning, the following outcomes might be visible in the education environment: i. Students without internet access at home have reliable and user friendly

access to digital content and management (e.g. dotEPUB or the reading list feature.)


Shared Leadership

The Five Town CSD and MSAD #28 have established a joint Technology Working Team that plans to meet once a month to consider issues relating to technology use in the schools. The Technology Working Team consists of:

Gary Gonyar, the Assistant Superintendent for both districts who has the responsibilities of the Director of Instructional Technology

Thomas Heath, the Technology Coordinator for the Five Town CSD Colin Sutch, the Technology Coordinator for MSAD #28 Robert Sampson, Principal of the Camden Hills Regional High School Iris Eichenlaub, the Librarian/Technology Integrator for Camden Hills Regional

High School Jaime Stone, Principal of the CamdenRockport Middle School Ian McKenzie, the Technology Integrator for CamdenRockport Middle School Chris WalkerSpencer, Principal of the CamdenRockport Elementary School

Members of the Technology Working Team worked to develop the ELEVATE District

Technology Vision and Goals listed in the above section, with input from both district and building administrators, teachers, students, and parents. The District Technology Vision and Goals will be used to evaluate all technology related purchases to make sure that they align with our instructional goals.

Each school in the two districts will use their building Leadership Teams, led by the building principals, to brainstorm, research, and gather input involving all aspects of technology. That input will be considered by the Technology Working Team when making decisions pertaining to meeting the Technology Vision and Goals.

Camden Hills Regional High School has established a Tech Directions committee. The committee is cochaired by the Technology Coordinator and the Librarian/Tech Integrator, and includes a building administrator and teachers, many of whom are also parents in the Districts. The committee has been given the task of making recommendations for Technology Goals for CHRHS that align with the District Goals.

During the 201516 School Year, the Tech Directions Committee designed and

implemented a process for gathering data and input on what one to one device will best serve teachers and students at CHRHS. The committee will conclude their work in early September and make a recommendation to Building Principal and then the CSD School Board in the fall of 2016.


Part A: Student Learning & Teacher Practice

CHRHS (912) Apple Primary Solution 1:1

Studentreported frequency of computer use in the classroom 85% Almost Daily 10% Weekly 3% Monthly 1% Every Few Months 1% Never

Teacherreported frequency of student computer use in the classroom 77% Almost Daily 18% Weekly 3% Monthly 0% Every Few Months 3% Never

Students are asked to collect and analyze data 46% At Least Weekly 34% Monthly 14% Every Few Months 6% Never

Teachers ask students to collect and analyze data 14% At Least Weekly 33% Monthly 14% Every Few Months 39% Never

Students are asked to conduct experiments or perform measurements 36% At Least Weekly 38% Monthly 16% Every Few Months 10% Never

Teachers ask students to conduct experiments or perform measurements 8% At Least Weekly 11% Monthly 19% Every Few Months 61% Never

Students are asked to identify and solve authentic problems 32% At Least Weekly 35% Monthly 17% Every Few Months 15% Never

Teachers ask students to identify and solve authentic problems 22% At Least Weekly 17% Monthly 28% Every Few Months 33% Never

Students are asked to create and upload art, music, movies, or webcasts 13% At Least Weekly 30% Monthly 35% Every Few Months 22% Never

Teachers ask students to create and upload art, music, movies, or webcasts 8% At Least Weekly 28% Monthly 33% Every Few Months 31% Never

Students think learning is more engaging when using technology 25% Strongly Agree 28% Agree 33% Are Neutral 13% Disagree

Teachers think learning is more engaging when using technology 31% Strongly Agree 43% Agree 23% Are Neutral 0% Disagree


2% Strongly Disagree 3% Strongly Disagree

Students are asked to create animations, demonstrations, models, or simulations 9% At Least Weekly 18% Monthly 30% Every Few Months 43% Never

Teachers ask students to create animations, demonstrations, models, or simulations 3% At Least Weekly 6% Monthly 22% Every Few Months 69% Never

Teachers report that the quality of support for problems disrupting instruction is 46% Excellent 40% Above Average 11% Average 3% Below Average 0% Poor 0% None

Teachers believe that computers and technology enhance daily life 40% Strongly Agree 37% Agree 23% Are Neutral 0% Disagree 0% Strongly Disagree

CRMS (78) Apple Primary Solution 1:1

Studentreported frequency of computer use in the classroom 94% Almost Daily 4% Weekly 0% Monthly 0% Every Few Months 1% Never

Teacherreported frequency of student computer use in the classroom 78% Almost Daily 15% Weekly 4% Monthly 0% Every Few Months 4% Never

Students are asked to collect and analyze data 37% At Least Weekly 41% Monthly 13% Every Few Months 10% Never

Teachers ask students to collect and analyze data 8% At Least Weekly 25% Monthly 21% Every Few Months 46% Never

Students are asked to conduct experiments or perform measurements 21% At Least Weekly 37% Monthly

Teachers ask students to conduct experiments or perform measurements 4% At Least Weekly 4% Monthly


24% Every Few Months 18% Never

25% Every Few Months 67% Never

Students are asked to identify and solve authentic problems 21% At Least Weekly 40% Monthly 24% Every Few Months 15% Never

Teachers ask students to identify and solve authentic problems 8% At Least Weekly 29% Monthly 17% Every Few Months 46% Never

Students are asked to create and upload art, music, movies, or webcasts 12% At Least Weekly 39% Monthly 36% Every Few Months 13% Never

Teachers ask students to create and upload art, music, movies, or webcasts 8% At Least Weekly 17% Monthly 29% Every Few Months 46% Never

Students think learning is more engaging when using technology 18% Strongly Agree 29% Agree 39% Are Neutral 12% Disagree 3% Strongly Disagree

Teachers think learning is more engaging when using technology 8% Strongly Agree 42% Agree 50% Are Neutral 0% Disagree 0% Strongly Disagree

Students are asked to create animations, demonstrations, models, or simulations 8% At Least Weekly 18% Monthly 32% Every Few Months 42% Never

Teachers ask students to create animations, demonstrations, models, or simulations 0% At Least Weekly 17% Monthly 17% Every Few Months 67% Never

Teachers report that the quality of support for problems disrupting instruction is 29% Excellent 38% Above Average 21% Average 4% Below Average 0% Poor 8% None

Teachers believe that computers and technology enhance daily life 13% Strongly Agree 58% Agree 21% Are Neutral 8% Disagreedata and data sources to solve and effectively communicate real world solutions.


1. Provide individualized learning environments for all students.

a. In order to develop technologyenriched learning environments that enable all

students to become active and engaged participants in their learning, the following outcomes might be visible in the education environment:

0% Strongly Disagree

Implications

At CHRHS, student participation was low until we asked Science teachers to have their students do the survey in class. That accounts for a large percentage of the disparity between Students and Teachers on such questions as Students are asked to conduct experiments or perform measurements and Teachers ask students to conduct experiments or perform measurements.

The questions about students think learning is more engaging with technology, teachers think learning is more engaging with technology, and teachers believe that computers and technology enhance daily life all reflect frustrations with the iPads. Students and teachers both feel like they spend too much time working around the device instead of working on the device. Most of these questions reflect that same level of frustration on the part of students and staff.

Interventions and Next Steps

Person/Position Responsible

Timeline

“Sell” One to One device Tech Directions Committee 201617 School Year

Identify additional professional development opportunities for staff

Tech Directions Committee (912) Building Leadership (K8)

201617 School Yearongoing

Part B: Leadership for Learning Through Technology


Teachers discuss technology use during classroom observations or visits 14% Always 29% More Than Half Of The Time 31% Less Than Half Of The Time 14% Rarely


11% Never

Teachers discuss technology use during evaluations 20% Always 23% More Than Half Of The Time 37% Less Than Half Of The Time 11% Rarely 9% Never

Teachers believe the school encourages technology use for teaching and learning 49% Strongly Agree 49% Agree 3% Are Neutral 0% Disagree 0% Strongly Disagree

Teachers want to learn more about effective technology use for teaching and learning 34% Strongly Agree 49% Agree 14% Are Neutral 0% Disagree 3% Strongly Disagree

Students believe the school encourages technology use for teaching and learning 27% Strongly Agree 48% Agree 23% Are Neutral 3% Disagree 0% Strongly Disagree

Students believe technology use in class can enhance learning 36% Strongly Agree 35% Agree 18% Are Neutral 9% Disagree 2% Strongly Disagree

CRMS (K8) Apple Primary Solution 1:1

Teachers discuss technology use during classroom observations or visits 4% Always 13% More Than Half Of The Time 29% Less Than Half Of The Time 33% Rarely 21% Never


Teachers discuss technology use during evaluations 8% Always 17% More Than Half Of The Time 38% Less Than Half Of The Time 21% Rarely 17% Never

Teachers believe the school encourages technology use for teaching and learning 29% Strongly Agree 58% Agree 13% Are Neutral 0% Disagree 0% Strongly Disagree

Teachers want to learn more about effective technology use for teaching and learning 21% Strongly Agree 67% Agree 8% Are Neutral 4% Disagree 0% Strongly Disagree

Students believe the school encourages technology use for teaching and learning 20% Strongly Agree 48% Agree 25% Are Neutral 3% Disagree 3% Strongly Disagree

Students believe technology use in class can enhance learning 30% Strongly Agree 32% Agree 24% Are Neutral 9% Disagree 5% Strongly Disagree

Implications

Given the demands placed on teachers as part of the Educator Effectiveness law, getting a formal technology piece added to the teacher evaluation package will be discussed in the future.



Timeline

Add Technology requirements to the Educator Evaluation Process

Educator Effectiveness Committee and the Technology Working Team

By July 1, 2019


Section IV: Part C: Professional Learning


Teachers discuss technology use during department or gradelevel team meetings 9% Always 40% More Than Half Of The Time 34% Less Than Half Of The Time 9% Rarely 9% Never

Teacherreported time spent per year participating in schoolsponsored PD 3% Over 33 Hours 6% 17 To 32 Hours 26% 9 To 16 Hours 63% 1 To 8 Hours 3% None

Teacherreported time spent per year participating in nonschoolsponsored formal PD 3% Over 33 Hours 0% 17 To 32 Hours 26% 9 To 16 Hours 37% 1 To 8 Hours 34% None

Teacherreported time spent per year participating in nonschoolsponsored informal PD 3% Over 33 Hours 9% 17 To 32 Hours 11% 9 To 16 Hours 43% 1 To 8 Hours 34% None


Teachers discuss technology use during department or gradelevel team meetings 0% Always 17% More Than Half Of The Time 38% Less Than Half Of The Time 33% Rarely 13% Never

Teacherreported time spent per year participating in schoolsponsored PD


0% Over 33 Hours 13% 17 To 32 Hours 13% 9 To 16 Hours 42% 1 To 8 Hours 33% None

Teacherreported time spent per year participating in nonschoolsponsored formal PD 0% Over 33 Hours 4% 17 To 32 Hours 0% 9 To 16 Hours 25% 1 To 8 Hours 71% None

Teacherreported time spent per year participating in nonschoolsponsored informal PD 0% Over 33 Hours 4% 17 To 32 Hours 4% 9 To 16 Hours 33% 1 To 8 Hours 58% None

Implications

One of the charges for the Tech Directions committee at CHRHS is to evaluate how we deliver Technology related Professional Development so that more teachers can participate. Department time is mostly used up implementing proficiency based diplomas, leaving very little, if any, time for technology discussions or development. Without additional funding to pay teachers for more time, that will not change anytime in the near future.

At the K8 level, several schoolwide and districtwide initiatives compete for professional development time. Planning for authentic professional development opportunities becomes more difficult as technology use in K2 is very different from use in 56. School leaders must be aware of these differences as they plan for future schoolsponsored trainings.



Timeline

Evaluate PD opportunities Tech Directions Committee Building Leadership (K8)

Happening Now 201617 School Year


Part D: LearningFocused Access


The perceived quality of internet speed as reported by teachers is 37% Excellent 34% Above Average 23% Average 6% Below Average 0% Poor 0% N/A

Teachers report that school filters prevent access to websites needed for classes 51% Never 46% Rarely 3% Less Than Half Of The Time 0% More Than Half Of The Time 0% All Of The Time

Teachers report that the quality of support for hardware repair is 26% Excellent 37% Above Average 14% Average 3% Below Average 0% Poor 20% None

Students believe the following obstacles prevent their use of technology at school 11% “I Don’t Have The Necessary Skills.” 22% “My Classes Don’t Require The Use Of Technology.” 36% “School Technology Isn’t Good Enough.” 29% “School Rules Limit My Technology Use.” 27% “My School Has Different Computers Or Software Than I’m Used To.”


The perceived quality of internet speed as reported by teachers is 42% Excellent 33% Above Average 21% Average 4% Below Average 0% Poor 0% N/A

Teachers report that school filters prevent access to websites needed for classes 33% Never 54% Rarely 8% Less Than Half Of The Time

Teachers report that the quality of support for hardware repair is 38% Excellent 33% Above Average 17% Average


0% More Than Half Of The Time 4% All Of The Time

4% Below Average 4% Poor 4% None

Students believe the following obstacles prevent their use of technology at school 7% “I Don’t Have The Necessary Skills.” 8% “My Classes Don’t Require The Use Of Technology.” 20% “School Technology Isn’t Good Enough.” 68% “School Rules Limit My Technology Use.” 31% “My School Has Different Computers Or Software Than I’m Used To.”

Implications

Our MLTI provided wireless network at CHRHS has always had issues that we have been unable to resolve. For 201617 we will be installing a new wireless network supported entirely by district staff. None of the follow up surveys we conducted to try and get a better understanding of the BrightBytes data has revealed any teachers who have an issue with the OpenDNS content filter we use at CHRHS. The quality of hardware support response had more to do with students not completing the required paperwork to get a new device than any actual issues with hardware turnaround time. The students expressing a belief that school technology isn’t good enough once again reflects students frustration with the iPad as a device.

Beginning with the 201516 school year, all 78 student iPads were restricted to use only schoolprovisioned apps. By focusing more on providing a consistent user experience and minimizing the distraction that comes from allowing students full access to the App Store, the amount of discipline issues relating to iPad use in 78 has substantially diminished. There is no doubt that students are reporting this change in procedure when 68% report that school rules limit their technology use. In classroom observation, the use has not decreased but rather that usage has been focused to ontask, productive use.



Timeline

Replace wireless network at CHRHS

Technology Coordinator Summer 2016

Utilize devicebased app assignment with students in lieu of App Store.

Technology Coordinator September 2016 roll out


Section V: Responsible Use

NEPN/NSBA Code: IJNDB FIVE TOWN CSD POLICY

STUDENT COMPUTER and INTERNET USE The Five Town CSD provides systems and devices to support the educational mission of the school

and to enhance the curriculum and learning opportunities for students and school staff. This policy and the accompanying rules also apply to laptops issued directly to students whether in use at school or off school premises. The Board believes that the resources available through the Internet are of significant value in the learning process and preparing students for future success. At the same time, the unregulated availability of information and communication on the Internet requires that schools establish reasonable controls for lawful, efficient and appropriate use of this technology.

Student use of school systems and devices is a privilege, not a right. Students are required to comply with this policy and the accompanying rules (IJNDBR). Students who violate these policies may have their computer privileges limited, suspended or revoked and may also be subject to further discipline, referral to law enforcement and/or legal action.

All Five Town CSD computers remain under the control and supervision of Five Town CSD at all times. Five Town CSD reserves the right to monitor all computer and Internet activity by students. Students have no expectation of privacy in their use of school devices whether they are used on or off school property.

The District utilizes filtering technology at school designed to block pornography and other adult content as required by the Children’s Internet Protection Act. While reasonable precautions will be taken to supervise student use of the Internet, The Five Town CSD cannot reasonably prevent all inappropriate uses in violation of Board policies and school rules. The Five Town CSD is not responsible for the accuracy or quality of information that students obtain through the Internet.

Students and parents shall be informed of this policy and the accompanying rules through handbooks, the District website and/or other means selected by the Superintendent.

The Superintendent shall be responsible for overseeing the implementation of this policy and the accompanying rules and for advising the Board of the need for any future amendments or revisions to the policies rules. The Superintendent may develop additional administrative procedures/rules governing the daytoday management and operations of Five Town CSD's computer system as long as they are consistent with the Board's policies/rules. The Superintendent may delegate specific responsibilities to building principals and others as he/she deems appropriate. Legal Reference:

47 USC § 254 (h) (5) (Children’s Internet Protection Action) First & Second Reading: June 13, 2013 Adopted: June 13, 2013


NEPN/NSBA Code: IJNDBR FIVE TOWN CSD POLICY

STUDENT COMPUTER and INTERNET USE RULES These rules implement Board policy IJNDB (Student Computer and Internet Use). Each student is

responsible for his/her actions and activities involving school unit computers, networks and Internet services, and for his/her computer files, passwords and accounts. The rules are intended to provide general guidelines and examples of prohibited uses, but do not attempt to state all required or prohibited activities by users. Failure to comply with Board policy IJNDB and these rules may result in loss of computer and Internet access privileges, disciplinary action and/or legal action. Students, parents and school staff who have questions about whether a particular activity is prohibited are encouraged to contact a building administrator or the Technology Coordinator. These rules apply to all school computers and all schoolprovided devices wherever used, and all uses of school servers, Internet access and networks regardless of how they are accessed.

A. Consequences for Violation of Computer Use Policy and Rules Student use of Five Town CSD computers, networks and Internet services is a privilege, not a right. Compliance with the school unit’s policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action. The building principal shall have the final authority to decide whether a student’s privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student’s prior disciplinary record and any other pertinent factors.

B. Acceptable Use Student access to Five Town CSD’s computers, networks and Internet services are provided for educational purposes, research, and incidental personal use consistent with Five Town CSD’s educational mission, curriculum and instructional goals, as long as personal use of school computers does not interfere with student performance, with system operations or with other system users. All Board policies, school rules and expectations concerning student conduct and communications apply when students are using school computers, whether on or off school property. Students are further expected to comply with these rules and all specific instructions from the teacher or other supervisory staff member/volunteer when accessing Five Town CSD’s computers, networks and Internet services.

C. Prohibited Use The user is responsible for his/her actions and activities involving Five Town CSD's computers, networks and Internet services and for his/her computer files, passwords and accounts. Examples of unacceptable uses that are expressly prohibited include, but are not limited to, the following:

1. Accessing or Communicating Inappropriate Materials Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying materials or messages that are defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing, bullying and/or illegal.


2. Illegal Activities Using Five Town CSD's computers, networks and Internet services for any illegal activity or activity in violation of any other Board policies, procedures and/or school rules. The District assumes no responsibility for illegal activities of students while using school computers.

3. Violating Copyrights Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner’s permission (see Board policy/procedure EGAD Copyright Compliance). The school unit assumes no responsibility for copyright violations by students.

4. Copying Software Copying or downloading/installing software without the express authorization of the Technology Coordinator. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The District assumes no responsibility for illegal software copying by students.

5. Plagiarism Representing as one's own work any materials obtained on the Internet (such as term papers, articles, music, etc.). When Internet sources are used in student work, the author, publisher and website must be identified.

6. Misuse of Passwords/Unauthorized Access Sharing passwords, using other users' passwords without permission and/or accessing other users' accounts.

7. Malicious Use/Vandalism Any malicious use, disruption or harm to Five Town CSD's computers, networks and Internet services, including, but not limited to, hacking activities and creation/uploading of computer viruses. Students are prohibited from modifying the hardware configuration of any computer. Students may not install or run any software not owned and/or authorized by the District.

8. Avoiding School Filters Students may not attempt to or use any software, utilities or other means to access Internet sites or content blocked by the school filters.

9. Unauthorized Access to Blogs/Social Networking Sites, Etc. Accessing blogs, social networking sites, etc. to which student access is prohibited.

D. No Expectation of Privacy Five Town CSD retains control and supervision of all systems and devices owned or leased by Five Town CSD. Five Town CSD reserves the right to monitor all device usage and Internet activity by students. Students have no expectations of privacy in their use of school devices, including email and stored files and Internet access logs.

E. Compensation for Losses, Costs and/or Damages The student and/or the student's parent/guardian shall be responsible for compensating Five Town CSD for any losses, costs or damages incurred by Five Town CSD related to violations of policy IJNDB and/or these rules, including investigation of violations. The District assumes no responsibility for any unauthorized charges or costs incurred by a student while using District computers.

F. Student Security A student should not reveal his/her full name, address or telephone number, social security number or other personal information on the Internet. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their supervising teacher or parent if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.


G. System Security The security of Five Town CSD's computers, networks and Internet services is a high priority. Any user who identifies a security problem must notify the Building Administrator or the Technology Coordinator. The user shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having his/her computer privileges limited, suspended or revoked.

H. School Assigned Device Use Board Policies IJNDBL School Provided Computer Use and IJNDBP School Provided Computer Use Procedures will govern the use of School Devices by students

I. Additional Rules for Use of PrivatelyOwned Devices by Students The Five Town CSD provides a Guest network so that students may access the Internet and other shared resources from their personal devices. Students have no more expectation of privacy for devices on the Guest network then they do on a school provided device. The Five Town CSD is not responsible for any damage that occurs to a personal device while it is being used at a district location.

Legal Reference: 47 USC § 254 (h) (5) (Children’s Internet Protection Action)

First & Second Reading: June 13, 2013 Adopted: June 13, 2013


NEPN/NSBA Code: IJNDB MSAD #28 POLICY

STUDENT COMPUTER and INTERNET USE The MSAD #28 provides computers, networks and Internet access to support the educational

mission of the school and to enhance the curriculum and learning opportunities for students and school staff. This policy and the accompanying rules also apply to laptops issued directly to students whether in use at school or off school premises. The Board believes that the resources available through the Internet are of significant value in the learning process and preparing students for future success. At the same time, the unregulated availability of information and communication on the Internet requires that schools establish reasonable controls for lawful, efficient and appropriate use of this technology.

Student use of school computers, networks and Internet services is a privilege, not a right. Students are required to comply with this policy and the accompanying rules (IJNDBR). Students who violate these policies may have their computer privileges limited, suspended or revoked and may also be subject to further discipline, referral to law enforcement and/or legal action.

All MSAD #28 computers remain under the control and supervision of MSAD #28 at all times. MSAD #28 reserves the right to monitor all computer and Internet activity by students. Students have no expectation of privacy in their use of school computers whether they are used on or off school property.

The District utilizes filtering technology designed to block child pornography and other materials that are obscene or harmful. While reasonable precautions will be taken to supervise student use of the Internet, The MSAD #28 cannot reasonably prevent all inappropriate uses in violation of Board policies and school rules. The MSAD #28 is not responsible for the accuracy or quality of information that students obtain through the Internet.

Students and parents shall be informed of this policy and the accompanying rules through handbooks, the District website and/or other means selected by the Superintendent.

The Superintendent shall be responsible for overseeing the implementation of this policy and the accompanying rules and for advising the Board of the need for any future amendments or revisions to the policies rules. The Superintendent may develop additional administrative procedures/rules governing the daytoday management and operations of MSAD #28's computer system as long as they are consistent with the Board's policies/rules. The Superintendent may delegate specific responsibilities to building principals and others as he/she deems appropriate. Legal Reference:

47 USC § 254 (h) (5) (Children’s Internet Protection Action) First Reading: June 19, 2013 Second Reading: June 19, 2013 Adopted: June 19, 2013


NEPN/NSBA Code: IJNDBR MSAD #28 POLICY

STUDENT COMPUTER and INTERNET USE RULES These rules implement Board policy IJNDB (Student Computer and Internet Use). Each student is responsible for his/her actions and activities involving school unit computers, networks and Internet services, and for his/her computer files, passwords and accounts. The rules are intended to provide general guidelines and examples of prohibited uses, but do not attempt to state all required or prohibited activities by users. Failure to comply with Board policy IJNDB and these rules may result in loss of computer and Internet access privileges, disciplinary action and/or legal action. Students, parents and school staff who have questions about whether a particular activity is prohibited are encouraged to contact a building administrator or the Technology Coordinator. These rules apply to all school computers and all schoolprovided devices wherever used, and all uses of school servers, Internet access and networks regardless of how they are accessed.

A. Consequences for Violation of Computer Use Policy and Rules Student use of MSAD #28 computers, networks and Internet services is a privilege, not a right. Compliance with the school unit’s policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action. The building principal shall have the final authority to decide whether a student’s privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student’s prior disciplinary record and any other pertinent factors.

B. Acceptable Use Student access to MSAD #28’s computers, networks and Internet services are provided for educational purposes, research, and incidental personal use consistent with MSAD #28’s educational mission, curriculum and instructional goals, as long as personal use of school computers does not interfere with student performance, with system operations or with other system users. All Board policies, school rules and expectations concerning student conduct and communications apply when students are using school computers, whether on or off school property. Students are further expected to comply with these rules and all specific instructions from the teacher or other supervisory staff member/volunteer when accessing MSAD #28’s computers, networks and Internet services.

C. Prohibited Use The user is responsible for his/her actions and activities involving MSAD #28's computers, networks and Internet services and for his/her computer files, passwords and accounts. Examples of unacceptable uses that are expressly prohibited include, but are not limited to, the following:

1. Accessing or Communicating Inappropriate Materials Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying materials or messages that are defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing, bullying and/or illegal.


2. Illegal Activities Using MSAD #28's computers, networks and Internet services for any illegal activity or activity in violation of any other Board policies, procedures and/or school rules. The District assumes no responsibility for illegal activities of students while using school computers.

3. Violating Copyrights Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner’s permission (see Board policy/procedure EGAD – Copyright Compliance). The school unit assumes no responsibility for copyright violations by students.

4. Copying Software Copying or downloading/installing software without the express authorization of the Technology Coordinator. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The District assumes no responsibility for illegal software copying by students.

5. Plagiarism Representing as one's own work any materials obtained on the Internet (such as term papers, articles, music, etc.). When Internet sources are used in student work, the author, publisher and website must be identified.

6. Misuse of Passwords/Unauthorized Access Sharing passwords, using other users' passwords without permission and/or accessing other users' accounts.

7. Malicious Use/Vandalism Any malicious use, disruption or harm to MSAD #28's computers, networks and Internet services, including, but not limited to, hacking activities and creation/uploading of computer viruses. Students are prohibited from modifying the hardware configuration of any computer. Students may not install or run any software not owned and/or authorized by the District.

8. Avoiding School Filters – Students may not attempt to or use any software, utilities or other means to access Internet sites or content blocked by the school filters.

9. Unauthorized Access to Blogs/Social Networking Sites, Etc. – Accessing blogs, social networking sites, etc. to which student access is prohibited.

D. No Expectation of Privacy MSAD #28 retains control and supervision of all computers, networks and Internet services owned or leased by MSAD #28. MSAD #28 reserves the right to monitor all computer and Internet activity by students. Students have no expectations of privacy in their use of school computers, including email and stored files and Internet access logs.

E. Compensation for Losses, Costs and/or Damages The student and/or the student's parent/guardian shall be responsible for compensating MSAD #28 for any losses, costs or damages incurred by MSAD #28 related to violations of policy IJNDB and/or these rules, including investigation of violations. The District assumes no responsibility for any unauthorized charges or costs incurred by a student while using District computers.

F. Student Security A student should not reveal his/her full name, address or telephone number, social security number or other personal information on the Internet. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their supervising teacher or parent if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.


G. System Security The security of MSAD #28's computers, networks and Internet services is a high priority. Any user who identifies a security problem must notify the Building Administrator or the Technology Coordinator. The user shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having his/her computer privileges limited, suspended or revoked.

H. MLTI Device Use Board Policies IJNDBL School Provided Computer Use and IJNDBP School Provided Computer Use Procedures will govern the use of MLTI Devices by students

Legal Reference: 47 USC § 254 (h) (5) (Children’s Internet Protection Action)

First Reading: June 19, 2013 Second Reading: June 19, 2013 Adopted: June 19, 2013

Digital Citizenship at the 912 level is covered in 9th grade English. The unit covers copyright, appropriate interactions with other students online, plagiarism, etc. Before iPads are distributed each year, we do a class meeting with students where we reinforce those concepts.

At the 5th and 6th grade levels, students attend a presentation on digital citizenship using materials from Common Sense Media. In addition to large group presentations, students learn about bullying during their 6th grade guidance exploratory class. Common Sense Media materials are used in this class setting. All middle school students, as they rotate through the library, are instructed on plagiarism, copyright, and how to appropriately cite others’ work.

At the lower elementary level, where technology use is currently limited to skill practice and writing, emphasis on digital citizenship is limited to instruction about bullying. As time allows and where appropriate, as determined by building leadership, more specific digital citizenship curriculum may be added in future school years.


Section VI: Certifications

I certify that:

The district has completed one Technology Access Survey per school in the district The information submitted in the Technology Access Survey is accurate The Learning Technology Plan has been approved by the SAU’s school committee

Maria Libby Superintendent of Schools Five Town CSD, MEDMS #1294 MSAD #28, MEDMS #1222 ____________________________ ____________________ Signature Date


MSAD 28 Superintendent Board Report

September 21, 2016

1. Notification of New Hires Below are the MSAD #28 professional staff who have been hired and issued contracts since the June 27 Board Meeting:

• Kelly Wass, Grade 4, replacing Stuart Finklestein • Kate Forand, Social Worker, new position • Jacob Eichenlaub, Grade 8 Math, replacing Donna Peterson

2. Administrative Retreat

a. Day 1, onsite. Team building/Professional Expectations/PD Planning/Protocols b. Day 2, onsite. Robyn Jackson, national speaker, Effective Teacher Feedback c. Day 3 and 4, Hurricane Island. Vision/Leadership d. Day 5, Samoset. Teacher Eval Training/Business Meeting

3. Student Transfer Data

4. Other

a. September 2, District Workshop Day, New Teacher Evaluation System Training and Goal Setting

b. Opening Day Workshop, August 24– Remarks Attached c. Village Soup article – Attached d. Fall Book Read press release -‐ Attached

Respectfully Submitted, Maria Libby


Opening Workshop August 24, 2016 Good morning everyone and welcome back. Ah….It feels good to have you all here. As you likely know, I am Maria Libby, Superintendent for our two districts, although I’d prefer the title I use to help Kindergarteners understand who I am: queen of the schools. It's just easier. J I have been here a while – this is year 19. Six as a teacher, nine as a building administrator, four in the Central Office with this being my second year as Superintendent. If we also count my 8 as a student, from 5th to 12th grade, we are up to year 27. I guess I just couldn’t get enough of this place! It has been the backdrop to a great life and much of it has been an adventure, from canoeing to school as a teenager to accompanying the trip to Finland two years ago. Although I have been roaming these halls over half of my life, I have gotten out every once in a while and have been fortunate enough to see many places in this world. Like Alaska this summer. Which was amazing. And my bucket list will continue to carry me to the corners of the earth. But, I know a good thing when I see it, and we certainly have a great thing going here. In this place. Especially at this time. As you saw in their introductions, we hired a lot of new teachers this year. To give you just a little more shared understanding, I wanted to share with you a video that we made during the recruitment of our new hires. Slide 2 I am going to share an analogy that I actually did share with our new staff during their orientation last week. I have always loved analogies. I think it is a great way to help people understand things because it puts the concept into a familiar perspective. As some of you know, I grew up swimming competitively, so I am a sucker for most things swimming, including analogies. My nephew was recently explaining to his younger sisters that someday they will tell their grandchildren that they were alive when Michael Phelps and Katie Le-decky swam to fame at the Rio Olympics. He was trying to help them appreciate the magnitude of them bearing witness to this moment in Olympic and swimming history. Slide 3 I happen to feel the exact same way about this time in our school district’s history. Although we aren’t as likely to get the sponsorships! That doesn’t


hamper the moment though. It is an amazing time to be in our district. We have an incredibly strong team of people working here, at every level, stronger than I have seen in my 27 years roaming these halls. I have no doubt that truly amazing things are going to happen and it fills me with inspiration. It comes from a belief in myself and a belief in you. We may have to work hard, just like those two Olympic swimmers did, but I don’t think we could ask for better raw ingredients, from a great community, great students, great teachers, great administrators, a great school board to great working conditions to a relative abundance of resources. Our task is to spin that into gold. While we’re spinning, I hope to foster the conditions for JOY to be more evident as we work. Joy is so important and I know we can use more of it in our workplace. Sometimes joy comes from our day to day interactions and activities. Maybe you are chaperoning a whitewater rafting trip and you feel exhilaration and joy because the boat didn’t flip on Big Mama. Maybe you are teaching a fourth grade math class and you feel pride and joy when you one of your students masters her multiplication tables through twelves. Maybe you feel joy in the teacher’s room, just brainstorming ideas about how to develop a collaborative unit with people like you who are dedicated to making the world a better place. Joy isn’t always directly fun, though. Sometimes joy comes in the final accomplishment after a lot of hard work. Achieving excellence is deeply joyous. I will never forget the bus ride home from the Class B Swimming State Championships my junior year at Camden Rockport High School after my team had won. 1981. The banner is hanging in the gym. Slide 4 We were overwhelmed with joy. I remember our coach saying that although we thought we were happy, this wouldn’t compare to some other milestones in our lives….like marriage. Hello?!? Even then, nineteen years before my divorce, I thought he was crazy. We had worked incredibly hard to accomplish that victory, making the joy that much sweeter. I still remember that moment and that feeling well, and contrary to my coaches’s prediction, few things in my life have come close to that feeling. Not surprising though. The CSD book read, the Age of Adolescence, offers scientific evidence that adolescents feel joy (and other emotions) more powerfully than the rest of us. Nonetheless, our aged emotions aren’t totally numb. We can still feel deep joy in our lives and work and I hope you seek it, create it, or help spread it here. And share it with students. They should all experience love and joy from their school community. I hope they are


all afforded the opportunity to experience the joy that comes from working hard and achieving excellence, whether that be in the classroom, on the field, on the stage, in a studio, or in the garage. I see us as a family. A big one, which allows for some extra dysfunction, so don't be too hard on your colleagues this year. I feel very fortunate to be this family’s matriarch, or queen if you prefer, and most of you know that I have worked hard to earn my spot at this podium. I came across a poem in one of my leadership trainings that I wanted to share with you. It addresses the seriousness with which I assume my role. I don’t choose that word lightly – seriousness. I do take my role incredibly seriously and I want you to understand that, but I also want you to understand that I balance seriousness of purpose with a zest for life. Rarely will you find that I am all or nothing. I value and intentionally nurture seemingly contradictory tendencies. Calmness with conviction. Professional and personal relationships. Details and the big picture. Thoughtful deliberation and spontaneity. It is important to me that you understand who I am as a leader. Back to the poem. It speaks to my role as your leader, and all the administrators role as leaders. It is entitled, The Contract – A Word to the Led Slide 5 And in the end we follow them – Not because we are paid, not because we see some advantage, Not even because of who they are: The man, the woman, the leader, the boss Standing up there when the wave hits the rock, Passing out faith and confidence like life jackets, Knowing the currents, holding the doubts, Imagining the delights and terrors at every landfall: Captain, pirate, and parent by turns, The bearer of our countless hopes and expectations, We give them our trust. We give them our effort. What we ask is that they stay true. I will stay true for all of you. And I can assure you that your building leaders will as well. The administrative team had 5 days of summer retreat, spread between July and August. As part of that, we went to Hurricane Island for two days where we discussed vision and direction and got to know one another. We


took risks. Chris jumped off the pier at low tide into frigid water, not something he typically would choose. Jeremy got back in a rowing scull for the first time since his hopeful Olympic training. Kara joined in without having met anyone before. Valerie braved the great outdoors with a permanent smile. Matt unexpectedly put me on the spot by asking me to share my vision to the group and I jumped in without any time to prepare. We also participated in an excellent day-long training about giving effective feedback to teachers. Hopefully you will all be beneficiaries of that learning this year! In everything we did, a palpable excitement flowed through my veins about the team we have assembled. We will do well by you, and we ask that you be willing to trust us and work with us. During our retreat, we committed to some words that are going to govern our expectations for ourselves and we would love for you to embrace them as well. I am going to read through them with a brief description of each one. Slide 6 Intentionality. We act and make decisions that are intentional rather than by default or circumstantial. We are mindful of where we are going, what our values are, and our actions reflect this. Slide 7 Honesty. We are honest with one another and with teachers in conversation. We share our beliefs, we speak the truth in a kind and humane way, we mean what we say. We don’t say one thing in a group setting and another thing behind someone’s back. We have the courage to be honest. We can all trust that others are being honest with us. Slide 8 Openness. We are open to listening and considering other’s ideas and opinions. We recognize that this helps us grow and better develop our own ideas and opinions. Slide 9 Moral Courage. We have the moral courage to make tough decisions, always kindly. We have the courage to speak the truth. We have the courage to stand up for what is best for students. Slide 10 Leadership. We demonstrate visible leadership in our roles. We listen. We are seen, felt, and heard. We inspire others to be their best. We are steadfast in our roles.


Slide 11 Mutual Support. We provide support to one another. We can depend on one another for support, advice, a shoulder, ideas, assistance. We help each other grow. We share pride in one another and in the accomplishments of our team. We are a team. A dream team. Slide 12 Engaged Participation. We all contribute toward our team effort. At meetings, we all engage. We are present. We share responsibility for ATeam. Slide 13 Humane. We are kind, empathetic, and demonstrate humanity in our actions and decisions. We strive to find balance and joy in our professional and personal lives. That is a pretty good list to guide our work and interactions this year. We hope you will join us in these commitments. In addition to analogies, I also just love words. So I have a few more for you. I am sure I am exceeding the number of words that anyone can remember in a single twenty minute talk, but more than anything else, I hope you walk away from today with a feeling. Remember last year’s sticker – Can you feel it? Some people have asked what “it” is. “It” is that feeling I hope you walk away with today. That anticipation, that excitement, the sense that you are surrounded by greatness. So, I don’t want you to lose that feeling, but I did need a new sticker this year. Slide 14 Better Together. I chose this one because I firmly believe that the collective wisdom in the room brings us genius. I firmly believe that we will all do a better job if our colleagues support us and help us grow. I firmly believe that students will benefit if we take collective responsibility for their success. If we are going to be great, we need to think like a team. We need to take collective responsibility for the success of our schools. That might mean picking up a piece of trash you see on the ground or helping an unfamiliar student you notice who is struggling with something. It might mean speaking up at a meeting or maybe sharing the airtime. It might mean supporting your building administrator in his or her absence or it might mean stopping to connect with a staff member you don’t directly work with. It definitely means if our oars aren’t together, if we aren’t synchronized, it is a lot harder to get from point A to point B. It takes all of us, working in concert, to make this place amazing.


Another word. Slide 15 Relationships. They are the key to everything we are doing. You will never be as good as you can be if you don’t develop strong relationships with your students and colleagues. Slide 16 Risks. Take them. I am giving you permission. Fail. Learn. Get back up. Try again. Don’t ever say that you are stifled in this district. I give you reign to try new things as you strive to bring out the best in our students. Finally, Ideas. Slide 17 Share them. Ideas are what helps us create the future. Innovative ideas catapult us forward. Ideas can inspire us. Talking about ideas can inspire students. You all have an index card because I want to hear your ideas. I’d love everyone to take collective responsibility for improving our schools by contributing an idea about how you think we can make our district better. No idea is too small or too big. Charles Hamilton once said, “All big things in this world are done by people who are naïve and have an idea that is obviously impossible.” We will give you a few minutes to consider an idea for improvement that you’d like to share after the band plays. We will ask you to write it on the index card and leave it in the beautiful idea box on your way out for the break. Before I surrender my talking stick, I want you to know that I am very grateful for the work you all do. You all contribute to this complex system, often in ways you never even know. I am grateful that I am here. I feel fortunate to be at the helm, even after my first year that presented an inordinate number of unique challenges. There is so much potential in our districts. This is my once in a lifetime opportunity. Let’s see what we can do. But before that, you may want to dance! Here is a special medley to kick start our year. It was devised through email, is unrehearsed, and I couldn’t be more honored to introduce our favorite band, Just Teachers. They are going to play one song for us and when they are done, I would ask that everyone return to their seats and we can review the rest of the agenda. Slide 18


9/1/2016 The year ahead - By Maria Libby - Rockland - Camden - Knox - Courier-Gazette - Camden Herald

http://knox.villagesoup.com/p/the-year-ahead/1557681 1/3

1By Maria Libby | Aug 11, 2016

Summer in Maine faithfully heralds in an unmistakable “vacationland” feel and those of uslucky enough to work and live here do what we can to take advantage of every last momentof it, navigating between the traffic patterns of tourists as best we can. It is hard to getenough of this gorgeous weather — I contemplated bottling up some lake water, wonderingif the smell of the lake would still be there come midwinter. For most educators, the monthof August is a bit like Sunday night; it is met with a mixture of anticipation and anxietyabout what is just around the corner. Although I enjoyed some time off this summer, Icontinue working through the summer. This time is precious. It is when most of the year’splanning happens. I wanted to share some of that planning and thinking with the community— four areas in particular.

CRMS Project

As many of you are aware, the first attempt at a new middle school was defeated at the pollsin February 2015. The school board decided to regroup, revision, and attempt to bring aproject back to voters in November 2017. A middle school visioning committee has beenmeeting for about six months (all meetings are livestreamed on the town’s website) todetermine how we can successfully move forward with a project. There is a universalunderstanding by committee members and the public we have spoken to that somethingneeds to happen, as the building is old, deteriorating, and illdesigned. The group haslistened to many residents and will continue to do so in determining the best way to moveforward. We are currently trying to determine whether we should simply patch the currentbuilding, renovate it, or build new. In the next several months, we will engage with thecommunity to thoughtfully consider these options. Together, we will best address the needsof our middle school students.

Bus Barn

Again, most of you may be aware that the first middle school vote included close to $3.5million to renovate the MET building in order to house most of the functions now served inthe Bus Barn (Central Office, Adult Ed, Special Ed, and Alternative Ed). Upon defeat ofthat project, the SAD board decided to NOT try to address the programming needs withinthe Bus Barn alongside the needs of the middle school.

The functions in the Bus Barn cover both the SAD (K8, two towns) and CSD (912, fivetowns) districts, but they are technically CSD offices and the SAD simply pays for half ofthe services. When the SAD board chose not to address the needs of the Bus Barn, the CSDboard established a committee to determine how to move forward on this front, as it cannotbe dismissed any longer. Not only is the Bus Barn inadequate office space (it was designedto be a bus garage), but it is also too small to for the current programs. For over a decade,the district has been looking for an alternate space for these functions. The currentcommittee has been evaluating numerous options including office space in town, buildingon district land, and using other district properties. We have found that office space isreadily available for a reasonable cost and is the most cost effective option. We arecurrently taking a serious look at leasing or purchasing a building in Camden or Rockport tohouse the Central Office, Adult Ed, and the Special Ed office. This would enable Zenith tostay in the Bus Barn with needed additional space, and it would enable us to add anadditional 1.5 bus bays. If we are able to secure a location that would require a relativelysmall 20year bond, it will appear on the November 2016 ballot. The cost to the CSD is

The year ahead




1

likely to be very similar to the annual rental cost for the Bus Barn, so the impact totaxpayers will be minimal, if there is one at all. In either case, if we negotiate a solution thatcalls for voter input, I will do my best to keep residents informed.

Classroom Instruction

The top priority within the walls of our buildings, which truly gets at the heart of education,is improving classroom instruction. What happens in a classroom between a teacher and astudent is the most important factor in student learning. State mandates and new programinitiatives can distract us from a focus on the most important work we do. This year, we aregoing to hold strong to prioritizing classroom instruction. Building administrators will be inclassrooms more frequently, professional development will focus on instruction, andteachers will get better feedback than ever about their practice, from peers, supervisors, andstudents. We will make a concerted effort to put students in more control of their learning,giving them more voice and choice in what they are doing. Students learn best when theirlearning includes strong relationships with adults, active participation and ownership, asense of belonging and being valued, meaning and purpose, and a supportive environment.We know this and I want to continually strive for excellence in these areas and inspireothers to do the same.

Drugs and Alcohol

With the dissolution of Communities that Care, it is up to the schools and parents to worktogether more than ever to address the drug and alcohol pressures confronting ouradolescent population. I routinely hear from recent graduates and current students that thereare concerning levels of drug and alcohol abuse in our high school, from all segments of thepopulation, including our most talented. At the same time, I read in the paper about the localrates of heroin use, babies born addicted to drugs, and prescription abuse. There is no wayour schools are immune from these statistics. We are in trying times. There are a lot ofaddictive behaviors that may lead to health problems, from over exercising to over eating tobinge drinking. As we educate our students, in partnership with parents, we want all ourchildren to grow up with healthy habits. No one intentionally tries to promote drug abuse,anxiety, anorexia, or any of the unhealthy patterns that can negatively impact our children’slives. It is hard work to stem the tide, especially given what we know about the adolescentbrain. However, I hope parents will join the schools in doing what we each can to promoteand encourage healthy decisionmaking. This necessarily includes setting and keepingboundaries, having open conversations, and trusting that our children need us to guide them,even when they suggest otherwise. We must stand together, arm in arm, willing tostand tough and maybe put up a fight to give our children the best foundation we can. Let’sall stay alert and tuned in.

Here’s to a stellar year in making an already great school system even better!

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PRESS RELEASE FOR IMMEDIATE RELEASE September 14, 2016 MSAD #28 HOSTS FALL COMMUNITY BOOK READ Camden – MSAD #28 invites the community to join in its Fall Community Book Read “Creative Schools” by Ken Robinson. The Book Read will culminate in a group discussion on November 9, 2016, from 6:30-‐8:00 p.m. in the Camden-‐Rockport Middle School Library. Parents, students and community members interested in innovative education are encouraged to participate. The MSAD #28 School Board, which oversees Camden-‐Rockport Elementary School and Camden-‐Rockport Middle School, chose “Creative Schools” as its 2016 summer read and would like to share the book’s important ideas with the wider K-‐8 school community. Copies of “Creative Schools” are available to borrow at Camden Public Library, Rockport Public Library, Camden-‐Rockport Elementary School and Camden-‐Rockport Middle School. Superintendent of Schools Maria Libby said, “This book offers some important ideas about refocusing education to foster creativity. I’m eager to hear the community’s thoughts about how we may incorporate some of these ideas to enhance learning in our Schools.” Libby noted also that “Creative Schools” is a great follow up to last year’s public screening of the film “Most Likely to Succeed.” The Five Town CSD, the district that overseas Camden Hills Regional High School, plans to host a community book read in the spring.


MSAD 328 Board Assistant Superintendent’s Board Report

September 21, 2016 Curriculum:

• A total of 14 Teachers completed 4 summer curriculum projects: § A syllabus was created for a new middle school writing course

(Trisha Friesland) § The first and third grade teams met during the summer to work on

aligning common assessments with grade level standards. § The Kindergarten team met to review their current program and

how they report student progress to parents. More from them to come in the near future!

§ Our 11 new teachers each worked with a department member for 2 days to learn about the curriculum and assessment in their specific content area.

Professional Development: • Assessment Academy

o 10 SAD teachers were supported in designing assessments aligned with standards led by Professor Anita Stewart from USM.

• Everyday Math 4 Training o 20 CRES Teachers received a day long training updating them on the

changes made in the Everyday Math program. Each grade level team was represented and participants will share what they learned in team meetings this fall.

• New Teacher Orientation o 11 new SAD teachers completed the District New Teacher Orientation

Program (1.5 days) delivered by Superintendent Libby and Assistant Superintendent Gonyar and participated in their school orientation (1.5 days) led by Principals Stone and Walker-‐Spencer.

• Robyn Jackson Workshop o 65 administrators from around the region (including all of the CSD admin)

participated in a one day workshop entitled “Providing Teachers with Effective Feedback”

• Substitute Teacher Orientation o Twenty-‐three substitute teachers completed the Substitute Training on

August 25th. Five of them were new substitutes to our districts. Respectfully Submitted, Gary J. Gonyar


Grade Level Enrollment 5th- 83 6th- 90 7th- 97 8th- 91 Attached Documentation- Board approval needed for classes over and under board policy Exciting activities in the first few weeks New student and family welcome activities for over 35 new families First day assembly First day of school BBQ Sporting events for are underway (golf, cross-country, soccer, field hockey) Summer Reading Each student was given a summer reading book with questions to consider as they read. Students engaged in book talks the first day of school in their homeroom groups. Kieve Our 8th grade class traveled to Keive for three days, two nights. They experienced Kieve with the Hope, Appleton, Lincolnville students as a beginning step towards the high school transition. Students do high wire crossing, telephone pole climbs, and engage in other physical and mental challenges while at Kieve. We greatly appreciate the commitment of several staff members from the 8th grade team and across the school who supported the program. Our 8th grade team also participated in their own team building experiences at Kieve. Tanglewood Our 7th grade students traveled to Tanglewood in gender groups for a three-day, two-night, experience this week and last. Students engaged in team building, ecology experiences, and nature and art journaling that will continue through their first unit of study in partnership with the Farnsworth Museum. A final art product will be created in collaboration between science, math, and art. Board Goals School Based Goals will be drafted at school leadership team in the coming week and shared at the next board meeting. Future report structures will be written against the school based goals. Back to School Night – Thursday Sept 22nd 5:30-7:30

CRMS Principal’s Report

September 2016 Prepared by: Jaime Stone


CategoryType of Approval

Class Size 24 25 26 27 Above 27Total Classes with

this Size12 9 1 2 6

6LA2 7LA1 7SS4 6GUID3 7PE4 (28)6SCI1 7SS1 6Band3 Vocal Ens. 7

(51)6SS1 7SCI1 Vocal Ens. 8

(60)7LA2 7SCI2 Chorus 6

(67)7LA5 7CAT2 Concert

Band (50)7SCI4 7CAT4 Symp. Band

(82)7SS5 7CAT58SCI2 8CAT28SS1 6SPA3

8CAT47PE1

6Band1

Category

Type of Approval

Class Size 19 18 17 16 15 14 13 12 11 10 9

Total Classes withthis Size

2 1 3 6 1 0 3 2 1 1 1

6MA4 7Band1 8LA5 8LA1 7MA3 8MA1 8AdvMA 8AdvLA 6AdvMA

7SPA1 5SPA1 8SPA2 8MA2 8Band3 6SPA2 8MA4

8SPA4 5SPA2 8Co-TMA

5SPA3

5SPA4

6SPA4

Over Class Size PolicyClass Sizes 5-15%

Above: SuperintendentApproval

Class Sizes >15% Above Maximum:Board Approval

Breakdown ofClasses

Under Class Size PolicyClass Sizes 5-15% Below:Superintendent Approval

Class Sizes >15% Below Maximum: Board Approval


Chris Walker-‐Spencer – Principal Camden-‐Rockport Elementary School Board Report September 21, 2016 Goals Update Goal 3: Curriculum/Instruction/Assessment

• The faculty is examining homework practices and conducting research to

ensure our practices improve learning for students. • Faculty members led professional development introducing changes in

Everyday Math 4. • Third grade developed a flexible grouping model to meet the varied needs of

students in math instruction. o A co-‐taught classroom with Special Ed students o Two classes with daily Math Interventionist support for Title 1

students o A classroom with additional Ed Tech support o The Horizons teacher will provide extension activities, aligned to our

instructional unit, for all students in third grade classrooms weekly. • Grade level meetings inspired research around alignment between Everyday

Math 4 standards and district graduation standards. Conversations began with CRMS and Lincolnville building administration. Further discussion recommended at SBE Committee.

CRES Group Development:

The CRES staff has focused initial faculty meeting time around building community. Working collaboratively, we have developed a few key artifacts to help guide our work including:

1. Staff priorities around things to: a. Start doing b. Stop doing c. Continue doing (page 2)

2. Staff Norms • Be respectful

o Be present o Active listening

• Assume good intentions • Respect time • Commit to action • Share airtime • Leave lighter • Seek first to understand, then be understood

Chris Walker-‐Spencer Principal

Shawna Kurr Assistant Principal

11 Children’s Way Rockport, Maine 04856

(207) 236-‐7809 FAX (207) 236-‐7820


VOTES REQUEST STATEMENT

26 Consistency of language, expectations, and programs

26 Consistent Behavior Plan for kids and response during crisis times.

START 26 Vertical Team Meetings (consistently)

21 Clear RTI Process for both academic and behavior.

15 Breakfast in the classrooms


32 Enrichment: Bisbee, Field Trips, Author visitis, Strom, Youth Arts, 4th grade learn to ski and tennis

26 Responsive Classroom-‐ ( 1st 6weeks)

Continue 23 TWO Recesses

22 Prep time for Teachers and Ed Techs.

18 Ed Techs included in team struc tures


40 Reduction in Ed Tech Supports.

34 Un-‐necessary testing/data reporting.

STOP 29 Developmentally inappropriate expectations

19 Rushing: students, ourselves, schedule

17 Un-‐necessary meetings, just email information.

CRES Class Size Data – 09/13/16 Grade Policy Min Policy Max Class 1 Class 2 Class 3 Class 4 Grade Level Total

K 16 18 17 16 17 N/A 50

First 16 18 16 15 16 16 63

Second 20 22 18 20 19 N/A 57

Multiage 18 20 19 18 N/A N/A 37

Third 20 22 21 22 21 22 86

Fourth 20 23 21 21 21 21 84

CRES Total Enrollment 377


CRES Opening Day Enrollment -‐ History

2011

-12

2012

-13

2013

-14

2014

-15

2015

-16

2016

-17

Kindergarten Class 1 15 18 16 12 16 17Class 2 16 17 15 15 15 16Class 3 16 16 16 14 16 17Class 4 15

Multiage Class 1 5 6 6 7 6 6Class 2 6 6 6 7 6 5

K-1 Class 3 10 9 8Total 58 73 73 63 74 61

Grade 1 Class 1 16 19 16 20 16 16Class 2 15 19 18 18 17 15Class 3 14 17 18 16 16Class 4 16 16


K-1 Class 3 9 10 71-2 5

Total 75 65 73 75 62 76

Grade 2 Class 1 19 18 17 21 17 18Class 2 17 17 18 22 17 20Class 3 18 18 18 21 17 19Class 4 17


1-2 12Total 65 78 67 73 80 70

Grade 3 Class 1 19 19 20 20 19 21Class 2 18 19 20 20 17 22Class 3 16 19 20 20 19 21Class 4 18 19 20 18 19 22

Total 71 76 80 78 74 86

Grade 4 Class 1 18 20 20 20 18 21Class 2 19 21 20 21 19 21Class 3 19 19 21 21 20 21Class 4 19 20 20 20 20 21

Total 75 60 81 82 77 84

Grand Total 344 372 369 372 367 377


Finance Agenda

Wednesday September 21, 2016 6:30PM

CRES Atrium

1. Call to Order 2. Review of FYE 2016 financials 3. Review of budget to actual August, 2016 4. Review of Bus Barn Spaces, potential changes and associated impacts on MSAD

#28 budget 5. Other 6. Adjourn


Five Town CSD/MSAD #28 Joint Policy Committee Meeting

September 12, 2016 3:30

Bus Barn MINUTES

Board Present Marcia Dietrich, Chair Kristin Collins Matt Dailey Michelle Fong Faith Vautour Also Present Maria Libby, Superintendent of Schools Gary Gonyar, Assistant Superintendent Jaime Stone, CRMS Principal Chris Walker-‐Spencer, CRES Principal Piet Lammert, CHRHS Assistant Principal Various staff and members of the public

1. Call to order Marcia Dietrich called the meeting to order at 3:35 p.m.

2. Planning for the Year The committee reviewed a spreadsheet listing policies that were reviewed and/or adopted in 2015-‐2016, the policies under review today, and the additional policies possibly needing review in 2016-‐2017. The committee agreed to prioritize work for the year as follows:

a. Policies we know need review: i. Bullying and Cyberbullying ii. McKinney-‐Vento Act iii. Review proposed Board Operating Protocols with existing board

operation policies b. Policy revisions mandated by law as recommended by MDOE and MSMA c. “Hot button” issues that arise d. Oldest policies that have not been recently reviewed


The committee plans to meet on the second Monday of each month, 3:30-‐5 p.m. in the Bus Barn. Meeting frequency may be reduced depending on how much is accomplished.

3. CSD Review

a. JFCK – Student Use of Cellular Telephones and Other Electronic Devices The committee reviewed the policy due to parental concern that the policy is not being enforced, and/or being enforced inconsistently depending on the teacher. Administration agreed to rework the policy with the input of parents, students, teachers and IT staff. Administration will bring recommendations back to the committee at the November meeting.

4. Joint CSD/SAD Review a. JJE – Fundraising

The policy was revised to clarify that permission to fundraise on behalf of the schools requires building administrator approval. A section on coordination of fundraising, establishment of a fundraising calendar and updated cross-‐references were added as well, and the policy was revised to be consistent in both the CSD and MSAD #28. Proceed to first reading.

b. JLF – Reporting Suspected Child Abuse and Neglect (revision per MSMA recommendation) The policy was revised to add a required section on staff training based on a legal update. Proceed to first reading.

c. KCD – Gifts to the Schools The policy was revised to clarify that Board approval is required before accepting gifts to the school valued at $5,000 or more. A section on grants and updated cross-‐references to fundraising and advertising were added. Proceed to first reading.

5. Consideration of Tuition Waiver for District Employees (policies from other districts attached for review) CHRHS teacher Jamie Gillette requested a policy change that would allow the children of employees who reside out of district to attend Five Town CSD and MSAD #28 schools tuition free. Other staff members spoke in support of a tuition waiver as well. Discussion points included:

• Many other districts in Maine offer tuition waivers • Providing this benefit would make staff feel more valued • Having their children attend district schools would allow some staff to be

more engaged with the community • Providing a tuition waiver would be an employee benefit; accordingly it

should be addressed in negotiations rather than policy • Not all employees are covered under a bargaining agreement, so they do

not have the means to negotiate for this benefit


• Benefits negotiated into the MTA contract are often expected to be extended to other contracts as well

• Allowing nonresident teachers’ children to attend could take spots from tuition paying students

• Enabling these students to attend could cost local taxpayers additional money

After considerable discussion the committee reached a consensus that since a tuition waiver would be an employee benefit, that the proper forum for addressing the issue is the Negotiations Committee. The Board does not want to address this issue through Policy. Committee members stated that it is the responsibility of MTA to bring this issue to negotiations as part of a give and take process if it is important to the association to add this benefit for its membership. It was also noted that the districts must comply with tax law and that if employees received a tuition waiver they would be taxed on the monetary amount of the benefit.

6. MSAD #28 Review a. IJOA-‐E – Request for Student Travel Form (Modeled after CSD)

The committee reviewed the form and made minor revisions. Proceed to first reading.

b. GBEC – Title Change from “Staff Use of Legal Drugs” to “Staff Use of Medications” The committee agreed to this tile change and will notify the Board accordingly.

7. Adjourn

The meeting adjourned at 5:35 p.m.


NEPN/NSBA Code: JJE MSAD #28 POLICY

FUNDRAISING

The following establishes how school and non-‐school groups may raise funds or solicit donations of time, materials or labor in and for the schools.

1. Students may not solicit for general funds to support programming. Fund raising must be for a specific item or event.

2. School and non-‐school groups may raise funds or solicit donations of time, materials or labor on behalf of the school in a manner approved by the principal. Generally this shall include activities such as selling, holding auctions, providing services (e.g. carwash), soliciting donations by "passing the hat" and putting on entertainment for which admission is charged.

3. Non-‐school groups which exist solely for the schools’ benefit may solicit funds for donations of time, materials or labor via the distribution of materials to all students to be taken home to parents on with the approval of the building administrator designee.

4. Schools may publicize fundraising events of non-‐school charitable groups at the discretion of the building administrator.

5. Non-‐school groups which exist for charitable non-‐profit purposes may not raise funds or solicit donations of time, materials or labor via teachers actively recruiting and urging pupils to participate or via the distribution of materials to all students to be taken home to parents unless approved by the principal/designee.

6. No one may solicit on behalf of MSAD #28 without prior approval from the building administrator/designee.

7. Instructional time will not be used for fundraising activities. Coordination of Fundraising Activities PTOs, educational foundations, boosters and other parent groups are encouraged to coordinate fundraising activities with student organization-‐initiated fundraisers in order to avoid burdening local businesses and the community. A building administrator in each school shall maintain a fundraising calendar to appropriately schedule fundraisers over the school year. Cross Reference: KCD – Gifts to the Schools

History: Adopted: October 5, 1976, August 16, 1990, January 21, 2004, Reviewed January 28, 2016 Revision: First Reading: September 21, 2016


NEPN/NSBA Code: JLF

Page 1 of 4

MSAD #28 POLICY

REPORTING CHILD ABUSE AND NEGLECT I. DEFINITIONS A. Child abuse or neglect. Child abuse or neglect is defined by Maine law as “a

threat to a child’s health or welfare by physical, mental or emotional injury or impairment, sexual abuse or exploitation, deprivation of essential needs or lack of protection from these, or failure to ensure compliance with school attendance requirements, if the child is at least seven years of age and has not completed grade six and has the equivalent of seven full days of unexcused absences or five consecutive school days of unexcused absences during a school year, by a person responsible for the child.”

B. Person responsible for the child. A “person responsible for the child” means a

person with responsibility for a child’s health or welfare, whether in the child’s home or another home or a facility, which, as part of its function, provides for the care of the child. It includes the child’s parent, guardian or other custodian.

II. EMPLOYEES’ DUTY TO REPORT Any employee of the school unit who has reason to suspect that a child has been or is

likely to be abused or neglected must immediately notify the building principal who shall process the report as provided in Section III of this policy. In addition to notifying the building principal, the employee may also make a report directly to the Department of Human Services (DHHS) or the District Attorney when the employee believes a direct report will better protect the child in question.

III. ADMINISTRATORS’ DUTIES A. The principal shall make an immediate verbal report to the Superintendent/

designee. If it is determined that there is a duty to make a report to DHHS or the District Attorney, the Superintendent/designee shall make the appropriate report(s), as provided in section B.

B. The law provides that a report must be made to DHHS when the person

suspected is a “person responsible for the child,” or to the District Attorney when the person suspected is not a person responsible for the child. However, because the legal definition of “person responsible for the child” is vague, the Superintendent/designee shall report all cases of suspected abuse or neglect to DHHS. In addition, if the person suspected is not the parent, guardian or other


NEPN/NSBA Code: JLF

Page 2 of 4

custodian of the child, the Superintendent/ designee shall also make a report to the District Attorney.

C. The Superintendent/designee shall retain a record of all verbal and written

reports made to DHHS, the District Attorney, or other outside agencies as well as all actions taken by the school unit.

IV. REPORTING PROCEDURES The verbal report shall include the following information, if known: A. The name and address of the child and the persons responsible for his/her care

or custody; B. The child’s age and sex; C. The nature and extent of the alleged abuse or neglect, including description of

injuries and any explanation given for them; D. A description of alleged sexual abuse or exploitation, if any; E. Family composition and evidence of prior abuse or neglect of the child or his/her

siblings; F. The source of the report, the person making the report, his/her occupation and

where he/she can be contacted; G. Any actions taken by school staff, including any photographs taken or other

materials collected; and H. Any other information the person making the report believes may be helpful. Upon DHHS’ request for a written report, the Superintendent/designee shall complete

the Suspected Child Abuse/Neglect Report and mail a copy to DHHS. Proper documentation shall be maintained in accordance with Section III. C.

V. INTERNAL INVESTIGATIONS AND DISCIPLINE A. Employees. If the person suspected of abuse or neglect is an employee, the

Superintendent/designee shall investigate and take appropriate action, in accordance with applicable Board policies, collective bargaining contracts, and federal and state laws.


NEPN/NSBA Code: JLF

Page 3 of 4

B. Students. If the person suspected of abuse or neglect is a student, and the abuse or neglect occurred on school premises, during a school activity, or is otherwise related to the school, the Superintendent/designee shall investigate and take appropriate action, in accordance with applicable Board policies and federal and state laws.

VI. INTERVIEWS OF CHILD AND SCHOOL PERSONNEL Upon Department of Human Services (DHHS) request, DHHS personnel shall be

permitted to meet with and interview a child who is named in a report of suspected child abuse and neglect when the child is present at the school. The interviewer shall provide written certification that he/she is an authorized representative of the DHHS and that, in DHHS judgment, the interview is necessary to carry out that Department’s duties under Maine law.

The DHHS caseworker shall discuss the circumstances of the interview and any relevant

information regarding the alleged abuse or neglect with the child’s teacher or guidance counselor or the school’s nurse, social worker or principal, as the caseworker determines is necessary for the provision of any needed emotional support to the child prior to and following the interview.

School officials may not place any other conditions on the DHHS’s ability to conduct the

interview, including but not limited to requiring that certain persons be present during the interview; prohibiting certain persons from being present during the interview; or requiring notice to or consent from a parent or guardian.

School officials shall provide an appropriate, quiet and private place for the interview to

occur. That DHHS intends to interview the child is confidential information and may not be

disclosed to any person except those school officials, including an attorney for the school, who need the information to comply with Maine law pertaining to child abuse and neglect investigations.

School personnel who assist DHHS in making a child available for an interview are

regarded as participating in a child protection investigation or proceeding for the purpose of immunity from liability.

VII. CONFIDENTIALITY OF INFORMATION AND RECORDS All records, reports and information concerning alleged cases of child abuse and neglect

shall be kept confidential to the extent required by Board policies and applicable law.


NEPN/NSBA Code: JLF

Page 4 of 4

The building principal/designee is permitted to release a child’s school records without prior consent of the parent/guardian to DHHS or law enforcement officials as necessary to protect the health or safety of the child or other individuals under federal law.

VIII. GOOD FAITH IMMUNITY FROM LIABILITY Any person who in good faith reports or participates in the investigation or proceedings

of a child protection investigation is immune from any criminal or civil liability for the act of reporting or participating in the investigation or proceeding. Good faith does not include instances when a false report is made and the person knows the report is false.

IX. TRAINING

Any MSAD #28 employee who is required to make a report shall, at least once every four years, complete mandated training approved by the Department of Health and Human Services (DHHS). The Superintendent/designee will be responsible for documenting employee training.

Legal Reference: 22 MRSA § 4011-‐A, 4021 20 USC § 1232g, Family Educational Rights and Privacy Act Cross Reference: ACAA – Harassment and Sexual Harassment of Students JLF-‐E – Suspected Child Abuse/Neglect Report Form JRA – Student Records History: Adopted: April 6, 2005, April 2, 2008 Revision: First Reading: September 21, 2016


NEPN/NSBA Code: KCD

Page 1 of 3

MSAD #28

PUBLIC GIFTS TO THE SCHOOLS

PUBLIC GIFTS/NAMING

The policy of the MSAD #28 is to encourage gifts of money and property to the District for the purpose of assisting in new or existing school programs, and for the purpose of promoting the further education of the students who attend the schools under its supervision. The Board of Directors may accept on behalf of the District and in accordance with state law, any bequest or gift of money or property for a purpose deemed consistent with the district’s mission and of significant benefit to the educational program. suitable by the Board in accordance with state law. All gifts shall be accepted in the name of the District and become property of the District, but may be designated for use in a particular school or department. The Superintendent will bring before the The Board for approval and public acknowledgment will officially acknowledge the any bequest or gift of money or property that is of a commercial value of $5,000 or more. gifts at a Board meeting and thank the donors in writing. The Superintendent will thank donors in writing on behalf of the Board.

The Superintendent may accept, on behalf of the school unit and the School Board, and in accordance with state law, any bequest or gift of money or property, for a purpose s/he deems consistent with the district’s mission and of significant benefit to the educational program that is of a commercial value of less than $5,000. The Board will be informed of all gifts and the Superintendent will thank donors in writing on behalf of the Board.

Only items identified by the district for legitimate use in the school program shall be accepted. The Board is under no obligation to replace a gift if it is destroyed, lost, stolen or becomes worn out. Costs for the maintenance and/or installation must be considered prior to acceptance of any gift. If installation is required, the gift shall be installed under the supervision of District personnel. The MSAD #28 adopts the following guidelines for acceptance of all gifts:

1. All gifts that require fundraising must be in response to a need identified by the district and must receive Board approval in advance of any fundraising activities.

2. All gifts shall be made to the MSAD #28. 3. Gifts may be made in the memory of an individual. 4. Gifts may be made for restricted purposes. It shall be the policy of the Board, however,

to encourage gifts for broad educational purposes which grant the Board maximum


NEPN/NSBA Code: KCD

Page 2 of 3

discretion. Each gift shall state the purpose for which it is given and shall state whether principal, income or both may be used to carry out the stated purpose.

5. In instances where gifts from a number of sources are made for an apparent common purpose or in memory of an individual, the promoter of the gift shall be consulted to determine the purpose of the gift and the authority of the Board with respect to the gift.

6. The MSAD #28 must be given all the powers authorized for fiduciaries by statute or by case law in the State of Maine with respect to any gift.

7. All gifts must be made by check or other written instrument designating the source of the gift. The identity of the donor may be kept anonymous if that is the donor's wish.

8. The Superintendent of Schools or his or her designee shall, before accepting a gift, obtain in writing from the donor or promoter of the gift a statement containing the information and authority required by these guidelines.

9. The acknowledgement of the gift will state that no goods or services were rendered to the donor in exchange for the gift.

10. This policy does not apply to any organization in which the MSAD #28 serves solely as the fiscal agent. Naming Naming of the District’s facilities, including buildings, gymnasiums, fields, classrooms, and or any other area on school property is the sole responsibility of the School Board. In general, there are two ways property owned by the District will be named after an individual, organization or company. Significant Donation Where naming rights are to be offered or implemented as a component of a fund raising drive or donation for the construction or enhancement of a facility, the Board has establish specific criteria as to a finical percent(51%) must be raised or donated of a major project whose total cost exceeds $200,000 All request should be directed to the Superintendent. Extraordinary Contribution Special requests to name buildings or other facilities in honor of people who have demonstrated extraordinary accomplishment for the betterment of the District's education program or alumni who have distinguished themselves in a similar fashion. The contributions may be long term service to the District that had a significant impact on the success and/or well being of students. The person or organization being honored by naming of a facility must represent the ideals and values of the District. The Board reserves the right to decline any donation. Facilities will not be named for persons who are currently employed by the District or active in its operations or those who currently hold any public office. All request should be directed to the superintendent


NEPN/NSBA Code: KCD

Page 3 of 3

The MSAD #28 has the exclusive discretion to determine whether to pursue, accept or decline an opportunity to name facilities. The factors to be considered by the District include, but are not limited to:

• The extent to which a naming opportunity limits or restrains the District's discretion or its ability to pursue other opportunities;

• The duration of the arrangement or agreement and the District's ability/discretion to terminate the arrangement/agreement;

• The extent to which the naming opportunity imposes any obligation on the District, either presently or in the future, financial or otherwise and whether the opportunity is subject to conditions acceptable to the District;

• The extent to which the naming opportunity constitutes a conflict of interest or creates the appearance of or potential for a conflict of interest;

• The extent to which the naming opportunity affects the appearance of District property or disrupts the operation of the District; and

• The extent to which the naming opportunity interjects advertising or commercialism into the schools or classrooms.

The District is interested in naming opportunities that reflect positively on the District. The District will not accept naming opportunities from individuals or organizations that would negatively represent or portray public education; are inconsistent with other District policies or with any applicable law; are related to tobacco, illegal drugs, alcohol or weapons; have products/services that are incompatible with a child's well-‐being or negatively impact school programs and services; or are otherwise objectionable as determined by the District in its exclusive discretion. The district reserves the right to alter the naming if at anytime the naming has been determined to not represent the district values and beliefs. Grants The Superintendent may approve the request for grant funds for less that $5,000 for a purpose deemed consistent with the district’s mission and of significant benefit to the educational program. The school board must approve grant applications in amounts over $5,000. The Superintendent shall implement any administrative procedures necessary to carry out this policy.

Cross Reference: JJE – Fundraising KHB – Advertising in the Schools Adopted: November 1, 2006, November 14, 2012 Revision: First Reading: September 21, 2016


NEPN/NSBA Code: IJOA-‐E

Page 1 of 3

MSAD #28 POLICY

REQUEST FOR STUDENT TRAVEL FORM Educators submitting this request should first read Policy IJOA Educational Field Trips. This form must be submitted in accordance with the timelines specified in Policy IJOA. Additional requirements may be deemed appropriate upon submission of this Request for Student Travel. Trip Requirements: • The Trip Coordinator must be a district employee. • In order to be considered a school-‐sponsored trip, a majority of the chaperones must be

district employees. Travel Category for Which Approval is Requested: (check all that apply)

In-‐state field trip, ≥ 2night stay Domestic travel, US destination Out of state field trip Foreign travel, non-‐US destination

Per student expense ≥$500 Destination:_______________________________ No. Students on Trip:________________ Group/Event:_____________________________ Dates of Trip:_______________________ Number of School Days Missed:______________ Cost of Substitute Coverage:__________ Educational Justification: What are the objectives of this trip? Could these objectives be replicated with closer, less expensive travel? Trip Coordinator(s): Date(s) of any Prior Trips Led: Trip Chaperones: Employee? Date(s) of any Prior Trips 1 chaperone to every 12 students is recommended grades 5-‐12; 1 for every 8 students is recommended for grades k-‐4 List any other non-‐student travelers and reasons for their participation in the trip:



Page 2 of 3

Trip Protocol: All Chaperones have read and will adhere to the Field Trip protocols and all standards therein.

Open to following grade levels: (at time of travel): 5 6 7 8

List any additional academic or behavioral standards required of participating students:

Methods of Travel: (check all that apply) School bus Charter bus Parent transporting own children Chaperone transporting children Airline Other:________________________________________________________________________

Safety: Chaperones are responsible for common sense safety measures while traveling and adhering to the intercultural program safety protocols for those trips . Are there any other safety concerns for students traveling to this destination, such US State Department Travel Advisories? COSTS: Total cost of trip per student:$_______________ Group fundraising goal:$_________________

Estimated out-‐of-‐pocket cost per student/family: $____________________

APPROVALS: I have read MSAD #28 Policy IJOA Educational Field Trips and understand I am responsible for the safety and well-‐being of students while on the proposed excursion: Signature of Trip Coordinator Date I have reviewed the itinerary of the proposed trip and reviewed safety procedures with the supervising educator. I recommend this travel to the Superintendent: Signature of Principal Date I have reviewed the trip in light of the overall program, safety, and capacity, and recommend this trip to the Board: Signature of Superintendent Date Special Conditions Related to Superintendent or Board Approval (if any):



Page 3 of 3

Cross Reference: IJOA – Educational Field Trips JIC – Student Code of Conduct History: Adopted: December 12, 2012 Revision: First Reading: September 21, 2016


Documents

Position’ Nominee’ Pts.’ Bonus’ Total’ MSAD 28 Board Agenda Packet.pdf · MSAD #28 Board Goals 2016-17 Goal #1: Board Engagement with Community Create a plan to improve