[4:36:48] Good evening everyone.

[4:36:49] It's Thursday, March 12th.

[4:36:51] Welcome to a regular meeting of the Army School Committee.

[4:36:54] We will start this meeting with the pledge of Allegiance.

[4:37:02] Allegiance to the flag of the United States of America.

[4:37:05] And to the Republic for which it stands.

[4:37:07] One nation under God, indivisible,

[4:37:10] with liberty and justice.

[4:37:22] Right.

[4:37:22] We will move on to roll.

[4:37:25] Call Emily Bryson here and Fleming here.

[4:37:28] Kelly Hall here.

[4:37:30] Tom McGinty. Present.

[4:37:32] Sarah Olivares here.

[4:37:34] Christina. Patrick.

[4:37:34] I'm here.

[4:37:35] Michael Wilber here.

[4:37:37] Andrew Jolliffe here.

[4:37:38] Linnea herring here. Elise Garcia there.

[4:37:41] Right now. Here.

[4:37:42] The tastic. We have everyone here.

[4:37:45] Well, I think many of you know, because you're here for this.

[4:37:48] We I'm excited to move to our next agenda item, which is the recognition of

[4:37:52] several Yarmouth High School, state championship teams.

[4:37:57] Yes. It's been quite a winter

[4:37:59] sports and, co-curricular season.

[4:38:04] Our winter sports, teams are here this evening that were, state champions.

[4:38:09] We have some robotics teams and hopefully the playmakers to recognize

[4:38:13] coming up, April 9th.

[4:38:14] I'll talk about

[4:38:15] those groups during my superintendent's report in just a few minutes.

[4:38:19] But at this time, I'm

[4:38:19] going to ask Sarah Holmes, our director of athletics, to come up.

[4:38:23] She's going to introduce coaches and athletes from boys

[4:38:27] Nordic skiing, girls alpine skiing, girls ice hockey, and indoor track.

[4:38:33] Who, captured state championships this winter.

[4:38:35] So yes, Miss Holmes.

[4:38:37] So thank you for having us today.

[4:38:38] We're excited to always come back and and introduce you to our state champions.

[4:38:42] Winter, as you know, is a very long season.

[4:38:44] For our student athletes, it starts in early November

[4:38:48] with girls ice hockey, which actually overlaps with the fall season.

[4:38:51] And then goes to this last,

[4:38:55] Saturday, March 6th with ice hockey and swimming.

[4:38:59] So over that course of the season, we compiled three regional and conference

[4:39:04] champions, two sportsmanship awards, and six individual and state team titles.

[4:39:09] And many of them are here tonight.

[4:39:12] So along with their success in their sport,

[4:39:14] their classroom dedication should also be celebrated.

[4:39:17] We had 41 senior student athletes,

[4:39:21] recognized as a Western Maine Conference, all academic.

[4:39:24] And if you remember, they must have a cumulative GPA of 93

[4:39:27] and above through seven semesters.

[4:39:29] So 41 student athletes is a tremendous accomplishment.

[4:39:34] So I'd

[4:39:34] like to now start with our first, state champion of the year.

[4:39:38] Girls ice hockey.

[4:39:39] And David interviews Otto.

[4:39:47] Thank you for all your support.

[4:39:48] And, of course, thanks to the girls that are here.

[4:39:49] Can girls, can you please stand up and be recognized?

[4:39:55] Yeah.

[4:39:57] Stay up. Stay up there.

[4:39:58] Yeah.

[4:39:59] Well, I mean, if all the raise your hand.

[4:40:02] My Anna's with Chuck Presley.

[4:40:04] Strout, Erin O'Connor, Lydia Costa, Dylan McElhinney,

[4:40:08] Eric O'Connor, Celia Zinman and Celia Smith is in the back.

[4:40:13] So not everybody could make it, but they're here.

[4:40:16] So thank you for everything.

[4:40:17] Appreciate all your support.

[4:40:19] Thank you.

[4:40:20] Congratulations.

[4:40:28] And next, I'd like to introduce

[4:40:29] Sarah Kerrigan with indoor track.

[4:40:37] All right.

[4:40:37] Thank you to the school committee for having us.

[4:40:39] And to Sarah Holmes for introducing us and keeping us going all winter long.

[4:40:44] We had three state champion, events this year for track.

[4:40:49] So the girls four by 200 and Mya Jacobs, who is in the four by 200.

[4:40:54] They are currently in route to Nike Nationals in New York.

[4:40:57] So they couldn't be here.

[4:40:58] But they'll still be running.

[4:41:00] Here with us today is Bow and Mitchell, who won the two mile and ten minutes

[4:41:05] and 12 seconds, which, if you do the math, is like five in some change

[4:41:09] for two miles or just crazy.

[4:41:11] So bow and come on up and I'll give you.

[4:41:22] Guys.

[4:41:26] All right.

[4:41:26] And let's hear here. Nope.

[4:41:29] So I'm going to have Zander Gordon, one of our senior captains, introduce

[4:41:32] the boys.

[4:41:33] And any girls, Nordic skiers that are here.

[4:41:36] It's just any girls.

[4:41:41] Thank you for having us tonight.

[4:41:42] If the boys could stand up.

[4:41:44] I'd like to introduce Eli Chalmers,

[4:41:46] Jackie Chalmers and Lachlan Dodge, all part of a

[4:41:50] and Finn Marion ski and Life Hall stood in the back up our winning team this year.

[4:41:53] Thank you.

[4:42:00] I'd like to also add that the girls and the boys Nordic team won

[4:42:03] the sportsmanship award this year, which is voted on by coaches of our league.

[4:42:08] Now you can clap them.

[4:42:13] And our last, coach is Shawn Lynch with girls.

[4:42:17] Alpine.

[4:42:24] Thank you.

[4:42:24] If we could have the girls stand up.

[4:42:28] Second year consecutive, state championship

[4:42:31] for the girls alpine team, we have Gwen Zimmerman, Finley Jaeger,

[4:42:35] Sophia Tippy, Quinn Laval, and Logan McLeod here tonight.

[4:42:39] Thank you.

[4:42:46] That's it for the season.

[4:42:47] Thank you.

[4:42:48] Thank you.

[4:42:49] Congratulations. Another outstanding season.

[4:42:52] You know, many schools go years without amassing 3 or 4 state championships.

[4:42:59] And to, to continue to have them,

[4:43:02] brought before us each season is pretty impressive

[4:43:06] and an indication of the, the, hard work and dedication that you folks put in.

[4:43:11] So congratulations to each of you.

[4:43:12] Do we need a new trophy case?

[4:43:14] We do. We need several new trophy cases.

[4:43:17] As a matter of fact, doctor, doctor Hartnett has been trying to,

[4:43:22] with Miss Holmes, negotiate how to maybe remove some of the older

[4:43:26] trophies from the trophy case and put some of the newer ones in.

[4:43:30] But that is not always met with great enthusiasm by those

[4:43:35] who were maybe on some of those teams and are now coaching these teams.

[4:43:40] So we go in a real, I think, just a real, note

[4:43:44] of appreciation for the sportsmanship awards as fantastic and the student

[4:43:49] athletes, these are long nights and long season, and knowing that you have

[4:43:52] to do your homework on the bus and all your free time when you get home.

[4:43:56] I think that just speaks volumes

[4:43:58] to all you guys and your dedication to your sports and your school work.

[4:44:01] So just congratulations.

[4:44:03] It's super impressive each and every one of you. Yeah,

[4:44:06] truly.

[4:44:07] And thank you for being with us tonight so we can help celebrate you.

[4:44:10] And to Sarah's point, you are welcome to stay

[4:44:13] for the full meeting and we will pause for a moment.

[4:44:16] So if there's anyone in the room

[4:44:18] that would like to head out to other things, that is A-okay as well.

[4:44:21] Thank you.

[4:44:22] Congratulations.

[4:44:41] As Lyon was chasing me, I'm going to do one five minute mile.

[4:44:44] That's crazy.

[4:44:45] Thank you.

[4:44:50] That's great.

[4:44:51] Thank you.

[4:44:51] Oh, yes.

[4:44:54] I just came home.

[4:44:57] No, I have to.

[4:44:59] Yeah.

[4:45:00] While I'm thinking I'm just.

[4:45:01] Are you able to time.

[4:45:03] You got it.

[4:45:05] Excuse me.

[4:45:06] I never wear my watch.

[4:45:08] My, How do you turn off so much?

[4:45:11] Yes, I know, it's not like.

[4:45:14] Oh, here it is. Power. Yeah, that's a

[4:45:17] no. I'll do it.

[4:45:17] But I have my third. Is that us?

[4:45:20] I know I can't. It's probably not us.

[4:45:23] I really hope it doesn't ring.

[4:45:24] Wouldn't be while I have my time.

[4:45:27] It looks like little.

[4:45:30] Sports program.

[4:45:31] Public comments.

[4:45:33] See what you

[4:45:35] think.

[4:45:41] Okay.

[4:45:42] Thank you to all of you that are still with us.

[4:45:44] We appreciate it.

[4:45:45] We will move on with our agenda to agenda adjustments.

[4:45:49] I have none for this evening. Okay.

[4:45:51] So we'll move to approval of minutes from our last meeting,

[4:45:55] and I would like to make that motion.

[4:45:56] Kelly, anyone like to second Emily?

[4:45:58] All in favor?

[4:46:01] All opposed?

[4:46:02] Thank you very much.

[4:46:04] Approved.

[4:46:06] Next on our agenda are reports, starting with myself with a chair report.

[4:46:09] There are a few updates that I wanted to share this evening.

[4:46:12] First, an update on the superintendent's search.

[4:46:15] You might recall if you memorized the timeline, but it's okay if you didn't.

[4:46:19] The superintendent application deadline just happened last week.

[4:46:24] That's when applications were due.

[4:46:26] Our search firm, Ziel education Group, has vetted all of the applications

[4:46:32] and shared those materials with our search committee.

[4:46:35] As you might recall, the search committee is made up of members of the school

[4:46:39] committee, parents, staff, and administrators in the district.

[4:46:44] And this month, during the month of March, the search committee will be reviewing

[4:46:48] all of those applications, deciding which candidates to bring in

[4:46:52] for interviews, interviewing those candidates, and deciding

[4:46:56] which to advance as finalists to interview with the full school committee.

[4:47:00] So our goal is for the school committee to interview finalists

[4:47:03] in April and appoint a new superintendent this spring.

[4:47:06] So just wanted to keep everyone updated on where we are in the process.

[4:47:09] We will continue to keep you updated as we have news.

[4:47:13] And remain very grateful for all the members of the community

[4:47:16] that shared input on the front end

[4:47:18] about what you care about in our next superintendent.

[4:47:21] So that's one update.

[4:47:22] Two other quick notes.

[4:47:23] Local elections are coming up.

[4:47:26] The snow is melting.

[4:47:27] Mark your calendars.

[4:47:28] That voting is on Tuesday, June 9th.

[4:47:31] We will have two school committee seats on the June ballot.

[4:47:34] Interested candidates can stop by town hall to pick up nomination papers.

[4:47:40] And those papers are due back to town Hall on April 10th.

[4:47:44] And I think I can speak on behalf of the committee if anyone is pondering

[4:47:47] whether to run or to serve, I'm sure any of us would be happy to talk

[4:47:50] to folks about our perspective or to answer questions.

[4:47:54] And third, I just wanted to share a quick note of gratitude

[4:47:58] as we move into budget conversations later this evening on our agenda.

[4:48:02] We so appreciate all of the input and questions and feedback

[4:48:05] we've been receiving from members of the community.

[4:48:07] And perhaps that's why some of you are here tonight.

[4:48:09] So thank you. Wanted to express my gratitude.

[4:48:13] That is my chair report.

[4:48:14] Now, I will pass it to Doctor Della. Yes.

[4:48:18] I have several resignations to announce this evening.

[4:48:20] Paul Lampson, La Plume wife's mathematics teacher of 20 years.

[4:48:25] Rick Bishop y H.S., physics teacher of 41 years.

[4:48:31] Lexi Drew, language arts, social studies teacher at Harrison Middle School.

[4:48:35] Laura Elder Rowe School, of 18 years and Doctor Patrick Hartnett,

[4:48:41] y just principal of four years, have all announced their resignations

[4:48:45] or retirements from Yarmouth.

[4:48:48] You just met our state championship athletic teams.

[4:48:52] I'm pleased to announce that our robotics teams also had

[4:48:55] an outstanding, performance throughout the entire season.

[4:49:00] And certainly this past weekend, the high school robotics team,

[4:49:04] captured the state championship with teams Paradise Oaks and Voyager.

[4:49:09] There are there are several teams

[4:49:10] within the larger scope of the high school and middle school teams.

[4:49:14] So teams Paradox and Voyager, captured the state championship.

[4:49:19] That's read carefully.

[4:49:20] Crosby. Nay.

[4:49:21] Will. Huckle. Bauer. Pablo. Sonnenberg.

[4:49:24] Let's see. AD like.

[4:49:26] Goodwin. Noah.

[4:49:26] Van Allen, Henry Halligan, and Colin Swank.

[4:49:29] So they were all, members of the state championship team.

[4:49:34] Several other

[4:49:34] awards were, captured by the high school and middle school teams as well.

[4:49:38] And you'll be hearing all about that on April 9th.

[4:49:41] We'll have those teams present with us,

[4:49:45] in the high school, alumni room,

[4:49:48] where they'll be able to actually demonstrate their robotic prowess for us.

[4:49:54] The HMS robotics, we had a state finalist, team kinetic collision.

[4:49:59] That's Ryan de Courcy and Fisheries, Nathan Pat Stone,

[4:50:03] Gabriel Ballard of Oliver Copsey and Grant Chadwick.

[4:50:07] And they were in the tournament final, so congratulations to our robotics teams.

[4:50:12] Again, you'll be seeing them on April 9th.

[4:50:14] The playmakers won the regional competition

[4:50:18] for their one act play performance, which was Saturday, afternoon.

[4:50:23] They are now headed to the state championship on March 20 and 21,

[4:50:29] I think is the state, competition for that.

[4:50:32] Lots happening.

[4:50:33] So although we just sent out a February update,

[4:50:37] all of this good news means that we've got a march update.

[4:50:41] Just about ready to go out as well to the rest of the district.

[4:50:44] That's all I have for this evening.

[4:50:46] Thank you.

[4:50:47] We'll move to the finance committee and.

[4:50:49] Fleming.

[4:50:50] Thank you.

[4:50:50] We met this past Monday for our monthly finance committee meeting.

[4:50:55] Quickly went over.

[4:50:56] Where we're at with expenditures, we're on track.

[4:50:59] And where we want to be for this year.

[4:51:02] We spent a lot of the time we are in the middle of budget season,

[4:51:05] and we talked, that meeting about some potential updates to the budget,

[4:51:09] which our superintendent will be speaking to those later on this evening.

[4:51:12] So that would really serve as most of our finance update for this evening.

[4:51:18] Thank you.

[4:51:18] And policy committee, Sarah Olivares. Thank you.

[4:51:21] So in the last two consecutive policy

[4:51:25] meetings, we have been considering, along with Doctor Hartnett,

[4:51:30] further restrictions to cell phone or personal device uses at the high school.

[4:51:36] A lot of work has already been done,

[4:51:39] in this regard, to implement restrictions at the high school.

[4:51:42] So for the public who aren't aware, they do not have access to phones

[4:51:46] during class time, that you have access during passing and lunch.

[4:51:51] And in light of community feedback,

[4:51:54] school committee feedback, parent feedback,

[4:51:58] we've been, you know, in discussions with Doctor Hartnett about implementing

[4:52:02] further restrictions up and including, to a Bill Bell band.

[4:52:07] With the

[4:52:07] considerations of distractions still presented to students

[4:52:11] when they have their phones on them and potentially looking forward to it

[4:52:15] at times like passing and lunch and impacts

[4:52:18] on socialization, at lunchtime and things like that.

[4:52:22] In terms of the implementation of it and the exact policy

[4:52:26] that's still in, in discussion, and Doctor Hartnett is taking back,

[4:52:31] sort of an implementation strategy, options

[4:52:34] of a bells bell band to the staff

[4:52:37] and I think perhaps also to the student Senate.

[4:52:40] So more coming,

[4:52:43] in subsequent school committee meetings and policy meetings.

[4:52:47] As a as a side note, but very much related,

[4:52:49] if you follow the last, state to state, address from Governor Mills,

[4:52:54] she did announce her desire to have all school, public schools in Maine enact,

[4:52:59] a bill to ban, that is in budget appropriations,

[4:53:03] I believe, because that mandate is tied to funding,

[4:53:06] which amounts to about $13 a student.

[4:53:08] If schools choose to go with something like a yonder pouch

[4:53:11] or other storage device.

[4:53:14] And so just wanted to note

[4:53:17] that it's not the progress in terms of Yarmouth.

[4:53:20] And, what Doctor Hartman is proposing is not tied to whether or not that passes,

[4:53:24] but still, you know, informs the importance of that,

[4:53:27] just the importance of that discussion and sort of the

[4:53:31] the tide and how things are changing nationwide, really.

[4:53:34] So that is our update and we will have more to come.

[4:53:38] Thank you sir.

[4:53:39] Mission committee, Kelly Hall.

[4:53:42] Yes. The mission committee met this evening prior to this meeting,

[4:53:46] and we really just focused on the hiring process.

[4:53:49] I think that we all agreed that we have a very comprehensive hiring process,

[4:53:53] which is great.

[4:53:54] And just really reflecting to make sure that it is reflective

[4:53:59] of our school culture, but also appeals to a broad range of applicants.

[4:54:03] So how do we maintain, our clear expectations?

[4:54:08] And also, how do we welcome in folks

[4:54:12] who might bring something new, to the table

[4:54:15] and then also really focusing on limiting, biases

[4:54:18] in the application process.

[4:54:22] Thanks, Kelly.

[4:54:23] Any updates from other committees or liaisons?

[4:54:28] For Emily and then back to Kelly.

[4:54:30] So we had our third and final turf meeting.

[4:54:36] And I'm going to

[4:54:37] be emailing Andrew the recommendations of the committee.

[4:54:41] Essentially replacing the track and the term very similar to how it is now.

[4:54:48] It was really awesome hearing from our students

[4:54:52] and our coaches that our turf is the best turf that they play on.

[4:54:55] Even now, even though it's 13 or however many years old at this point.

[4:55:01] So we did just get an update,

[4:55:04] from activities on light replacement.

[4:55:08] We were still kind of, waffling on.

[4:55:11] Re lamping our current lights or replacing our lights with LEDs.

[4:55:16] So we just got that information, and so I'll build that into my report

[4:55:20] to Andrew, and I'm looking forward to talking about it with you guys.

[4:55:25] Thank you. Emily.

[4:55:27] Yes. So also there's a collective

[4:55:29] that meets, to talk about vocational school.

[4:55:32] So that's the Parks and Rec collective.

[4:55:35] Mostly made up of leadership and school committee members.

[4:55:39] Not a ton.

[4:55:41] That's new and exciting to report.

[4:55:43] We just talked about enrollment numbers.

[4:55:46] What programs have filled up, what programs are still open?

[4:55:50] And then

[4:55:51] what I thought was really interesting paths has traditionally had a horticulture

[4:55:55] program that they're moving towards, landscaping

[4:55:58] and really giving kids the opportunity to learn,

[4:56:03] not just like the landscaping,

[4:56:04] but also the hard scaping and how to use the equipment.

[4:56:07] And really plan.

[4:56:09] So it's good design as well,

[4:56:10] which I think is going to appeal to a lot of, students.

[4:56:15] RVC is changing some of their computer

[4:56:17] based programing to appeal to a broader range of students.

[4:56:20] They've had a lot of trouble filling those, which is it

[4:56:23] seems weird in these times.

[4:56:26] So they're trying, to shift one program

[4:56:29] to be more focused on, the coding, the programing things.

[4:56:35] I don't I mean, I don't understand I'm going to be honest.

[4:56:38] And then also cybersecurity and ethical hacking,

[4:56:41] which again, we're hoping will appeal to a broader range of students.

[4:56:45] And then something else to note is that PA's is looking at adding

[4:56:49] an arts program in the near future, which I think would be amazing as well.

[4:56:54] Thank you. Kelly.

[4:56:56] Other committees or liaisons?

[4:56:59] If not, we'll move to student Senate linear and at least.

[4:57:03] So Senate has been pretty busy.

[4:57:05] We have a lot on our plates right now.

[4:57:08] It's just today we had a successful spring assembly.

[4:57:11] And we also, have a new schedule for our school assemblies.

[4:57:16] Which are student run.

[4:57:19] And now they're going to be happening, only four times

[4:57:23] a year instead of once a month.

[4:57:26] So that means fewer assemblies.

[4:57:29] But we still want to get

[4:57:30] those updates out on sports clubs, upcoming events, all sorts of things.

[4:57:35] So we are trying to, bring

[4:57:38] back, like, intercom announcements.

[4:57:41] Those aren't something that happen anymore.

[4:57:43] And we're trying to bring them back

[4:57:45] as a way to continue spreading important information for students.

[4:57:49] And we're trying to work through some of some hiccups

[4:57:52] because there is a wide variance

[4:57:56] in the audio quality of the speakers throughout the school.

[4:58:00] So we're trying to figure out,

[4:58:02] how to work through that.

[4:58:03] And if you remember my name

[4:58:06] on the room, little tidbit that is still happening.

[4:58:09] I am not involved.

[4:58:11] They're very reserved about it.

[4:58:13] I think it's secretive.

[4:58:14] But it's the gnome is out there.

[4:58:18] I hope they don't bring back detention.

[4:58:20] Who's in detention as announcements at the end of the day,

[4:58:22] as some of us might remember.

[4:58:24] Yeah, yeah. Look at called out.

[4:58:26] I'm sure that it's not part of the talk about that one. So,

[4:58:30] in academic, we've been working on standardizing

[4:58:33] the honors challenge policies.

[4:58:34] So for those who don't know, we have some classes of like AP classes

[4:58:37] and like CP classes, and some classes just have what's called honors challenge.

[4:58:42] So it's like an extra, like bonus part on the test or like a bonus project

[4:58:46] that people will have to do in order to gain that.

[4:58:47] So we've been working on standardizing that across classes and across subjects

[4:58:51] just so it's more equitable.

[4:58:53] And then also, in light of all the new hires

[4:58:55] that we're going to be doing,

[4:58:56] we've been rewriting and like adding some new questions for the teacher,

[4:58:59] interviews for when students are helping to to do those panels.

[4:59:02] Yeah. That's it. Thank you both.

[4:59:06] Next on our agenda is public comment.

[4:59:09] And I'll share a few sort of parameters about how public comment works.

[4:59:12] But I'm also excited to announce

[4:59:14] we're going to offer a second public comment spot this evening.

[4:59:17] We'll have one right now.

[4:59:19] And any individual who wants to address

[4:59:22] us on any issues related to the schools is welcome to do that.

[4:59:25] We prioritize,

[4:59:27] residents of Yarmouth and folks connected with the schools directly first.

[4:59:31] We cap everyone at three minutes for their comments, and we do keep a timer

[4:59:34] to make sure that everyone who has a desire to speak has a chance to speak.

[4:59:38] And I want to note, and mention this briefly when we get later

[4:59:42] in our agenda and discuss the school budget for next year.

[4:59:46] Doctor Delph is going to present some proposed changes to the budget proposal.

[4:59:51] And so if there are folks in the room that want to speak specifically

[4:59:54] about the budget, we wanted to give you the option

[4:59:57] to hear the latest news about the budget proposal coming out of recent

[5:00:01] finance committee meetings, and new information that's been evolving.

[5:00:05] So what we will do is, after Doctor Dollar presents

[5:00:09] the updated budget proposal a little later this evening,

[5:00:14] we will open up a second public comment period

[5:00:16] for anyone who wants to address us specifically on the budget.

[5:00:20] And we'll do that before we move to our school committee vote.

[5:00:23] So I know I just said a lot of things, but the highlights are

[5:00:26] this is public comment now.

[5:00:27] And if you want to wait and hear more about the budget

[5:00:30] and then react and speak to it, you will have an opportunity to do that

[5:00:33] later this evening.

[5:00:34] So with that said,

[5:00:35] if you'd like to address us, we welcome you to come up to the podium,

[5:00:38] and start by introducing yourself with your name

[5:00:41] and your connection to Yarmouth schools and anything you'd like to share.

[5:00:45] I will be kindly giving you the three minute time.

[5:00:49] That's right. Our friendly timekeeper.

[5:00:54] Good evening.

[5:00:55] Tim Shannon, 47, West Elm Street, parent of three Yarmouth kids.

[5:00:59] Just a procedural question.

[5:01:01] I'm mindful of the time.

[5:01:03] If we have some discussion before the next public comment period,

[5:01:07] to have any sense of how long that discussion will take place.

[5:01:09] I want to make sure that the kids in particular, who are here tonight

[5:01:12] have a sense of how long they're going to.

[5:01:13] They're in for, if you know what I mean.

[5:01:15] That is a great question.

[5:01:16] We don't have much before the budget. Yeah.

[5:01:19] Ten calendar. Yeah.

[5:01:20] I mean, we will discuss the two other items first,

[5:01:24] the school calendar and an update on technology devices.

[5:01:27] So I don't anticipate it would be too long. Fabulous.

[5:01:30] I appreciate your.

[5:01:30] Did I just burn all my three minutes?

[5:01:32] I didn't I didn't start it. Noted.

[5:01:34] It was procedural and for the good of the group. Thank you.

[5:01:37] Thank you.

[5:01:39] Thanks for your consideration

[5:01:40] of the group. Yes.

[5:01:45] Okay.

[5:01:46] Yes.

[5:01:49] Good evening.

[5:01:49] My name is Margo Downes.

[5:01:51] I'm a resident, parent and educator.

[5:01:53] In recent months, you have scrutinized cell phone

[5:01:56] and personal device policies designed to protect our students.

[5:02:00] Our schools did not purchase these devices, nor do we require them.

[5:02:05] Yet you entrust our educators

[5:02:07] to enforce their safe and responsible use by students.

[5:02:11] It is therefore contradictory for this board to disregard the Technology

[5:02:16] Department's evidence based proposal for iPads, a platform that offers

[5:02:21] superior security, safety, greater classroom versatility

[5:02:27] and a more cost effective option for taxpayers.

[5:02:31] While community feedback matters,

[5:02:33] relying solely on a single survey to drive an expensive five year

[5:02:37] fiscal commitment, including repairs is flawed

[5:02:42] by providing inadequate time for staff to gather meaningful input.

[5:02:46] You have prioritized a voluntary response survey over

[5:02:51] empirical evidence and expert guidance of your own staff.

[5:02:55] Any Yarmouth statistics student can tell you that

[5:02:59] this type of sample is riddled with bias.

[5:03:02] It misses the middle of the curve and amplifies strong polarized responses.

[5:03:07] The results cannot be generalized to an entire population.

[5:03:11] The survey summary before us represents 900 responses.

[5:03:16] How many did not respond?

[5:03:18] The board's proposed decision is especially confounding given

[5:03:22] our current budget climate and swiftly changing educational landscape.

[5:03:27] My seventh grader navigates her academic

[5:03:30] world safely and competently on an iPad.

[5:03:33] Meanwhile, my college freshman is saving for an iPad

[5:03:37] because the laptop we purchased lacks the flexibility needed for her coursework.

[5:03:42] It is disheartening

[5:03:43] to see the board put their support behind a more expensive device,

[5:03:47] while simultaneously reducing staff positions in the Stem programs.

[5:03:52] As a young builder and designer, my seventh grader and many others

[5:03:57] represent the very future these programs should support and inspire.

[5:04:02] In my 25 years in Yarmouth, I have never seen financial priorities

[5:04:06] in such direct conflict with our educational mission.

[5:04:10] Choosing a more expensive, less secure device

[5:04:13] at the expense of invaluable staff and programing is fiscally inconsistent.

[5:04:19] If I had to vote on this budget today, it would be my first note ever.

[5:04:24] Thank you.

[5:04:26] Thank you very much.

[5:04:34] I'll pause.

[5:04:34] In case anyone else would like to make a public comment.

[5:04:43] Hey. Good evening.

[5:04:43] My name is Adam Owen.

[5:04:47] 37 Pitt Creek Way here in Yarmouth.

[5:04:49] First and foremost, thank you to everybody for being here.

[5:04:54] I appreciate all your volunteer work.

[5:04:56] And thank you to all the people that are,

[5:04:59] transitioning to retirement or resigning

[5:05:03] regardless.

[5:05:04] For elder, I've got four children that have moved

[5:05:07] through this system to be on high school.

[5:05:10] A sophomore in high school.

[5:05:12] A sixth grader.

[5:05:14] I see numerous friends and colleagues

[5:05:17] in the audience here, and my my, biggest thank you

[5:05:23] is thank you to everybody that volunteers their time and energy.

[5:05:27] And one of the things I most appreciate about being in this community,

[5:05:31] which I grew up in, is our genuine

[5:05:36] interest in developing young people.

[5:05:39] And that might be in academics, that might be in sports

[5:05:43] and science and literature, like, whatever it is,

[5:05:46] like there's a lot of energy to go around and, it's a lot of work.

[5:05:51] So thank you to everybody up here.

[5:05:54] Thank you to all our educators, that are in our current roles or moving on.

[5:05:59] And I my, my reason for comment is to contemplate,

[5:06:05] as we move forward, how we support our young people moving forward.

[5:06:10] Whether that's in

[5:06:12] the sciences or the arts or the sports or whatnot.

[5:06:16] It's it's hard to balance everything.

[5:06:18] So I appreciate everybody's efforts.

[5:06:20] It's not easy to balance everything.

[5:06:23] But I appreciate everybody's contemplation in that.

[5:06:27] And we'll, we'll probably hear from other people as the night goes on.

[5:06:30] But thank you very much. And I appreciate your effort.

[5:06:33] Thank you.

[5:06:34] Thank you.

[5:06:38] Any others that would like to address us?

[5:06:40] To please step up to the podium?

[5:06:46] Okay.

[5:06:47] All right.

[5:06:47] We will move forward to unfinished business.

[5:06:51] As we mentioned, there are a couple other items to address.

[5:06:53] The first being the second reading of the 2026 2027 school calendar.

[5:06:59] Yes. This is the second and final reading.

[5:07:01] So your vote this evening will put this, into effect for the coming year.

[5:07:06] You have a copy in front of you again?

[5:07:09] This calendar must agree with the calendars of six other school

[5:07:12] districts in the greater Portland area that send their students primarily

[5:07:15] to Portland, using Technology High School for Career and technology education.

[5:07:20] This calendar meets that standard,

[5:07:22] which is a standard set forth in state law.

[5:07:26] It will be one of the few times that Yarmouth will be starting school

[5:07:29] before Labor Day, because Labor Day comes on Monday the seventh.

[5:07:33] You'd still be starting only in the month of September, though,

[5:07:36] with students coming on Tuesday, September 1st.

[5:07:40] Staff would start the week prior to that.

[5:07:44] The rest of the calendar pretty much follows

[5:07:47] the traditional calendar that Yarmouth has followed for a couple of decades.

[5:07:51] With the Friday before

[5:07:54] Indigenous Peoples Day as a staff day.

[5:07:58] Then you have, Veteran's

[5:08:01] Day off in November on the 11th, three days around Thanksgiving,

[5:08:07] a little bit shorter holiday break there from December 20th 3rd to January 1st,

[5:08:12] instead of the lengthy two plus weeks that you had this year.

[5:08:17] Martin Luther King Junior Day is on the 18th.

[5:08:19] One week in February for the vacation.

[5:08:22] You continue to have the Friday before the April vacation off.

[5:08:27] Memorial Day would be off, and this would allow you

[5:08:29] to finish school on Friday, June 11th, without any snow days.

[5:08:35] That provides you the opportunity, as we've been doing the last few years,

[5:08:41] to have, for traditional snow days if needed.

[5:08:46] Before going

[5:08:47] to remote days in order to keep you from

[5:08:50] having school.

[5:08:52] The last full week in June, starting on June 21st.

[5:08:56] Note that Friday,

[5:08:58] June 18th next year, is the holiday

[5:09:02] when when Juneteenth falls on a Saturday, the holidays is on Friday.

[5:09:07] If Juneteenth falls on a Sunday, the holiday is on a Monday.

[5:09:11] So even though it looks as though you could go to school through the 18th,

[5:09:16] you actually cannot go to school on that day because of Juneteenth.

[5:09:20] So this calendar meets the law, and it is,

[5:09:24] pretty much in line with what you've done in the past when we have had,

[5:09:28] when Labor Day has been as late as the seventh,

[5:09:31] you have started school on Tuesday, the first.

[5:09:35] Thank you.

[5:09:35] Would anyone like to make a motion to approve the second reading of the.

[5:09:38] Thank you, Sarah and second, Michael.

[5:09:41] Any discussion or questions about the calendar?

[5:09:46] Seeing none, we will move to a vote.

[5:09:48] All in favor?

[5:09:50] Thank you. Calendar passes.

[5:09:52] Thank you.

[5:09:52] Get that up on the website and out to folks within the next couple of days.

[5:09:57] Start planning our summers.

[5:09:59] Next up, we have student technology devices.

[5:10:02] Yes.

[5:10:04] So, you've had this discussion before,

[5:10:09] and it is directly related, obviously, to the budget

[5:10:12] because there is a significant difference between purchasing iPads,

[5:10:17] which were the recommendation from the technology department and purchasing,

[5:10:21] MacBook airs.

[5:10:25] This discussion has become more

[5:10:28] complicated in the last, 32 hours or so,

[5:10:34] because we

[5:10:35] had a visit from the Apple representatives.

[5:10:38] And Director Arnold is here this evening,

[5:10:42] and the MacBook airs that we have typically purchased.

[5:10:47] We were notified Tuesday afternoon that they are significantly

[5:10:52] more expensive next year than,

[5:10:56] we have planned for in the past.

[5:11:01] At the same time,

[5:11:03] Apple has notified us of a new product, which was just released yesterday,

[5:11:07] but they made us aware of it Tuesday afternoon, which is a

[5:11:11] a, a laptop called the Neo

[5:11:15] with a price point closer to that of an iPad

[5:11:19] than that of the MacBook air.

[5:11:23] And we were under the gun here

[5:11:26] in terms of the budget decision,

[5:11:31] but we're not

[5:11:33] we aren't hard pressed to make a quick decision

[5:11:36] on which of these devices we end up going with.

[5:11:40] We have some time there.

[5:11:43] But if you want

[5:11:44] the option for the more expensive model

[5:11:47] tonight is your opportunity,

[5:11:50] and your only opportunity really to make that decision.

[5:11:53] Because the next agenda item is your budget.

[5:11:56] It is your second reading of the budget at your second reading.

[5:12:00] Your budget is approved.

[5:12:04] And we then begin preparing the documents

[5:12:07] for the town council presentation.

[5:12:11] So it is important that you have some,

[5:12:14] that we have

[5:12:16] the administration has some direction as to where you would like to go

[5:12:20] with the purchase of laptops or iPads,

[5:12:25] I suppose, are still in the conversation.

[5:12:29] I've asked Mr.

[5:12:32] Arsenal to be here this evening to answer questions that you may have

[5:12:35] around the new solution.

[5:12:38] I will tell you, I think it's fair to say that Mr.

[5:12:41] Arsenal is not a, huge fan of the new

[5:12:45] offered solution, and he can explain why

[5:12:48] in much greater detail than I can for you, because it's very technical.

[5:12:54] And it's by its nature.

[5:12:56] If you were to.

[5:13:00] If you were to adopt

[5:13:03] or direct us to purchase

[5:13:07] the neo solution,

[5:13:11] you could leave your budget

[5:13:14] where I'm going to be presenting it later this evening

[5:13:18] with no added funds for thousand dollars

[5:13:22] of added funds for technology.

[5:13:25] If you were to direct us to purchase the laptops

[5:13:31] that we have purchased in the past, the MacBook airs,

[5:13:35] you would need to add $48,000

[5:13:39] to the overall budget,

[5:13:43] which would

[5:13:45] increase the overall budget by approximately

[5:13:48] one tenth of 1%.

[5:13:56] I think that

[5:13:57] probably the best way to move forward

[5:14:00] would be to hear some information from Mr.

[5:14:02] Arsenal as to what these two devices are, and then move

[5:14:07] directly into our budget discussion so that I can share updates

[5:14:13] from the Finance Committee and from the administration,

[5:14:16] and you can hear from the public as soon as possible,

[5:14:19] and then have your discussion around the budget

[5:14:23] inclusive of that technology piece.

[5:14:25] Does that make sense? Great.

[5:14:26] And I guess my question, I think you answered

[5:14:30] is yes, is in light of.

[5:14:35] The technology discussion

[5:14:37] and the potential increase in 48,000.

[5:14:40] If iPads was the choice, which is

[5:14:43] if the MacBook airs was the choice.

[5:14:46] Sorry, MacBook. MacBook air was a choice.

[5:14:49] And, you know, the consideration of the

[5:14:54] the half time position that I believe we're going to be talking about,

[5:14:58] we can't we're not going.

[5:14:58] We can hold on those things as a as a whole.

[5:15:03] We talk about the budget. We're not accurate.

[5:15:05] So we don't we're not going to be making the decision on the devices

[5:15:09] before we get to the budget, which is inclusive of the position.

[5:15:12] That I think is exactly why I recommended we move forward into that conversation.

[5:15:16] Okay. Yeah, great. Thank you.

[5:15:22] We want to hear from.

[5:15:23] Yes, I think it'd be great.

[5:15:24] Thank you.

[5:15:25] Could you talk a little bit about both of the laptop solutions

[5:15:29] that are now being recommended? Sure.

[5:15:32] So last week, Apple

[5:15:35] did what Apple does and announced new devices.

[5:15:37] And there's a lot of energy, a lot of excitement

[5:15:41] around that new MacBook neo device.

[5:15:44] Since it's education, price

[5:15:47] is for it starts at 499, which is by far the lowest cost MacBook,

[5:15:53] you know, laptop device that they've ever created.

[5:15:57] On the other side of that is they've gone

[5:15:59] to the newest processor, the M5.

[5:16:02] On the MacBook air line.

[5:16:04] And with that, they're also now bumping up the price of the device.

[5:16:09] It stayed fairly stable over the past several years,

[5:16:12] as our current devices are the first iteration when Apple started

[5:16:16] creating their own processors, which are the M1's.

[5:16:20] And that's what the students and staff at the high school

[5:16:23] and middle school as well are currently using.

[5:16:26] So they've gone from that to the M2 to the M3, M4

[5:16:30] and now M5 just got released this past week.

[5:16:33] And so with that, it's,

[5:16:37] you know, the latest

[5:16:38] that they have in terms of the MacBook air line.

[5:16:41] And that's the only laptop that they make in the MacBook air line.

[5:16:45] They used to carry on one of the older models

[5:16:48] as well, to offer a less expensive alternative.

[5:16:52] They're not doing this time because they have just released the MacBook neo.

[5:16:57] And so the difference between the two, they're both the same size.

[5:17:01] The MacBook neo is slightly smaller, is still a 13 inch device,

[5:17:05] but it's definitely a little bit smaller than the, the the MacBook air is

[5:17:10] it's I had my hands on one today, and it's very sturdy.

[5:17:16] Well-built.

[5:17:17] The biggest differences between them

[5:17:20] is that the neo uses a mobile processor.

[5:17:26] So it's a similar processor that's used in iPhones,

[5:17:30] and has less memory, so less Ram

[5:17:33] and the device than what Apple provides in

[5:17:36] any other of their other devices, like the MacBook air, starts

[5:17:40] at 16GB of memory and can go up from there.

[5:17:44] The neo is only available in eight gigabytes,

[5:17:46] which is concerning for me over the longevity.

[5:17:51] We typically purchase these on a four year lease

[5:17:54] and then use them for five years.

[5:17:56] And in that fifth year, when we're not paying for the lease,

[5:17:59] we put that money towards infrastructure for the network wireless,

[5:18:03] which is all the things that make all the everything work.

[5:18:07] And so my concern is whether that device would be durable to now.

[5:18:13] So I shouldn't say use the word durable but hold up as new

[5:18:15] operating systems are released to

[5:18:19] still have the speed and

[5:18:22] and that we need to do the work that the kids are doing in the classroom.

[5:18:26] And so it's

[5:18:28] it's a nice device. Okay.

[5:18:30] Like I said, I had my hands on it and right now it runs great.

[5:18:34] But the my concern is time,

[5:18:36] and especially as the device is run more

[5:18:41] artificial intelligence on board memory is key there.

[5:18:45] And that could be problematic down the road.

[5:18:47] So my biggest concern is the longevity of the device.

[5:18:50] Like I said, short term it's a great device.

[5:18:53] It'll do everything that our students need it to do.

[5:18:55] I'm just worried if if we'll be able to make it five years on them,

[5:18:59] which then could get costly as we might have to refresh sooner,

[5:19:03] which could impact the ability to do, the infrastructure work in year five.

[5:19:09] Thank you.

[5:19:11] Does anyone have specific questions about the devices themselves?

[5:19:14] Emily.

[5:19:15] How much memory does iPad have?

[5:19:19] The iPad has six gigabytes, but it runs a completely different, operating system.

[5:19:24] Okay. Yeah.

[5:19:24] The Mac OS is much more taxing than especially the desktop

[5:19:28] apps that run on it as well.

[5:19:32] Thank you.

[5:19:32] No questions at least.

[5:19:33] Just so you're not concerned about, like, the memory of the iPads holding up

[5:19:37] in the same way that you are. But then.

[5:19:39] Okay. No.

[5:19:41] Could you say more about that? Sorry.

[5:19:43] I'm just.

[5:19:44] Can you say more about that?

[5:19:45] I'm interested if if there's a concern about the memory

[5:19:49] and the how the NIO would hold up given I was not.

[5:19:55] Yeah.

[5:19:55] Because the NIO runs Mac OS and Mac OS is much more robust

[5:20:00] in terms of what it can do in terms, you know,

[5:20:03] and requires more processing power than the iPad operating system,

[5:20:08] which is a completely different operating system.

[5:20:10] So it doesn't need as much horsepower to keep it going.

[5:20:15] Ellie.

[5:20:15] And then, my question was answered, I don't know.

[5:20:18] I'm curious, with all the new information, everything.

[5:20:21] That is it still your recommendation that you think iPads are the best solution?

[5:20:27] I would like,

[5:20:28] you know, when I see the opportunities of what the iPad can do,

[5:20:33] I think it's going to do 95%

[5:20:36] of what students are currently doing as well.

[5:20:39] There are some hits that well that will be in there

[5:20:41] as far as some of the especially in some of the Steam classes and so forth.

[5:20:46] But it will also bring a bunch of capabilities that we don't have current

[5:20:51] with the laptops or will ever have with the laptops in terms of the ability

[5:20:55] to interact with a touchscreen

[5:20:59] and all the things that that can do. The,

[5:21:04] yeah, we've

[5:21:04] been over this multiple times

[5:21:06] on, you know, as far as some of the those pieces that I'm particularly

[5:21:10] looking forward to in that respect, it also gives us

[5:21:13] the ability to better

[5:21:16] manage the devices in terms of the students and what they can

[5:21:19] do with them, and in terms of filtering and restrictions that we can put in place.

[5:21:25] Kelly and and Sarah.

[5:21:27] So just a clarifying question.

[5:21:29] I think you mentioned before, you're not getting rid of all laptops.

[5:21:32] So let's say there is a steam class.

[5:21:34] There are potentially laptops available to use for that specific purpose.

[5:21:38] Yes. Okay.

[5:21:41] This may be a difficult question to answer,

[5:21:43] but I just wanted to address it, especially in light of public comment,

[5:21:47] which I appreciate.

[5:21:48] And and really the overwhelming, you know, we we did

[5:21:53] I think maybe it's like contradiction to the speaker.

[5:21:57] Mr. Jones, we

[5:21:58] you know, we had a pretty solid number of, of survey responses.

[5:22:02] And I'm just curious if you could

[5:22:05] speak to the survey responses and perhaps why

[5:22:09] you think particularly students and staff really lean towards

[5:22:15] at the high school, lean towards the, the, the laptops?

[5:22:21] Why do you why do you think that is?

[5:22:24] You know, that is, you know, under consideration and what the school

[5:22:27] committee has been really looking at, in addition to it,

[5:22:31] I mean, there's there's personal opinions here, but I think we're really looking to

[5:22:35] to staff and students for what's workable, what's some continuity

[5:22:39] form factor, ergonomics, a lot of things like equity in terms of

[5:22:44] if you have an iPad, you

[5:22:45] maybe if you don't like you buy a laptop with your family or buy your laptop,

[5:22:48] if there's there's a lot of discussion, there's a lot of considerations.

[5:22:50] We've had a lot of emails on this which are over whelming pro laptops.

[5:22:54] So again, why do you think, you know, and to totally respect your,

[5:23:00] your, your feedback

[5:23:01] and your input as a technology director and that you're recommending the iPad.

[5:23:04] However, the sort of the overwhelming responses has been the other way.

[5:23:08] Just if you can comment on that. Sure.

[5:23:11] I think a lot of it is what people are accustomed to with this would be a change.

[5:23:14] It would be a big change.

[5:23:15] The other part of it is,

[5:23:18] I think that the success of our iPad program

[5:23:22] at the elementary level impacts what people think about the device.

[5:23:25] They look at it as a device that little kids use.

[5:23:29] It's a toy, when it's can be a significant learning device and,

[5:23:34] so I think that that has impacted how people view the device itself.

[5:23:39] I feel that staff and students

[5:23:41] who have had the opportunity to see what it can do, have been

[5:23:46] pretty excited

[5:23:47] about the idea of what, you know, how things could be different

[5:23:51] with that, and especially as we move into again,

[5:23:55] I'll bring up the big topic of the day is of,

[5:23:58] you know, artificial intelligence as we're working to do more

[5:24:01] and more to

[5:24:05] give students the ability to demonstrate their learning in ways

[5:24:08] that artificial intelligence doesn't exceed, that creation is where that lies.

[5:24:14] And the iPad is a much better creation device.

[5:24:18] Thank you. Other questions. Linnea.

[5:24:20] I just wanted to comment on that part where you said that students

[5:24:25] and teachers who have interacted with the devices have been pro iPad.

[5:24:29] I have seen that as well among my fellow student senators.

[5:24:34] Who were able to talk with you about it and, you know, actually feel that iPads.

[5:24:40] I think that most students at Yarmouth

[5:24:43] High School are probably pro laptop

[5:24:46] because most of them don't know anything about the iPad.

[5:24:51] Really.

[5:24:52] And like you said, I think that there is a perspective of

[5:24:56] that's for little kids that we're for high schoolers.

[5:24:58] We're going to be in college next year.

[5:25:00] What are we doing with iPads?

[5:25:02] So I think that that's both of your points are definitely true.

[5:25:08] I will just Kelly, I will just add to

[5:25:09] I work in another school district and we're moving towards the same thing.

[5:25:13] And for staff and students who have had those experiences as well,

[5:25:17] they've been overwhelmingly positive.

[5:25:19] So I can just add that as well.

[5:25:25] Let's see no further questions.

[5:25:27] In this moment, we can segue into our budget conversation.

[5:25:31] I think that's thank you.

[5:25:32] Thank you.

[5:25:34] Doctor Di.

[5:25:36] Yeah.

[5:25:36] So this is your second reading of the, school department budget.

[5:25:40] Your vote this evening will,

[5:25:43] make this official and will be a budget that we send on to the town council.

[5:25:47] Although there is always the opportunity for an adjustment with the town council

[5:25:51] because we have health insurance premiums still to be

[5:25:55] determined.

[5:25:57] So we'll talk about that in just a second.

[5:25:59] So in work over the past couple of weeks with the Finance Committee,

[5:26:04] and administratively, we have some recommended changes

[5:26:07] to the budget that, you folks had had approved.

[5:26:12] And first is that,

[5:26:15] I recommend that we amend the turf field funding plan.

[5:26:19] The way that the turf field has been funded over the past,

[5:26:23] dozen years that I've been in the district.

[5:26:26] And it may have started a year prior to that.

[5:26:29] Is that

[5:26:30] at the time the school department took over the turf field, it originally

[5:26:34] was purely, town property, and the town

[5:26:38] operated that, the turf field

[5:26:42] 12 or 13 years ago.

[5:26:43] The school department took that over.

[5:26:46] And at that time

[5:26:48] there was a debt service payment

[5:26:51] on the field,

[5:26:53] and the debt service payment

[5:26:55] would go down each year, not only on the field.

[5:26:58] You had debt service on some of the facilities

[5:27:01] that were still being paid for that had been updated in the, 2000.

[5:27:07] Okay.

[5:27:08] And the plan was or the agreement was between the school department

[5:27:12] and the town, that while the debt service

[5:27:16] payments would go down, the school department

[5:27:20] would continue to fund the same amount in the budget.

[5:27:24] And that extra money

[5:27:26] right where you filled the gap would go into a reserve fund

[5:27:31] to help pay for the next generation of the artificial turf field.

[5:27:36] At some point in the past 12 years,

[5:27:39] all of that old debt service went away and the school department

[5:27:44] continued to simply place $85,000 a year in the budget.

[5:27:50] And that would go into a reserve fund.

[5:27:52] So you have in your budget and in the proposed budget for next year,

[5:27:58] $85,000

[5:28:00] to go toward the next iteration of the turf field.

[5:28:05] I would propose that

[5:28:08] you look at your new debt service number because you have debt service

[5:28:14] from the projects that were done five years

[5:28:17] or so ago at all four schools.

[5:28:20] And you take that same approach that was originally applied

[5:28:25] to your debt service from the prior projects.

[5:28:29] If you do that, you'll remove

[5:28:33] an $85,000 line from this year's budget.

[5:28:37] But over the next ten years, as your debt service

[5:28:41] drops on the projects that were approved five years ago,

[5:28:45] you will continue to budget that same amount, and you will put money

[5:28:50] into a reserve fund to pay for the next iteration of the turf field.

[5:28:58] If you do that,

[5:29:00] according to the debt service schedule,

[5:29:05] in the year 2039.

[5:29:09] 2039 long after

[5:29:14] I am spending my winters on a beach somewhere.

[5:29:19] No. My wife says that's not true.

[5:29:22] You will have,

[5:29:25] amassed.

[5:29:30] And get to the second page here.

[5:29:35] A contribution

[5:29:36] of approximately $1.9 million

[5:29:40] without having to increase your debt, service

[5:29:44] payments or budget this separate amount now,

[5:29:49] right now, we have about $1 million

[5:29:52] from the strategy that we had employed over the past 12 years.

[5:29:57] The project that Emily referred to earlier, the Turf Field project,

[5:30:02] is likely to be somewhere in the $2.5 million range.

[5:30:07] And when we add the needs from the playgrounds

[5:30:10] at the middle school and Yarmouth Elementary School

[5:30:14] to that, it's probably going to push it closer to 3 million.

[5:30:18] So you have a million.

[5:30:19] You're going to need a couple million more.

[5:30:20] That means you're going out to the voters at some point soon

[5:30:23] and asking them to bond.

[5:30:25] That if you take this plan and implement this,

[5:30:30] you've got some early gains.

[5:30:33] Next year, you can take $85,000 out of your budget,

[5:30:36] but in the long run, you're going to have a significant amount of money

[5:30:39] to put toward the fourth generation of your turf field.

[5:30:45] Tom Gibb I just wanted to point out that that iteration also

[5:30:49] will not include a complete redo of the track, most likely.

[5:30:54] So yeah, so it may be, but who knows what happens to cost in that time?

[5:30:57] Clearly.

[5:30:58] But you'd have it's a

[5:31:00] you know, I think the strategy and it wasn't one that I had thought up.

[5:31:04] The strategy that you put in place 12 or 13 years ago was a sound one,

[5:31:09] because it kept your budgeting level, but it built up funds

[5:31:13] that are going to reduce your need to go to the taxpayers

[5:31:17] for bonding, for that significant, project.

[5:31:22] I suggest that you do the same thing

[5:31:24] now with the current debt service level,

[5:31:29] you'll have $1.9 million in the year 2039,

[5:31:34] and you can take $85,000 out of this year's, but you can.

[5:31:38] It's actually 68,410 the way that it works out.

[5:31:42] But you'll be able to remove that from this year's budget,

[5:31:44] which gives you a little bit of room

[5:31:46] to do some other things that we're talking about.

[5:31:48] All right.

[5:31:49] So that's the First Amendment would be to remove that

[5:31:54] line, the second one and working with Mr.

[5:31:56] Arsenal and looking for any savings that we can find,

[5:32:02] we determined that

[5:32:04] while we have this five year cyclical replacement plan for student

[5:32:08] and staff technology devices, there's one grade level

[5:32:14] currently,

[5:32:17] these are seventh grade iPads

[5:32:19] which were scheduled to go to second grade next year or to be replaced.

[5:32:24] But there are 2024 iPad.

[5:32:26] So we can we can delay the purchase of those for one year.

[5:32:31] Saves you another $15,000.

[5:32:35] So you've now got savings up, you know, over $80,000.

[5:32:39] Members of the school committee have expressed their interest

[5:32:43] in reinstating a point five FTE full time equivalent.

[5:32:49] Teacher at the high school

[5:32:52] that would come at a cost of $52,610.

[5:33:00] While you've expressed interest in reinstating that,

[5:33:02] you have stated to the administration and to the high school

[5:33:07] that you would like to see an intentional plan for increasing

[5:33:12] interest and enrollment and subscription in those courses, which are,

[5:33:17] significantly under subscribed at this time.

[5:33:22] And we've already begun that work.

[5:33:24] We actually met with SMC today

[5:33:28] and identified two of the classes that we offer,

[5:33:31] CAD and architectural Design, as being courses

[5:33:37] for which they would be very interested in offering dual credit.

[5:33:41] So that's one significant step that could,

[5:33:44] encourage more students to enroll in those courses.

[5:33:48] Another step will be to, conduct

[5:33:52] an interest survey for students to see if there are other courses

[5:33:55] that might be offered that would generate, more subscriptions.

[5:33:59] So that would be an increase to the budget

[5:34:03] that would offset some of the decreases that I'm proposing.

[5:34:09] The fourth

[5:34:10] item that you need to be continue to be aware of

[5:34:14] is that we do not yet have our health

[5:34:17] insurance premiums for the coming year.

[5:34:20] We project those at a 10% increase every year.

[5:34:26] In the 12 years that I've been here,

[5:34:28] we've had savings in that line.

[5:34:31] Each year because our health insurance

[5:34:35] premiums have come in at a lower

[5:34:38] increase than 10%.

[5:34:41] They've been up around eight.

[5:34:42] Sometimes they've been over ten.

[5:34:46] The timeline never works with our budget process,

[5:34:50] because we have to approve the budget now,

[5:34:52] and we have to get it to the council

[5:34:55] at the first meeting.

[5:34:56] At their first meeting in April.

[5:35:00] At the end of this month,

[5:35:02] we've been told by anthem we will be

[5:35:05] given the state wide ranges.

[5:35:09] Remember, each school district has its own health insurance rates.

[5:35:15] And anthem will tell us at the end of this month

[5:35:18] the increases or the adjustments are going to be somewhere

[5:35:22] between 2% and 11%.

[5:35:27] If they say that, if they give us those numbers two and 11,

[5:35:30] I'm going to feel pretty good about our 10% projection

[5:35:35] because our use rate

[5:35:39] is is right in the middle.

[5:35:41] It's right around 100%.

[5:35:43] So I would feel good about that if they come to us in a couple of weeks

[5:35:47] and say the increases are going to be somewhere between 7 and 16.

[5:35:53] Now, you know, we're we're on the edge.

[5:35:57] At some point

[5:36:01] in mid-April, we get our actual number.

[5:36:04] So first they release the range, then a couple weeks later

[5:36:07] they give you your actual number.

[5:36:08] So we just have to be prepared for that.

[5:36:12] On the

[5:36:12] on the good side, if we've budgeted too much at 10%,

[5:36:16] you have an opportunity, as we've done every year,

[5:36:20] to go back to the council and say

[5:36:23] we are able to reduce our budget by a certain amount,

[5:36:28] if the number comes in higher than 10%,

[5:36:34] there are obviously two options.

[5:36:37] The council may say

[5:36:39] your budget is your budget, figure it out,

[5:36:42] and we would have to go in and reduce our budget by the corresponding amount

[5:36:47] or the council may say upon your request,

[5:36:54] we need to increase the budget by $32,000 or whatever it may be.

[5:36:58] So that piece, we still have to hold on,

[5:37:01] but I'm recommending this evening that we

[5:37:05] alter our, turf field funding plan,

[5:37:10] that we remove one

[5:37:13] grade of technology, devices

[5:37:16] from the replacement cycle in 26, 27

[5:37:20] that we reinstate the point five Stem teacher at the high school.

[5:37:29] 48 hours ago,

[5:37:31] this would have been a very clean proposal, because I could have told you

[5:37:36] exactly what number

[5:37:38] that you needed to be at the laptop.

[5:37:42] Confusion is

[5:37:45] is going to make this more complicated

[5:37:49] if you want to have,

[5:37:51] which is probably the the recommended approach,

[5:37:54] if you want to have the flexibility

[5:37:57] to determine later

[5:38:00] what technology devices you want to purchase for the high school,

[5:38:04] then your motion this evening would be to approve for a second

[5:38:07] reading the proposed FY 27 budget

[5:38:12] in the amount of $44,212,213,

[5:38:19] which is a 4.65%

[5:38:23] increase over the current year

[5:38:26] and impact to the taxpayer.

[5:38:32] Hang on 3%.

[5:38:36] Of 3.14%,

[5:38:42] that is $46 on every 100,000 of valuation.

[5:38:52] I just want to add one more piece

[5:38:54] of information for you, because I think it's important to note that

[5:39:00] you'd be looking at a 4.65%

[5:39:02] increase on the budget.

[5:39:07] In a survey of my colleagues

[5:39:09] around Cumberland County.

[5:39:13] The budget

[5:39:14] increases in their districts run anywhere

[5:39:17] there is one lower than ours.

[5:39:21] The others run anywhere from 6.3%

[5:39:24] to 9.9% increases.

[5:39:29] Some of them you're reading in the paper while

[5:39:33] dealing with an 8% increase are also cutting

[5:39:36] dozens of teaching positions.

[5:39:39] So I feel very good about the position that we are in where with this change,

[5:39:44] we would be talking essentially about

[5:39:48] reducing district wide

[5:39:51] one edtech position at the high school

[5:39:55] that works with multilingual learners, and that is because

[5:39:59] our numbers in multilingual learners have dropped precipitously.

[5:40:03] And we still have three full time teachers for that program.

[5:40:06] We're just removing the edtech.

[5:40:08] So we we definitely have the capacity to meet the need.

[5:40:12] There.

[5:40:15] I turn it over to you folks for your questions,

[5:40:17] and then I think, to turn it over to the public for their comments.

[5:40:20] Let me just clarify.

[5:40:21] Do we need a motion to discuss?

[5:40:23] I don't I wouldn't go to a motion yet because you want to have public

[5:40:27] comment, right?

[5:40:28] And you can't have public comment after you have a motion on the table.

[5:40:31] Okay. Thank you.

[5:40:32] So the this is a time for specific questions for you.

[5:40:35] And then we will go to public comment.

[5:40:36] Michael, I just I want to make it clear in my mind

[5:40:40] and other people's mind when you're talking about that.

[5:40:43] 212 200 and 212,000,213 44 million

[5:40:50] was that 44,212,000, $13,

[5:40:55] 212 million.

[5:40:57] It's like it's a pretty big difference.

[5:40:59] If you wanted to make sure that was clear to everybody.

[5:41:02] People just fell off of Chair School 412.

[5:41:06] I'm looking at your numbers.

[5:41:08] Look at what I had carried down. I was looking at the difference.

[5:41:13] That does

[5:41:13] include restoring that standard position to full time. Yes.

[5:41:17] Okay. Thank you.

[5:41:18] And did you have a question or.

[5:41:20] No. No, I just wanted to clarify the correct number.

[5:41:24] Okay.

[5:41:25] Yes. That that number includes

[5:41:27] all of the changes that I've recommended this evening.

[5:41:31] Sarah, I just make a comment and, I know of appreciation

[5:41:35] for all of the community feedback we received on the Stem position.

[5:41:41] We heard from students and staff,

[5:41:44] probably the most emails we've really received all year.

[5:41:48] So I do want to note that the school committee and the finance

[5:41:52] Committee really took this to heart and had some in-depth conversations about,

[5:41:58] you know, the original reason that that position

[5:42:02] was proposed to be eliminated and it was strictly based on enrollment,

[5:42:08] I think really taking a hard look at the enrollment,

[5:42:12] but also looking at the interest was a big point of discussion.

[5:42:17] So interest in enrollment, two different things.

[5:42:19] I think the feedback we were getting

[5:42:21] and the conversations we were having with Doctor Hartnett,

[5:42:25] and others really suggested that, hey, there are students who want to sign up

[5:42:30] but aren't able to find space in their schedule

[5:42:34] in consideration of meeting all of their requirements.

[5:42:38] And that's why, Doctor Dolf and Doctor Hartnett, you know, have done

[5:42:43] the work and are continuing to do the work to look at how to increase enrollment,

[5:42:48] by looking at various options that he's already highlighted.

[5:42:52] And I think it's, you know, it is important that we're looking at this

[5:42:56] on balance of, you know, comments also from

[5:43:00] putting more money into technology while cutting staff.

[5:43:04] Well, we're, you know, we're coming to the table

[5:43:06] and really considering them both together.

[5:43:10] Because we do value

[5:43:13] staff, we value the position and the program.

[5:43:16] And also, I think a lot of the discussion too, was looking at

[5:43:21] the the

[5:43:22] interest that's coming up from the lower grades

[5:43:26] and the investment that's been made in Stem programing there.

[5:43:31] And the kids that had started that

[5:43:33] when the program was initiated are just about to hit the high school.

[5:43:37] So another piece is perhaps enrollment will look different when we see this

[5:43:43] bolus of kids coming into the high school and we see the robotics interest,

[5:43:48] we see the interest and the excitement for Stem programing in the lower grades.

[5:43:53] And that could also make a change in terms of enrollment.

[5:43:57] It's you know, we can't we don't have a magic eight ball.

[5:43:59] But that's likely.

[5:44:00] So just noting that there has been a lot of consideration

[5:44:04] of sort of the mechanics, the logistics, the trends, what's coming

[5:44:08] as well as as feedback from across the board.

[5:44:13] Go to Elise and then Linnea.

[5:44:16] I, I'm hearing what you guys are saying, and I understand the desire

[5:44:19] to have the halftime Stem teacher come back to being a full time teacher.

[5:44:23] But my question is, if we are seeing that there is very low

[5:44:26] demand for a lot of these classes, I've heard of classes

[5:44:28] that have one student, classes that have like 3 or 4.

[5:44:31] That's really not enough to justify this.

[5:44:34] And my question is,

[5:44:34] why are we not using this if we're willing to add them back into the budget?

[5:44:38] Why are we not using this to add a halftime teacher for an AP class,

[5:44:42] that there is demand for it, just to name a couple off the top of my head?

[5:44:46] Microeconomics, macroeconomics?

[5:44:48] AP government, AP Human Geography.

[5:44:51] There's a lot of classes that we don't offer that I think

[5:44:53] there is much more demand for than like a Stem class, which,

[5:44:57] while important, has maybe 3 or 4 people signed up for it.

[5:45:00] So I was just wondering why we're doing one or the other.

[5:45:04] Thank you. And I,

[5:45:07] I would just like to second that.

[5:45:08] I know that a lot of my peers are taking classes online,

[5:45:11] because we don't offer them, but that's not what I wanted to say.

[5:45:15] Well, it's very true.

[5:45:15] Also, I just wanted to mention that we recently approved,

[5:45:22] a, the policy to, increase

[5:45:26] the amount of requirements for credits for graduation.

[5:45:30] I think that that will likely result in people taking more extracurricular,

[5:45:36] not extracurricular, elective classes.

[5:45:39] So I think that we might see an increased,

[5:45:43] enrollment in those Stem classes as well.

[5:45:47] Just because students are forced to and then, you know,

[5:45:51] maybe they discover an interest or a passion and they keep going.

[5:45:55] Yeah.

[5:46:01] So perhaps we will pause

[5:46:02] and return to our second public comment period of the evening.

[5:46:06] And this is an opportunity, if anyone present would like to address us

[5:46:09] specifically about the budget and what we've just heard in terms

[5:46:12] of the latest proposal, same rules apply up to three minutes to speak.

[5:46:17] And if you want to share something, please come up to the podium

[5:46:20] and start by sharing your name and your connection to the, the schools.

[5:46:34] That's Tom, I'm sure.

[5:46:36] My name is Michelle Dietz.

[5:46:37] My children are Evan Eliana Goldman.

[5:46:39] They are.

[5:46:40] I guess I'm supposed to give my address, 26 Ryan Drive.

[5:46:43] They are in sophomore and senior year.

[5:46:46] I was preparing for this, and my daughter put it best.

[5:46:49] She said, mom, there's nothing more valuable than investing in a teacher.

[5:46:54] In most of these discussions, I hear concern and desire

[5:46:57] to support students in developing skills and interest for the workforce.

[5:47:01] As a matter of fact, it came up in the survey around the laptops.

[5:47:05] People said,

[5:47:06] If I'm going to switch to an iPad, will I still develop skills for the workforce?

[5:47:10] So it's it's obviously coming up frequently,

[5:47:12] but the outcomes do not seem to align with this motivation.

[5:47:16] Science, Stem, computer science and math are going to be important

[5:47:19] foundational elements

[5:47:20] in all children, for our children, in all walks of life, in their careers.

[5:47:24] The content is incredibly important.

[5:47:26] If we want our kids to try out the areas that might lead to career passions,

[5:47:31] they need to.

[5:47:31] They need exposure to skills of the future.

[5:47:34] Instead, we have potentially sacrificed the content for the tools,

[5:47:38] as maintaining MacBooks is a big budget expense.

[5:47:42] As Linnea commented in prior meetings, students use iPads now

[5:47:46] in environments such as apps and cities.

[5:47:49] And as Michael reiterated,

[5:47:50] the software platform would remain the same regardless of the tool.

[5:47:54] We are so fortunate to have access to

[5:47:57] excellent computer science and Stem education.

[5:48:00] Having watched my younger daughter in Python class

[5:48:03] where the hands on education helped her dive into a new field,

[5:48:06] I am concerned that a shift to virtual education, as Mr.

[5:48:10] Hartnett recommended, or a self-driven approach, would not be adequate.

[5:48:14] I've tried to learn Python myself, online.

[5:48:17] It's really hard.

[5:48:17] And I actually switched to an in-person class.

[5:48:20] New leadership initiatives like campus demonstrate

[5:48:23] that there is energy for career and skill development.

[5:48:26] What are we doing to continue that thread through the curriculum?

[5:48:29] It seems we have presumed that we should come in lower

[5:48:32] than a roll forward because we think the tax burden will be too high.

[5:48:36] But as said in prior documentation on a $500,000 house,

[5:48:40] a 4% increase is estimated to be $215.

[5:48:44] With such a household tolerating an additional 0.5% for computer science

[5:48:48] or Stem career foundations, I think that equates to under $50.

[5:48:53] For context, Falmouth is introducing iPads and has focused

[5:48:57] its budget increase at 6% on staff investments.

[5:49:01] And as was talked about in prior budget conversations,

[5:49:03] Ta and Gorham have also already switched to iPads.

[5:49:07] It is a time to be careful and prudent.

[5:49:10] We have a leadership transition.

[5:49:12] Our leadership has made tremendous contributions,

[5:49:14] but in any leadership transition, it's really important to be careful.

[5:49:20] We're losing a fair amount of math and science tenure as well.

[5:49:23] This is my iPad.

[5:49:26] It has a keyboard.

[5:49:27] I've used it in two academic institutions, in graduate classes.

[5:49:31] It's actually six years old.

[5:49:33] I'm pretty frugal.

[5:49:35] I've had no reason to replace it. I actually love it.

[5:49:37] I travel with it.

[5:49:38] So that's our not so subtle.

[5:49:42] Sorry. That's a loud timer.

[5:49:44] I'm sorry.

[5:49:44] Mean she's allowed, you know, I'm sorry about that.

[5:49:46] Thank you.

[5:49:48] Thank you for your comments.

[5:49:49] We welcome others that would like to address us.

[5:49:52] Turn it down a little more subtle.

[5:49:55] Well.

[5:49:58] Probably.

[5:50:11] Hello.

[5:50:11] My name is Adler Goodwin. I am a sophomore.

[5:50:14] I am on team Voyager, on the robotics team, and,

[5:50:18] I live 364 Davis Street.

[5:50:24] When I first moved to Yarmouth in the fifth grade,

[5:50:26] I did not know what to expect.

[5:50:28] Everything was new, and I was still trying to figure out where I belonged.

[5:50:31] That changed when I found robotics.

[5:50:33] Since I joined robotics in sixth grade, it's become a huge part of who I am

[5:50:39] because of this program, because the teachers, parents and students

[5:50:42] who have worked so hard to build it, I have had the opportunity to compete

[5:50:46] with teams across the state, New England and the rest of the world.

[5:50:51] But more importantly, robotics has helped me find my people,

[5:50:54] the community of students who share the same curiosity, creativity

[5:50:57] and passion for building and problem solving

[5:51:01] through robotics.

[5:51:02] I've also just discovered what I want to do in the future.

[5:51:05] I want to be an engineer.

[5:51:06] Vex has taught me what it truly means to think like one.

[5:51:09] Design test, fail, but keep pushing forward.

[5:51:13] It has shown me that engineering is not just about machines,

[5:51:15] but it's about teamwork, collaboration, and persistence.

[5:51:18] The applications are simply limitless.

[5:51:21] But right now, our entire technology program hangs in the balance.

[5:51:24] As the world moves forward, technology will only grow in importance, and schools

[5:51:27] play a critical role in preparing students for the future.

[5:51:32] At a time when technology is present in every industry,

[5:51:35] this is the worst time to be cutting this program.

[5:51:38] Those classes matter.

[5:51:39] Over the years, I've signed up for four of them,

[5:51:41] but I've only been able to take one so far due to scheduling conflicts.

[5:51:45] I plan to take others, and it'll be incredibly disappointing

[5:51:48] to see those opportunities vanish for me and other students who come after me,

[5:51:52] this is something very meaningful here.

[5:51:54] It is not just a class or a club or an activity is a place

[5:51:58] where students can discover their interests,

[5:51:59] challenge themselves, and build skills that will last a lifetime.

[5:52:03] I hope the value of this program and the impact it has on students

[5:52:06] like me, is taken seriously.

[5:52:10] Thank you very much.

[5:52:27] Oh, I'm Nat Bessey, 59 Winding Way.

[5:52:30] I'm a parent of two kids in seventh grade and ninth grade in the schools.

[5:52:33] Echoing one of my fellow citizens, I do want to start by just thanking

[5:52:37] the school committee for this difficult job that you do and Doctor

[5:52:40] Dola, for many years of great leadership, we've been very fortunate.

[5:52:44] I came here today with the intention of speaking in support

[5:52:47] of the Restoring the Point five, position for Stem.

[5:52:53] I appreciate that is now under consideration.

[5:52:54] I strongly urge the school committee to go forward in that regard.

[5:52:58] I think it's a very valuable,

[5:53:01] very valuable area.

[5:53:02] It's an area of the future. One we've identified.

[5:53:04] Yarmouth has has brought forward the Stem endorsement

[5:53:09] now at the high school, which

[5:53:09] is going to be very difficult to satisfy if you don't have the Stem classes.

[5:53:13] And there simply is no substitute for in-person education in these areas.

[5:53:17] I know budget discussions.

[5:53:19] We're talking about about positions and not people.

[5:53:21] So I'm not going to talk about any individuals, but it is a,

[5:53:25] you know, to, to make a, to reduce a position

[5:53:28] from full time to a half time, it's very likely

[5:53:31] that you're going to have also have to replace whoever's in that position.

[5:53:34] And I just think that in the long term,

[5:53:37] it's important to have the vision to support a program long term

[5:53:40] and maintain the strength that we have already in the district.

[5:53:44] Thank you very much.

[5:53:45] Thank you.

[5:53:55] Hi. My name is Iva Goldman.

[5:53:57] I'm a sophomore at Yarmouth High School and I live at 26 Ryan Drive.

[5:54:01] My mom just spoke.

[5:54:02] I was not a person that was particularly interested

[5:54:06] in computer science or, workshops that happened with Mr.

[5:54:13] Pittman in Stem.

[5:54:14] Last year, I, enrolled in programing in Python

[5:54:19] because I had to fulfill a class for the Stem endorsement,

[5:54:23] and it wasn't a class I would take otherwise.

[5:54:25] And I'm so glad that I did.

[5:54:28] Not only did I learn a skill that I never would have learned before,

[5:54:31] I also brought skills like, critical thinking and problem solving with me

[5:54:36] to other parts of my life from that class, and it was such a great opportunity.

[5:54:41] I have not personally taken,

[5:54:43] any other Stem classes because they didn't fit into my schedule

[5:54:47] and weren't particularly a priority for me, but my freshman year I did it.

[5:54:51] Yellow. It was to build a aquaponic system.

[5:54:55] And Mr.

[5:54:56] Pittman, the Stem teacher, was such a resource and so helpful in that project.

[5:55:03] I had never done anything like it.

[5:55:05] And he was so helpful.

[5:55:07] He was not my ELO, advisor.

[5:55:10] I was not his student.

[5:55:12] But he helped me through all of my problems and all of my,

[5:55:16] frustrations with that project because it was really frustrating.

[5:55:20] But I completed it.

[5:55:22] I could not have done it without those resources.

[5:55:24] And I think those teachers are so invaluable to our school,

[5:55:27] and I'd be really sad to see them go.

[5:55:29] Thank you. Thank you very much.

[5:55:38] Hi, I'm Jenny Carlisle, 53 Martin Road.

[5:55:42] I'm the parent to three Yarmouth students and fourth, sixth and ninth grade

[5:55:47] and also a founding member of the Yarmouth Steam Boosters, which is a nonprofit

[5:55:52] to, support steam programing.

[5:55:56] In the Army schools outside of what the schools are supporting.

[5:56:00] And I came here today to urge you not to cut the, the full time,

[5:56:06] tech position to 0.5, which, I'm happy to hear

[5:56:10] is now under consideration.

[5:56:13] I was disappointed listening

[5:56:15] to the school committee budget meetings about, when I saw the lack

[5:56:21] of conversation about the implications of that potential cut.

[5:56:25] And so I wanted to speak to that.

[5:56:27] Now, these aren't just tech classes.

[5:56:30] These are classes like build a guitar.

[5:56:33] Intro to engineering, electric car design,

[5:56:36] entrepreneurship and design process, architectural design outside of the box.

[5:56:41] These are really cool, interesting classes that are designed to appeal

[5:56:45] to a lot of kids.

[5:56:47] These aren't, you know, just just for the robotics kids.

[5:56:50] These are these are far reaching.

[5:56:52] And what we'd be losing if we lost these classes is we'd be

[5:56:56] not only we'd be losing the essential skill building,

[5:56:59] you know, the the the skills that the kids are learning in these classes.

[5:57:03] But we'd be learning the mentorship and we'd be losing the the sense

[5:57:07] of community that that we're hearing the kids speak to today.

[5:57:11] We'd be taking away from their sense of belonging,

[5:57:15] when we take away the classes, that are especially appealing to them.

[5:57:20] And this would be devastating to the kids.

[5:57:23] A year ago,

[5:57:24] when I was looking at the course catalog with my my rising ninth grader,

[5:57:28] I said to him, you're in the right place at the right time.

[5:57:32] When I saw those pages on the Stem offerings, they were so,

[5:57:38] perfect for him and so

[5:57:39] totally different than anything that I saw in my high school course catalog.

[5:57:44] And, it was disheartening how quickly it seems like that could have changed.

[5:57:51] And so I came to you today to urge you, to

[5:57:56] to try to, you know, please maintain those courses,

[5:58:00] so that Yarmouth continues to be the right place for all of our kids.

[5:58:04] And in fact, I, I think we shouldn't be here talking today about

[5:58:09] how do we maintain the current Stem offerings.

[5:58:13] We should be really pushing this to the next level.

[5:58:15] Right?

[5:58:15] Like the we should be talking about how can we increase,

[5:58:20] stem, how can we improve Stem?

[5:58:23] And, I won't get into it now,

[5:58:25] but that your Mustang boosters, we've got some suggestions for you.

[5:58:30] Thank you.

[5:58:31] We will look forward to that in the future.

[5:58:32] Thank you.

[5:58:39] Hello.

[5:58:40] My name is Mary Gallaudet.

[5:58:41] I live at 423 Gilman Road and my kids are much younger,

[5:58:45] so I want to sort of speak from that point of view for a second.

[5:58:49] Whenever there's a Steam night or a robotics tournament.

[5:58:51] They are so excited to see these kids over here

[5:58:55] and the things that they're doing.

[5:58:56] I want to consider here that we have representation

[5:59:00] in our older students, for our younger students who are coming up

[5:59:03] and feeling like a little bit different than the kids around them,

[5:59:06] if we lose that representation because there isn't a community

[5:59:09] for them to come into, it's going to be a very hard.

[5:59:12] It's going to be a hard land in middle school,

[5:59:13] which is already a hard time developmentally.

[5:59:16] So I just wanted to sort of hold space for the kids who are looking forward

[5:59:19] to be old enough

[5:59:20] to have the chance to do the sorts of things

[5:59:22] that they've been hearing about and seeing.

[5:59:24] There are those kids. They are here.

[5:59:26] I have a kid my own, who's at a different school,

[5:59:28] who says he doesn't want to go to middle school anywhere else

[5:59:31] because he can't wait to be part of the robotics.

[5:59:34] It'll be a really hard sell to pull him back and see that gone.

[5:59:37] So I just ask you to and I mean, you know, he's just my son.

[5:59:40] There are plenty of other children that are looking up

[5:59:42] and finding a community that they can belong to.

[5:59:45] The mission statement is to empower all students

[5:59:47] right to lead fulfilling lives in a changing world.

[5:59:50] This is a real important subsection.

[5:59:52] I think, of our community that we need to support and embrace and hold on to,

[5:59:56] and they need to see a place where they can continue to excel.

[5:59:58] So my wish would be that you all find a way

[6:00:00] to lean into enriching the program, supporting all kinds of learners.

[6:00:05] And I think the access that we give, the visibility

[6:00:07] it has means that there are kids who might not self-identify as Stem

[6:00:11] kids, whatever that means, you know, early on,

[6:00:12] who then discover

[6:00:13] a passion and an interest and a talent that they might not have come across

[6:00:16] in another district.

[6:00:18] So to lose the opportunity to be that kind of place

[6:00:21] seems a shame to me, and I hope that you'll hold on to it.

[6:00:24] Thank you. Thank you Mary.

[6:00:30] Good evening.

[6:00:31] My name is Adam Goodwin, 364 Bayview Street.

[6:00:34] I had to do a little bit of self editing.

[6:00:36] I was not aware that there was a three minute time limit.

[6:00:38] And I've got about 20 minutes of.

[6:00:41] Anyway, I'm a Yarmouth Education Foundation board member and Yarmouth Steam

[6:00:46] Boosters founding member, but I'm not here to talk on behalf of those groups.

[6:00:50] I'm here to represent my two children.

[6:00:53] I'd like who you heard from and Acadia, who are both extremely passionate

[6:00:57] about science, arts,

[6:00:59] engineering, math, and most relevant to tonight's discussion, technology.

[6:01:03] I brought a little show and tell with me.

[6:01:05] It's behind me. It's, photo.

[6:01:07] My kids are standing among their peers at the Maine State Robotics Championship

[6:01:11] that we heard about earlier.

[6:01:13] There are more than 65 students represented in that photo.

[6:01:16] But, across five grades, 5 to 12,

[6:01:19] more than 100 students in Yarmouth, participated in robotics this year.

[6:01:24] Robotics truly represents an amazing intersection

[6:01:27] of Steam disciplines, and this is where I have to make a big edit.

[6:01:30] So forgive me.

[6:01:31] Really, what we're talking about with the technology program is much more,

[6:01:36] as the previous speaker alluded to, than just robotics.

[6:01:40] It really represents kind of what

[6:01:43] was when I was growing up referred to as shop class.

[6:01:47] It's a real hands on, discipline where you're learning to use machines and tools.

[6:01:52] And I'm going to skip ahead because I'm getting a little out of order.

[6:01:55] But we live in a time when AI and automation is rapidly changing the future.

[6:02:03] And white collar work,

[6:02:04] may change very drastically in the future,

[6:02:08] but what will remain are the skilled trades.

[6:02:12] They will remain a rock foundation of our economy.

[6:02:15] So electricians, mechanics, robotics technicians, yes.

[6:02:18] But welders,

[6:02:19] these are the things that will continue

[6:02:21] to be the backbone of the 21st century workforce.

[6:02:23] And those careers, they begin in courses like the technology course

[6:02:27] we have here at the high school.

[6:02:30] We also need to, talk about the reality of our labor market here in Maine.

[6:02:34] We're in a high need crisis for technical educators.

[6:02:37] Data from the Maine Department of Education shows that finding

[6:02:41] high quality and, highly qualified and energetic technologies

[6:02:46] instructors are already a massive challenge, and finding one

[6:02:49] to come in and accept a 0.5 FTE position because it is very likely

[6:02:54] we will lose the one has not indicated if we,

[6:02:58] if we lowered it to a point five,

[6:03:00] finding somebody to come in at half time is nearly impossible.

[6:03:04] So, we find we could find ourselves, you know, in the near term,

[6:03:09] with an empty shop class, and a dead technology program by next fall.

[6:03:14] So I'm encouraged by the direction of the conversation tonight.

[6:03:17] And I encourage you to keep the position that one fte.

[6:03:20] Thank you.

[6:03:21] With 10s to spare.

[6:03:22] Those could and thank you for your comments.

[6:03:26] You're always welcome to email the rest of us later. Yes.

[6:03:33] Talk. Hi.

[6:03:41] My name is Cecilia.

[6:03:43] I live at 78 village Brook road.

[6:03:45] I'm a sophomore, and I'm part of the Stem endorsement.

[6:03:48] This is a new program.

[6:03:49] I'm not sure if you all know about it, but it's for students who would like to have

[6:03:52] more opportunities in science and math related fields.

[6:03:56] One of the requirements for this program is to take classes

[6:03:59] in engineering and technology

[6:04:00] to kind of just expand your learning and go across all the areas of Stem.

[6:04:05] Just because I feel like in our usual classes, it's usually just science

[6:04:08] and math, but this is kind of like an opportunity to expand into that.

[6:04:13] And, most of these classes are taught by our current Stem teacher, Mr.

[6:04:18] Pittman.

[6:04:19] And I'm very concerned that if his position is reduced,

[6:04:22] a lot of these classes will go away.

[6:04:25] In my junior and senior year, I know that I want to take classes

[6:04:28] like entrepreneurship and design, architecture.

[6:04:31] Python, like even mentioned, because I've heard a lot about them,

[6:04:35] and I wasn't super interested in them in my freshman year.

[6:04:38] But now that I'm involved in the Stem endorsement, I really

[6:04:42] learned more about them,

[6:04:43] and I feel like I can appreciate what they mean to other students.

[6:04:47] And I think that they are kind of becoming something

[6:04:51] that I'm pretty passionate about.

[6:04:53] So I really hope that we have the opportunity

[6:04:55] to keep these courses so I can take them in the future.

[6:04:57] Thank you.

[6:04:58] Thank you for being here.

[6:05:21] Hello, I'm

[6:05:22] Max, I'm a sophomore at, 20 Clippy circle.

[6:05:26] I'd like to bring up the point that nobody talks about yet

[6:05:28] with the half time steam teacher position.

[6:05:31] Is that

[6:05:32] not only does he teach important classes, but he's also an important resource

[6:05:36] inside the school. There's been,

[6:05:39] even though I haven't had the

[6:05:39] space in my schedule to take his classes, even though I've signed up for him,

[6:05:43] I've still come to him with a bunch of different projects

[6:05:46] that I've needed his help with and

[6:05:49] the most recent one that I can think of is building a treehouse

[6:05:52] for Spirit Week, and he just helps with that.

[6:05:55] I think of his position almost like a librarian, where it's

[6:05:59] not just the classes he teaches, but also the resources and help

[6:06:03] that he gives to students that need it.

[6:06:06] Yes. That's all.

[6:06:07] Thanks, man.

[6:06:08] Thank you.

[6:06:12] People really like Mr..

[6:06:18] Bob Zimmerman from 65 Center street.

[6:06:21] I have a daughter in high school, and,

[6:06:26] she would be the first to tell you I'm not qualified to be up here right now

[6:06:30] speaking about the differences between computers

[6:06:33] and iPads, but,

[6:06:36] I feel like I was disqualified, when the survey came to me

[6:06:41] and I was trying to compare

[6:06:44] the value to utility, usability and value.

[6:06:51] Not just in a dollar

[6:06:52] sense, but, you know, to how I want to learn

[6:06:55] between an iPad and a MacBook.

[6:07:00] I hadn't touched an iPad probably for 7 to 10 years.

[6:07:04] And, so I think you were asking the wrong person.

[6:07:08] And I would say I'm probably one of the older parents,

[6:07:12] so I probably don't represent the median

[6:07:15] person surveyed, but I'm probably not

[6:07:18] so far from a lot of people that you, you ask

[6:07:22] to opine about whether to have a laptop or an iPad.

[6:07:27] And if we have an expert in the room who says

[6:07:30] you're advisor, right.

[6:07:33] I think an iPad is a great idea.

[6:07:36] And, not just budgetary, but

[6:07:39] for all its, you know, utility.

[6:07:42] That's kind of the guy I would listen to instead of me.

[6:07:48] Thank you.

[6:07:49] Thanks, Bob.

[6:07:50] Thank you.

[6:07:54] And I'm Julian Lampson, the plume, junior at the high school.

[6:07:59] I am, regrettably, not a resident of this town.

[6:08:02] I'm here to talk about why I believe it would be a mistake

[6:08:05] to cut the technology position in half to half time.

[6:08:08] First, as a member of the robotics club, the loss of the guidance

[6:08:11] and mentorship from a dedicated Stem teacher would be insurmountable.

[6:08:15] Not only would a full time Stem teacher always be there to teach us

[6:08:19] how to use a tool in the shop, or give it advice

[6:08:21] and the best way to approach a problem, but they'd also be able to give us

[6:08:24] those extra hours in the lab to work and achieve our goals.

[6:08:27] That competition.

[6:08:29] But robotics

[6:08:30] students aren't the only students who rely on a full time Stem teacher.

[6:08:34] The Stem classroom and shop are places where students go

[6:08:37] during flex lunch, study halls, and after school to work on projects.

[6:08:42] If the Stem teacher position is cut in half,

[6:08:44] the students will not have the opportunity to experiment,

[6:08:48] learn, or grow skills they wouldn't otherwise have the opportunity to explore.

[6:08:52] Cutting with demolition and half means fewer chances for students to learn skills

[6:08:56] that may lead to them creating fulfilling lives in a changing world.

[6:09:00] Stem education is incredibly important for the future.

[6:09:04] Technology and engineering are the fastest growing fields right now, projected

[6:09:07] to grow 11% compared to 5% of other fields that are non-stem related.

[6:09:12] At a minimum, the schools should be keeping

[6:09:13] these programs the same, not cutting them

[6:09:17] on a more personal level outside of robotics.

[6:09:19] In my sophomore year, I was really unsure about what I was interested in.

[6:09:23] I'd been considering things like mechanical engineering or physics

[6:09:25] or computer science had some options to discover what I wanted better.

[6:09:30] I signed up for the architecture course, where I learned not only how to draft

[6:09:34] and had houses or sheds,

[6:09:35] but got the opportunity to physically make them and build them myself.

[6:09:39] And after taking that class, I decided

[6:09:41] I was pretty committed to becoming a mechanical engineer in the future.

[6:09:44] And finally, on a more pragmatic note,

[6:09:46] cutting the position to half time will attract less qualified candidates.

[6:09:51] Well, Yarmouth no doubt has one of the best hiring processes in the state.

[6:09:55] More qualified individuals for the role of a Stem teacher

[6:09:58] will be less likely to apply for a part time position.

[6:10:01] This will most likely lead to a smaller pool of applicants

[6:10:04] who are less qualified and experienced for the job.

[6:10:06] For the sake of robotics, student innovation, discovery,

[6:10:09] and the future of Stem at our school, I urge you not to reduce the position.

[6:10:13] Thank you.

[6:10:14] Thank you very much.

[6:10:14] Thanks, Julie.

[6:10:21] Bucketload.

[6:10:23] My name is Cassandra Baker.

[6:10:24] I live at seven Bittersweet Circle here in Yarmouth.

[6:10:27] And, just a couple of comments.

[6:10:29] My own experience with, Mr.

[6:10:32] Pitman has been he has been a profound resource for people in my household,

[6:10:37] regardless of if they go into engineering or not.

[6:10:40] I really do feel like when we are cutting positions for human beings

[6:10:45] and our teachers, who are such amazingly dedicated individuals in our community,

[6:10:49] it taking somebody who's a full FTE to a 0.5 FTE is one way

[6:10:54] that we take advantage of people in a way that's a little bit inhumane.

[6:10:59] Their benefits go down.

[6:11:01] They're not shown to be given the,

[6:11:05] the appreciation that they deserve for the hard effort that they put forward

[6:11:09] for our community of students who love them so much.

[6:11:12] And so I, you know, I, I really

[6:11:15] just fundamentally, I think that putting teachers at 0.5 ft

[6:11:19] should be avoided whenever possible because they dedicate so much time

[6:11:22] outside of just their class time and their production

[6:11:26] of their curricula, that this is something that should be avoided.

[6:11:29] Often.

[6:11:31] But also, I do, you know, counter to,

[6:11:35] sometimes what we think about with the budget in percentage

[6:11:38] marks and small percentage increases and how they aren't that big of an increase.

[6:11:43] Our current a economy at this point,

[6:11:47] I think it's a smart thing in our community to be really thoughtful

[6:11:51] about the fact that every percentage, every point, oh 1% increase in the budget

[6:11:56] is going to increase the likelihood that this budget will not be approved.

[6:12:02] I think after last year's process

[6:12:04] and what happened at the end of that process

[6:12:06] and the way that people looked back on that, we really need

[6:12:10] to be thinking about cutting dollars for this, this budget.

[6:12:14] And I don't want to be the armchair budget person who is coming in

[6:12:17] at the end of your process, because obviously you guys are almost,

[6:12:20] done with this. But,

[6:12:26] those

[6:12:27] I really appreciate the input about the technology.

[6:12:30] And I know even in my household,

[6:12:31] the discussions around the iPads versus the laptops

[6:12:35] was very emotional and very much about what

[6:12:38] the student representatives were talking about.

[6:12:40] But there's, it sounds like there's a lot of great reasons

[6:12:43] to think about considering change, even though change is hard,

[6:12:46] if change is cheaper and we don't need every student

[6:12:50] in our schools to be having the shiniest, fastest technology every year.

[6:12:56] Even though technology agencies and businesses will tell us

[6:12:59] that every single year, we don't need to have all of that.

[6:13:02] We need to have great teachers, and we need to have the

[6:13:08] areas of the school

[6:13:09] that need technology that's really high tech,

[6:13:13] like the Stem areas they need to have great technology,

[6:13:18] but every student in the school does not need to have the best technology.

[6:13:23] They can have a five year old iPad and I'm okay with that as parents.

[6:13:28] Thank you, thank you, thank you.

[6:13:33] Come to your crazy online.

[6:13:35] I turned it off.

[6:13:38] During.

[6:13:40] My name is Stan Van on.

[6:13:41] I live on 71 West Main Street.

[6:13:43] I have a ninth grader who's been in robotics for four years, and,

[6:13:48] is doing the Stem endorsement and excited about taking the Stem electives.

[6:13:54] Very encouraged to hear that you're considering restoring that,

[6:14:00] tech position to a full time, status.

[6:14:04] I guess I just want to give you some bigger picture perspective on this

[6:14:08] and your role here on the community, Yarmouth Education Foundation

[6:14:13] and certainly other, you know, past school committee members

[6:14:17] have been trying to stoke demand for Stem in this community for quite some time.

[6:14:22] You know, Yarmouth Education Foundation, there grants anywhere

[6:14:26] from 55 to 85% of their grants go to Stem, Stem, programs every year.

[6:14:31] And that has worked there.

[6:14:33] As others have mentioned, there are 100 kids just in robotics.

[6:14:37] That's like a whole grade of of kids just on a robotics team.

[6:14:42] And then in addition to summer camps and other programs,

[6:14:46] and now so you've had that amount of funding

[6:14:49] and now you have other nonprofit groups like, Yarmouth,

[6:14:53] like the Lions and the Rotary and Maine Community Foundation.

[6:14:58] And now a lot of support from some of your biggest taxpayers

[6:15:02] in town, Tyler Technologies,

[6:15:05] bath savings, Swift Current,

[6:15:09] Dugas Construction, Hancock Lumber,

[6:15:13] Sebago technics, Trillium engineering, Brooks automotive, Maine.

[6:15:16] Bass, Maine love water cask and pump.

[6:15:19] It goes on and on and on.

[6:15:20] So you have all of this wonderful funding and energy from folks in the community.

[6:15:26] Well, now, with the loss of three experienced

[6:15:29] math teachers and potentially cutting a Stem position,

[6:15:34] what you don't have is this full time skilled educator human there.

[6:15:38] And if you don't have that person, then you know,

[6:15:42] all that funding and all that energy is just going to gather a lot of dust.

[6:15:45] So we've really you play a really important role

[6:15:48] in whatever decision you make here.

[6:15:50] So you've heard these, all of these people speak so passionately

[6:15:54] and I think as parents, you can understand how important it is

[6:16:01] and how meaningful it is when your kids find something they love.

[6:16:05] And it's just so amazing that the thing they love,

[6:16:09] you know, is going to help them in a million ways moving forward.

[6:16:12] I mean, robotics, Stem courses, it teaches them to try things

[6:16:17] and do things hands on.

[6:16:19] It teaches them to fail and try again, and it teaches them to lead

[6:16:23] and work together.

[6:16:24] So thanks for your consideration.

[6:16:26] Thank you, Mr..

[6:16:40] My name is Jack Crawford for the 134 annual.

[6:16:44] When I originally came here tonight,

[6:16:47] my intention was to urge you all

[6:16:50] to keep the full time Stem position.

[6:16:53] It's just such a wonderful community that provides.

[6:16:57] And I think it would be a great loss

[6:17:00] if those cut, happy

[6:17:03] that the conversations seem to be moving in the right direction.

[6:17:07] I am, however, concerned about potentially replacing

[6:17:10] your laptops with iPads for the upcoming years.

[6:17:14] I know that there are potential benefits to iPads,

[6:17:18] and that it would be foolish not to consider them.

[6:17:22] But at the same time, Yarmouth

[6:17:24] has always prided itself on being an intelligent, educated community

[6:17:29] that likes to make the best decision that possibly can.

[6:17:34] A survey was sent out with over 900 people.

[6:17:38] I think responding overwhelmingly, they agreed do laptop.

[6:17:43] Well, I understand that there may be an iPad kids stigma or potentially

[6:17:49] misconceptions.

[6:17:51] I think that if we are presented with data showing

[6:17:54] overwhelming support for laptops,

[6:17:57] these are people who most likely

[6:18:00] understands both options and have made

[6:18:05] an educated opinion on what they want.

[6:18:08] And I think that as a town and school board,

[6:18:12] we should

[6:18:15] deeply consider what the community wants,

[6:18:17] as well as what experts have put into our hands.

[6:18:22] And I think that moving forward,

[6:18:25] if we do want

[6:18:27] to make a decision about technology for next year,

[6:18:30] laptops would probably be the better choice and also the choice

[6:18:35] the town wants, then yeah, that's pretty much it.

[6:18:39] Thank you very much.

[6:18:40] Thank you.

[6:18:53] Hello, my name is Finn.

[6:18:55] And I am a eighth grader in high school.

[6:18:58] This year.

[6:19:00] And I'm pretty much the same as Jack.

[6:19:03] And one good that we both came here to talk about the Stem position

[6:19:07] at the high school, but, now I'm going to talk a little bit about laptops.

[6:19:12] Since in, like I am in fifth grade,

[6:19:17] we got my grade, got the iPads, and not very much.

[6:19:22] And so I have experienced those as well as the laptops for the past three years.

[6:19:27] And I have preferred the laptops by a lot.

[6:19:33] So that opinion I feel like might be helpful

[6:19:37] since I've been on both sides of it and used both.

[6:19:40] And the laptops were definitely much more,

[6:19:43] for put productivity.

[6:19:46] They were very helpful, as well as just general,

[6:19:49] ease of use.

[6:19:53] Thanks, Finn.

[6:19:53] Thank you.

[6:19:54] Finn.

[6:20:01] My name is no Van Allen.

[6:20:02] I'm a freshman at Yarmouth High School.

[6:20:05] So I just wanted to talk about,

[6:20:07] Yeah, I came in with the same intentions, as Jack and Finn.

[6:20:12] I really support that Stem position.

[6:20:14] It's been, really life changing, and it really affects me in my day to day

[6:20:18] life.

[6:20:20] I, you know, I think about and participate in robotics every day,

[6:20:25] and, I take my intro to engineering class every other day,

[6:20:28] which is really important, and it's provided me with a lot of skills,

[6:20:32] you know, both online with, like, tools,

[6:20:35] like Onshape for computer aided design.

[6:20:39] And also physical things like using a drill press

[6:20:43] or saw or working with metal or a laser cutter.

[6:20:48] I also think that

[6:20:51] since Yarmouth is a district that provides it,

[6:20:54] that prides itself with being innovative

[6:20:58] and looking at the best technologies,

[6:21:03] I've noticed and observed

[6:21:05] a lot of students who have

[6:21:09] expressed that they don't think that iPads

[6:21:13] would be the best step forward.

[6:21:16] I talked to some younger

[6:21:18] students, in the fifth and sixth grades when I was volunteering at robotics,

[6:21:25] and they said that their iPads were hard to use,

[6:21:29] and that one student even said

[6:21:31] that they had a 16 year old windows laptop

[6:21:34] that they felt like was preferable to their iPad.

[6:21:38] Now, I'm not saying that

[6:21:39] that's a generalization that iPads are worse than MacBooks,

[6:21:43] but I am saying that I think that we have a good system with MacBooks right now,

[6:21:48] and I think that it would be a shame to lose that.

[6:21:51] In regards to the budget.

[6:21:52] I think the MacBook neo looks like it would be a great option

[6:21:56] from what I've seen, and I've researched.

[6:21:59] It looks like it has a very good price point and very good features.

[6:22:03] That involves a lot of the career readiness

[6:22:07] and typing factors that students like about laptops,

[6:22:11] but also incorporates the budget factor of iPads.

[6:22:14] So I hope you'll consider that. Thank you.

[6:22:17] Thank you know, I thanks think, you know a.

[6:22:30] Hi. Good evening.

[6:22:31] Charlie Crawford, 134 Newell Road.

[6:22:33] I have an eighth grader and a ninth grader, both heavily involved in robotics.

[6:22:38] I just wanted to raise another point, about that, restoring that Stem position.

[6:22:44] And I'm encouraged by where the

[6:22:46] the direction of this conversation seems to be going.

[6:22:49] I am a home health physical therapist, which means

[6:22:54] my the average age of the people that I spend all day with is probably 75

[6:22:58] and up, and probably a bit of a harder demographic to sell,

[6:23:02] a school budget to, even if it's, about 5%.

[6:23:07] You know, only about a 5% increase, give or take.

[6:23:10] What that also means is Medicare

[6:23:12] pays me to brag about my kids for an hour at a time.

[6:23:16] To everyone I see.

[6:23:18] And the overwhelming response,

[6:23:22] from the people I treat and from the people I talk to

[6:23:25] is everyone is so happy that this is a school district that

[6:23:31] kids who might not have

[6:23:33] that much interest in sports or theater, kids who are very kind of

[6:23:37] academically and Stem focused, have extracurriculars

[6:23:41] that involve competition and team

[6:23:44] building and problem solving.

[6:23:48] They get all of the benefits that

[6:23:50] the soccer teams do and that the football teams do.

[6:23:53] And but they get it in their personal area of interest.

[6:23:58] And it's it's just the response is tremendous.

[6:24:04] Everyone is so happy to hear that Yarmuth gives this opportunity to these children.

[6:24:08] So I'm very encouraged to hear where this conversation is going.

[6:24:12] Thank you. Thank you. Charlie.

[6:24:15] We may need to add a stipend for,

[6:24:19] publicizing

[6:24:21] efficiency of the arts, at least to the to the elderly community.

[6:24:26] Hi, I'm Avery Crawford.

[6:24:27] I live at 134 Newell Road.

[6:24:30] I'm an eighth grader at Yarmouth's middle school.

[6:24:33] I've done robotics, all my years in middle school.

[6:24:37] I really enjoyed it.

[6:24:38] And I also think it's a great opportunity for our futures.

[6:24:42] We learn so many skills, like in the engineering field, and also

[6:24:46] shows social skills at competitions where some of you might not know this,

[6:24:50] but we have to talk to alliance partners and say why

[6:24:53] we should be part of their Alliance for competition,

[6:24:58] which I think is a great skill for later in life.

[6:25:01] I also think in relation to good skills later in life,

[6:25:05] the laptops are way better for that, in my opinion,

[6:25:11] because in a workforce you're not going to be using an iPad.

[6:25:15] You are going to be using the laptop.

[6:25:17] And I think if we want to prepare students for,

[6:25:22] like later in

[6:25:23] life, then we should give them what they're using later in life.

[6:25:27] Also adding what Finn said,

[6:25:30] I have also used an iPad and a laptop.

[6:25:33] The laptop is way easier from school assignments.

[6:25:37] It's a lot easier to work with.

[6:25:40] And with robotics,

[6:25:42] it's also more, compatible with robotics

[6:25:46] because sometimes they've had Bluetooth issues with the robotics on the iPads.

[6:25:51] As of talk to younger grades.

[6:25:54] So, yeah.

[6:25:55] So I have to say thank you.

[6:25:57] Thanks, Avery.

[6:26:19] Hi. My name is Ryan. Q.

[6:26:21] I live at 186 Royal Point Road.

[6:26:23] I'm a junior at the high school, and I wanted to quickly point out

[6:26:27] there are some programs that you can't really run

[6:26:31] on iPads that I find very beneficial in the high school.

[6:26:35] And that's not just in the technology, department.

[6:26:38] I'm in the, robotics club, so stuff like coding and catting.

[6:26:43] So computer aided design, those things, we use like Onshape and VS code,

[6:26:48] which I think are less usable on iPads and the ability

[6:26:54] to go home and program that kind of stuff outside of school is very helpful.

[6:26:59] But also, I have interest in music,

[6:27:03] and I like to make music on a program called Ableton, Ableton Live.

[6:27:08] And I don't think that's available on iPads.

[6:27:12] And that would,

[6:27:15] that would kind of hurt my music

[6:27:18] creating, experience because I use my school laptop to do that.

[6:27:22] And I just wanted to point that out.

[6:27:24] Thank you.

[6:27:25] Thank you.

[6:27:25] Thanks, Ryan.

[6:27:34] Good evening, Tim Shannon again, 47 West Elm Street.

[6:27:38] I too have had to edit a little bit, but here goes.

[6:27:43] Members of the school committee, I urge you to oppose the reduction

[6:27:46] of teaching staff by one full time equivalent as the high school

[6:27:49] at the high school as originally proposed by the administration,

[6:27:53] and instead to move in the direction set forth by the ever

[6:27:56] excellent doctor off and perhaps go further.

[6:28:00] A point of clarification.

[6:28:02] My understanding was that with the proposal originally on the table

[6:28:06] was for 1.0 FTE reduction and an edtech reduction.

[6:28:11] If that is the case,

[6:28:12] I urge you to restore the full 1.0 FTE teaching staff

[6:28:17] and perhaps you can take that up during the Q&A amongst yourselves.

[6:28:21] By any standard, shrinking the faculty would be a step down,

[6:28:25] but it is especially alarming because it is part of a troubling trend

[6:28:29] the steady chipping away of standards and aspirations in Yarmouth.

[6:28:34] We offer fewer apps than Cape,

[6:28:37] fewer apps in Falmouth,

[6:28:39] far fewer apps than Scarborough.

[6:28:42] And we're about to cut fewer.

[6:28:44] We're about to have more rather,

[6:28:46] as I've talked to other parents, I've heard stories of kids struggling

[6:28:49] to find sufficient challenging in-person classes,

[6:28:52] including one family that pulled their daughter from the school

[6:28:55] entirely, in part because the course offerings were, quote, too thin.

[6:29:00] Close quote their words, not mine.

[6:29:03] 6 or 7 kids this year had the grit to forage

[6:29:06] for their own education and take AP macro online.

[6:29:11] What about the other seven kids who are interested in macroeconomics

[6:29:14] but can't bear the sterility of online classes?

[6:29:17] What about the other seven kids whose home life is not conducive

[6:29:20] to online learning?

[6:29:23] There seems to be a powerful psychological

[6:29:26] or social pressure in Yarmouth to say that everything is all right.

[6:29:30] The schools are fine.

[6:29:32] Everything is not fine.

[6:29:35] There's a bigger troubling trend here.

[6:29:38] A smaller faculty not only limits stem.

[6:29:40] As we've discussed tonight, it not only limits existing

[6:29:44] and or potential apps, it limits other courses to.

[6:29:49] We live in a time of global turmoil.

[6:29:52] Falmouth offers a course in citizenship and society.

[6:29:55] We do not.

[6:29:57] We live in a time of institutional crisis.

[6:29:59] Scarborough offers courses on patriotism, indifference and progress and power.

[6:30:04] We do not.

[6:30:06] We live in a time of AI and existential angst.

[6:30:09] Cape Elizabeth offers a course in advanced philosophy.

[6:30:12] We do not.

[6:30:13] Yet we are poised to shrink the faculty.

[6:30:16] In short, this budget discussion is not just about denying

[6:30:19] Stem kids classroom experience in favor of Covid or isolation.

[6:30:24] It's about a broader problem.

[6:30:25] It's about vision.

[6:30:28] Instead of maintaining a full roster of challenging courses,

[6:30:30] helping kids explore their interests fully.

[6:30:33] Yarmouth is risking employing a one way budget ratchet.

[6:30:37] If kids don't sign up for a particular class one year,

[6:30:41] the position is cut rather than redeployed.

[6:30:43] I urge you to keep the school strong.

[6:30:45] Thank you. Thank you Tim.

[6:30:58] Any other public comment?

[6:31:02] We're so grateful for all of you being here.

[6:31:05] This input is so valuable to us and here in your personal experiences

[6:31:10] and your advice and your questions, we really appreciate.

[6:31:13] So we'll close public comment number two and we'll turn it back to the school

[6:31:17] committee discussion about where we are with the budget proposal.

[6:31:21] Until we feel like

[6:31:22] we are in a place where someone is ready to put a motion forward.

[6:31:26] Come.

[6:31:28] But do we need a motion just to begin discussion at this point?

[6:31:32] You could you could do that.

[6:31:35] And if you want to do it

[6:31:38] and provide us with the greatest flexibility,

[6:31:42] then the motion would be to approve for a second reading the proposed

[6:31:44] FY 27 budget in the amount of $44,212,213.

[6:31:50] I'll make that motion.

[6:31:51] Thank you.

[6:31:52] Second, and thank you for the clarification that we need about.

[6:31:55] So we will now open for discussion.

[6:32:01] I'll start, I guess.

[6:32:03] I wanted to thank everybody for their, comments tonight.

[6:32:08] It's really appreciated.

[6:32:09] And the emails that have come in, it's already been said by,

[6:32:14] my fellow committee member, Sarah, just that it's

[6:32:17] helpful to,

[6:32:21] Hear what people are thinking.

[6:32:23] And we don't always get that opportunity.

[6:32:25] And I really appreciate it when we when we do.

[6:32:28] And I do think that, I'm in full support of,

[6:32:34] bringing the Stem position back up to 1.0.

[6:32:37] I do think that we.

[6:32:42] It's a it's a hard place

[6:32:44] to sit when you're hearing and you're trying to look at a budget.

[6:32:47] And I also agree with everything that's been said.

[6:32:51] We have, I've been on the school committee for a long time.

[6:32:55] And I remember when we added, the steam, classes

[6:33:00] to the elementary school and the enthusiasm, Ryan Gleason had,

[6:33:04] as we voted on those programs and the financial backing

[6:33:07] to those programs, those kids, to my understanding, our current

[6:33:11] eighth graders, the ones that started in, the elementary school.

[6:33:14] So they will be coming up into the high school.

[6:33:17] The Stem endorsement that is new as of this year.

[6:33:20] There are a million wonderful, and compelling reasons

[6:33:25] to, keep this position at, 1.0,

[6:33:30] that full time rather than, point five.

[6:33:34] And yet and I also appreciate the conversation

[6:33:37] that we've had around it, looking to

[6:33:41] looking to the budget overall.

[6:33:42] I guess I'll, I have the floor.

[6:33:46] I'll just continue.

[6:33:48] I you know, I've been pretty staunch in my,

[6:33:55] support of laptops.

[6:33:56] I don't know that that's changing,

[6:34:00] but I would like to

[6:34:04] keep the money in the budget for right now

[6:34:06] and not to be able to have more time to discuss

[6:34:11] and think about this rather than, having to decide

[6:34:16] tonight if I know that that sounded like a possibility.

[6:34:21] What else?

[6:34:22] I guess for the moment, that's it. Lanaya.

[6:34:26] And then Michael.

[6:34:27] In my near two years of serving as the,

[6:34:32] student voice,

[6:34:35] I've never seen this much community involvement.

[6:34:38] This is incredible.

[6:34:40] And I think that speaks volumes to the impact

[6:34:44] that our Steam program has on our high school students.

[6:34:48] And I just wanted to bring that to attention, even though it is very clear.

[6:34:54] Just how much this matters to our students.

[6:34:57] So I just wanted the committee to consider that as well.

[6:35:04] But I want to start.

[6:35:06] Well, I hate coming after. And because.

[6:35:09] And I sound like I'm just agreeing with you.

[6:35:11] It's okay.

[6:35:11] But I want I do have a different comment slightly,

[6:35:15] and that is that I am so impressed to hear the students.

[6:35:18] Not that I don't appreciate the parents opinion, but that the articulate way

[6:35:23] that students have presented their ideas and their beliefs

[6:35:27] to me is very impressive.

[6:35:30] And you have

[6:35:32] each, in your own way, sort of discussed your passions and your interests

[6:35:36] and how those have been supported by this particular program.

[6:35:42] And although I came into this meeting

[6:35:45] expecting to support the the increase in the Stem position,

[6:35:49] hearing the passion that you guys have, cements that that belief in me.

[6:35:56] I also I concur with and that

[6:35:59] I think that with some of this new information

[6:36:03] coming out about the MacBook neo, and I feel as

[6:36:09] if there's more discussion needed before we may come down one way or another.

[6:36:13] And so I would support preserving that money in the budget.

[6:36:17] So we can make that decision at a later date.

[6:36:21] That's all I have.

[6:36:22] And I support the the budget, that number, that $44 million number.

[6:36:29] Stands hand and then we'll go to Sarah Kelly.

[6:36:33] So, one continuing comment and then I will be quiet for a little while.

[6:36:36] Elise, I just also wanted to acknowledge your, thoughts, and I, I do there's

[6:36:42] been a lot of discussion recently about, the AP offerings at the high school.

[6:36:47] And I do think it is a really worthwhile topic to discuss.

[6:36:51] Maybe not tonight as part of the, you know, the second reading of the budget.

[6:36:56] But as you know, as we do these workshops

[6:37:00] every year and I can, kind of say

[6:37:03] that I'll be adding that to my list of requested workshops for next year.

[6:37:06] I think it is something we should be,

[6:37:08] looking at further and and putting some time and discussion into.

[6:37:12] And thanks.

[6:37:13] We'll get to Sarah Kelly and then Elise for a couple of comments.

[6:37:17] And first, to start with, the proposal, which,

[6:37:23] you know, we heard from many of you and thank you to restore the,

[6:37:26] position to full time,

[6:37:29] again, appreciate so much all of you, in particular

[6:37:32] the students, for really articulating, all of the different reasons

[6:37:37] and the variety of reasons that you find this position to be important.

[6:37:41] And I want to underscore, I guess first, as a parent,

[6:37:44] I've got kids in kindergarten, third grade, and I'm a senior.

[6:37:47] I see both the benefits that have been given to my senior,

[6:37:51] from the Army school system, and I see the excitement in my two younger

[6:37:55] kids, especially my kindergartner, who is, like, interested in being an engineer.

[6:37:59] And I look forward to the opportunities that he has in the upper grade levels.

[6:38:04] And I think that this school committee and this administration does have a,

[6:38:10] you know, very high standard and a strong vision for our schools

[6:38:14] in preparing our kids for a changing world, in ensuring

[6:38:18] we have a rich curriculum and then just sort of to fall back on.

[6:38:22] I'm also a taxpayer, and I also think this administration and school committee

[6:38:27] has to wear both hats and be very balanced in

[6:38:31] giving a wide

[6:38:33] variety of students a rich curriculum that meets their needs, while also

[6:38:38] respecting the taxpayer and the responsibility we have to the town.

[6:38:42] And last year was a bit hairy when it came down to the budget,

[6:38:46] and I think that is has been really weighing heavily on our minds.

[6:38:50] And I, I just want to say that I know that this administration,

[6:38:54] when preparing the budget, did their very best

[6:38:57] to maintain the excellence while putting forth a responsible budget.

[6:39:03] And it's never going to be popular.

[6:39:07] And I think maybe that's the making it obvious statement.

[6:39:09] But I just want to say that no proposed cut

[6:39:12] to staff is ever something that any of us want to see.

[6:39:16] It's never something that any of us take lightly.

[6:39:19] The majority of this budget is a human budget.

[6:39:22] These are teachers that are valued and work very hard.

[6:39:26] And yeah, I, I am very much in support of this,

[6:39:31] restoring this position for a variety of reasons,

[6:39:35] including the feedback that we've received from the community

[6:39:38] and the consideration that in reducing it to a half time

[6:39:43] position is like,

[6:39:45] you know, potentially going to result in the exit of this individual

[6:39:49] and would result in a difficulty in hiring a high quality person.

[6:39:54] A high quality, technology educator.

[6:39:57] As far as the iPad versus laptop, issue,

[6:40:02] I mean, I think my personal opinions are maybe not useful here.

[6:40:06] I think I'm always,

[6:40:07] yeah, I'm a scientist by training and I'm, like, interested in data.

[6:40:11] And I also I also respect

[6:40:15] our staff and I respect Mike Arsenal's,

[6:40:17] input and work in the discussions that he's been so gracious and having with us.

[6:40:22] And the information has given and I also and, you know, really compelled

[6:40:27] by the overwhelming feedback of our community and students

[6:40:32] and in particular students whose feedback has been overwhelmingly

[6:40:37] pro laptop and a lot in some of the emails and comment share

[6:40:42] tonight about programs that they don't believe or capabilities they don't believe

[6:40:47] are capable, in terms of the iPads to do or do adequately.

[6:40:52] And, and I think what

[6:40:54] despite the hard work of Mike, Arsenal and some of the teachers

[6:40:58] to do some testing with iPads, what I'm worried about is

[6:41:03] that we haven't done a deep enough

[6:41:05] dive with students and staff at the high school to really do

[6:41:10] the comparison and really probe into the capabilities

[6:41:14] in all of the classes, with all of the programs

[6:41:16] that you all actually use on the day to day basis.

[6:41:19] So long story short, I'm very much in favor of keeping that

[6:41:23] additional money in the budget to give some additional time.

[6:41:27] And if it is an I, a laptop decision, you know, we can we

[6:41:32] it gives us more time

[6:41:33] over the coming years to gather more data to really understand

[6:41:37] the capabilities of a next generation iPad or neo versus a laptop.

[6:41:42] My feeling is really just that this decision came too quickly,

[6:41:45] and even though it involves a consideration of some staff,

[6:41:49] I personally thought it didn't reach enough staff in time

[6:41:52] to make an informed decision.

[6:41:54] Which again, is why I'm in favor of adding that money to the budget

[6:41:57] as proposed, so we have the time to make the proper decision.

[6:42:01] Thank you.

[6:42:02] Kelly, I wanted to acknowledge the students

[6:42:05] for coming here and hanging out until 9 p.m..

[6:42:11] And just being so brave and,

[6:42:14] candid, and I just, I want to celebrate that.

[6:42:17] And I think it's a testament to everything

[6:42:19] that you were sharing tonight about how these programs have impacted

[6:42:23] your life and given you more confidence, more purpose.

[6:42:26] So again, just want to acknowledge you for that.

[6:42:28] And parents also, you know, even as adults,

[6:42:31] it's not always easy to get up, and speak in front of your peers.

[6:42:35] So kudos to you as well.

[6:42:37] I am so grateful

[6:42:39] that you spoke so passionately about keeping, the,

[6:42:44] Stem position as a full time position because I will say for myself,

[6:42:49] we've had all these other really big pressing, concerns,

[6:42:54] whether it was about technology or cell phones,

[6:42:57] and I don't think personally, I gave it due diligence.

[6:43:00] So I appreciate that you all, took the time to come here

[6:43:04] to write emails, and really give us more time

[6:43:08] to be thoughtful and intentional with this decision.

[6:43:11] I do have concerns again, because of the low enrollment,

[6:43:14] but it sounds like this is an issue

[6:43:17] that can be resolved, with some scheduling differences.

[6:43:21] So again, I applaud you and thank you for that.

[6:43:24] And that's

[6:43:24] what is so great about living in this community is having so much involvement.

[6:43:28] I mean, I'm sure on the staff side, sometimes it's like a little overwhelming.

[6:43:33] I may have been one of those parents and it's like, Kelly Hall get $20 notes.

[6:43:38] I didn't know each other a long time.

[6:43:41] I've never said never.

[6:43:44] So again, I feel lucky to live here.

[6:43:48] I think I've been pretty open that I'm in support of the iPads.

[6:43:52] Again, because I work at another school district.

[6:43:55] And so being on the leadership team, I know that this is something

[6:43:59] that's happening across the state.

[6:44:01] And again, I trust the experts

[6:44:03] who are immersed in that field, and they're all working together.

[6:44:06] They're all going to the schools that have already made the transitions.

[6:44:10] You know, they're having experiences with these schools.

[6:44:13] And again, we're still going to have laptops.

[6:44:15] Okay. So they're not completely going away.

[6:44:18] We're going to have them for the students that need them.

[6:44:21] And I think that's something to remember too.

[6:44:22] That's like the privilege that we have here, right.

[6:44:24] That we can have options for students.

[6:44:27] I know change is hard, but I think,

[6:44:29] I mean, and again, we all have our own personal experiences.

[6:44:33] And for me, having a child who's just naturally gifted with technology,

[6:44:37] trying to control him on the laptop has been a nightmare.

[6:44:41] So I love the idea that we're introducing a tool

[6:44:44] that provides a little bit more security,

[6:44:47] and the ability for staff to,

[6:44:51] be able to monitor what students are doing on the device in the classroom.

[6:44:55] Because, again, I've also worked in the district,

[6:44:57] and I've seen how much time it takes away from instruction.

[6:45:01] When you have students on a laptop doing things that they shouldn't

[6:45:05] be doing at that time.

[6:45:06] And the difference with the iPad

[6:45:08] is that the teacher can see exactly what they're doing

[6:45:10] with that classroom feature, which I think is so helpful.

[6:45:13] So that's maybe something at least.

[6:45:16] So, I, I know everyone here has spoken very passionately

[6:45:20] about how they're very much in support of bringing the halftime position

[6:45:24] back up to full time.

[6:45:25] And I really admire and acknowledge the,

[6:45:28] emotion that you guys have shown.

[6:45:31] And I am going to make the unpopular stance that I don't.

[6:45:35] I think we should keep it at halftime.

[6:45:37] And I don't say that because I don't believe

[6:45:38] that these are incredibly valuable roles that are being taken away.

[6:45:42] It is these classes are very valuable for a lot of students,

[6:45:46] but I think we have to be cognizant of the fact that there is a limit

[6:45:49] to how many teachers we can have, how many rooms we have in the school.

[6:45:52] And, as Tim mentioned, there's maybe like 6 or 7,

[6:45:56] half a dozen or so students who are taking AP macroeconomics online.

[6:45:59] I'm one of those students.

[6:46:00] I would much rather be taking this class in person,

[6:46:03] but I'm unable to do so because we do not have a teacher to do that.

[6:46:06] So when you tell me that we have half a dozen students

[6:46:10] who are unable to take this class,

[6:46:12] who are being forced to take this class online,

[6:46:13] who knows how many other students

[6:46:15] are not taking it because of the fact that it's online.

[6:46:17] And then you tell me that we are going to

[6:46:20] in the position that

[6:46:21] potentially could have been held by someone

[6:46:23] who could be teaching this class in person.

[6:46:25] You were prioritizing lower level.

[6:46:29] And by lower level I don't mean less valuable, but they are not AP classes.

[6:46:33] You are prioritizing lower level classes that have one to 3 to 4 people in them.

[6:46:38] That in my mind, is,

[6:46:41] a disparity that I think is not justifiable

[6:46:44] when we claim that we want to have the highest level school

[6:46:47] with the highest performing students, and yet we're prioritizing

[6:46:50] how to build a guitar over how to take AP macroeconomics.

[6:46:54] I think that's just a disparity that we need to think about.

[6:46:59] So thank you.

[6:47:05] Everybody said what I would say.

[6:47:07] I don't really need to keep everybody here longer.

[6:47:10] I will only say that I,

[6:47:12] I'm with Kelly in the fact that I've been pretty clear that

[6:47:15] I support the change to iPads, but I also want to say that I support

[6:47:20] keeping the funding in the budget so we can discuss it further.

[6:47:23] I think there's, a lot of new information that we've received that's worth

[6:47:27] conversation to talk about.

[6:47:28] And and keeping the money in there for now.

[6:47:31] So we can do that, I think is very valuable.

[6:47:34] And I

[6:47:35] and then Kelly, I also just wanted to acknowledge

[6:47:39] everybody and the parents too, because I've talked in front of the town

[6:47:41] council and I'm like, up there, I'm shaking you all were very composed.

[6:47:45] I was impressed, and I feel like I need to go meet Mr.

[6:47:47] Pitman now because he sounds amazing.

[6:47:50] So I wanted to say thank you to everyone to come out and talk

[6:47:53] and on the behalf of these programs, I think it's valuable.

[6:47:59] I think it's just as valuable as, macroeconomics.

[6:48:03] I could not do that.

[6:48:04] I, I think that, you know, that leads to really great academic opportunities.

[6:48:10] I think not everyone is built and designed for that sort of academic opportunity,

[6:48:15] and providing them the opportunity to learn

[6:48:17] how to use their hands and learn skills in a different way is just as valuable.

[6:48:21] So just putting that out there, I also,

[6:48:24] I'm torn on the laptop iPad.

[6:48:27] I really value Mr.

[6:48:29] Small and his opinion and I really I,

[6:48:33] I really appreciate, Margo Downes,

[6:48:37] you've talked to us a couple of times and I feel like you're very eloquent,

[6:48:40] and I appreciate your input and what you have to say to us.

[6:48:44] So. Oh,

[6:48:47] I remembered so when I was at the high school for the policy presentations,

[6:48:51] I was speaking with the staff there, and I just wanted to share with you.

[6:48:54] I was just talking with the teacher after when there was some time,

[6:48:58] and she was saying that she really liked the idea of iPads

[6:49:03] because students can set them down and then they're not having

[6:49:06] that barrier in front of them.

[6:49:09] And when I was there and I witnessed the students having their laptops open,

[6:49:13] I saw like I actually saw and felt what that meant, and it was pretty significant.

[6:49:19] And I also had been thinking about the ergonomics of an iPad.

[6:49:23] But then when you were there and I saw this like

[6:49:27] junior, like,

[6:49:29] you know, he's like a full grown man, like trying to type on a laptop.

[6:49:33] It really wasn't ergonomic either.

[6:49:35] So I just wanted to turn the other to you guys.

[6:49:39] Because that I just had that in mind when I was at my high school,

[6:49:42] and it was an interesting experience for me.

[6:49:44] So I wanted to share that with all of you.

[6:49:45] But I am in favor of the full time staff member

[6:49:49] and of keeping that money in the budget for now, so that we can make sure

[6:49:52] we have an informed decision and we're not rushing into it.

[6:49:56] Thank you. Emily Kelly.

[6:49:57] Yes, I just wanted to add is that I'm in favor of keeping the full budget.

[6:50:01] And it's just that we have more time to talk about the technology.

[6:50:04] Despite that, I lean towards more iPads.

[6:50:06] I'm totally okay with keeping that money in.

[6:50:11] I just wanna make one comment

[6:50:12] about staffing with our, staffing budget

[6:50:19] as it is

[6:50:21] taking this year's staff

[6:50:23] and moving it forward to next year, and recognizing the retirements

[6:50:28] and resignations that we have, we already have a plan.

[6:50:36] Hope that

[6:50:37] that we think is we're pretty optimistic about that.

[6:50:40] We would be able to restore more

[6:50:44] staffing at the high school within the budget that we already have.

[6:50:48] So that's not a that's not something

[6:50:51] that we need to act on to add money into the budget.

[6:50:54] Those funds are already they're made available by the

[6:51:00] what some people term breakage from this year's

[6:51:04] staffing and next year's projected staffing.

[6:51:10] I'll just offer my $0.02 before I think we're ready to move the vote.

[6:51:13] Like everyone at this table, I take the taxpayers investment

[6:51:18] in our schools really seriously,

[6:51:20] and I take the experience we're offering for our students really seriously.

[6:51:23] Thank you all for being a part of this process.

[6:51:26] I think I'm in agreement with many people up here.

[6:51:29] In terms of technology devices, I'm really compelled

[6:51:33] by our experts that are recommending moving towards an iPad.

[6:51:36] And I'm even more compelled by the students and staff that don't want it.

[6:51:41] And so for me, I, I support maintaining the budget for a laptop

[6:51:45] and thinking about what might be our process or change management

[6:51:48] in future years to evolve to technology that students and staff

[6:51:52] are not just comfortable with, but excited and prepared to use.

[6:51:57] And like

[6:51:58] others, I support using our Stem teacher to a full time

[6:52:02] position for all the reasons that have been shared tonight.

[6:52:05] And I think about how do we collectively and really the work of our high school

[6:52:10] administration and and team think about connecting our strategic

[6:52:14] priority around Stem and all the interest and the amazing experiences

[6:52:18] people are having and these really low class sizes.

[6:52:21] I want to see that gap closed.

[6:52:24] So that is what I wanted to share.

[6:52:26] And if there are no other comments, I think we can move to a vote.

[6:52:30] All in favor of the motion on the table.

[6:52:36] All opposed?

[6:52:39] Thank you.

[6:52:40] With that, it is 916 and we are adjourned.

[6:52:44] Thanks, folks. Thanks, everyone. You.

School Committee - Meeting March 12, 2026

Transcript