Workshop - September 8, 2008 Agenda - Consolidation  Important Dates  Reorganization Plan Overview  Educational Considerations  Understanding the Context/Timeframe  District Profiles - Student performance data - Program option comparison  Examining Opportunities Students Staff Summary  Q & A (Board)  Public Comments

Important Dates  September: 8 th Workshop 24 th School Board Meeting  October: TBDPublic Forum(s)  November: 4 th Referendum Question

Reorganization Plan Overview  RPC Membership  Meeting Attendees

Reorganization Plan Overview  District Name  Operational Date  Units Consolidating  Intent

Mission Statement The New Casco Bay School District will strive to:  bring out the best in each student’s intellectual, ethical, creative and physical development;  provide talented and dedicated faculty and encourage parent and community involvement, as fundamental to each student’s success;  provide exceptional facilities for academics, athletics and the arts;  ensure a safe and respectful environment where all feel a sense of belonging;  value the diversity of belief and experience that each student brings, and  promote in each student, personal integrity, intellectual vitality, good citizenship, discipline and respect for themselves and others.

Reorganization Plan Overview  Governing Body/Terms/Voting Method Board Composition 3-year Staggered Terms One Person:One Vote

Reorganization Plan Overview  Disposition of Real and Personal School Property Exceptions:  Lunt/Plummer-Motz Campus  12 Acre Parcel at 51 Woodville Road

Reorganization Plan Overview  Disposition of Existing School Indebtedness/Lease Purchase Obligations State Qualified Debt is Assumed by the RSU Local Debt will stay a Local Responsibility Lease Purchase Obligations become the Responsibility of the RSU

Reorganization Plan Overview  Assignment of Personnel Contracts/Collective Bargaining Agreements/Other Contractual Obligations All Obligations in Effect as of the RSU’s Operational Date become the Responsibility of the RSU

Reorganization Plan Overview  Disposition of Existing Funds/Financial Obligations (Includes: Undesignated Fund Balances/Trust Funds/Other School Funds) Financial Obligations to be met prior to RSU Formation, as possible Equitable treatment of all municipalities regarding unsatisfied financial obligations Balances and Remaining Funds Transfer to the RSU (Falmouth exclusion due to cost-sharing agreement in Reorganization Plan)

Reorganization Plan Overview  Transition Plan Transition Committee as Successor to RPC  Voter Education  Budget Preparation  Amendments to Plan

Reorganization Plan Overview  Transition Timetable Nov. 4, 2008: Reorganization Plan Referendum; if adopted Jan., 2009: Election of RSU Board members Thru Spring, 2009: Superintendent hire, Budget Development, Policy Review/Consolidation Spring, 2009: B.V.R. (Referendum) for RSU Budget FY ’09-’10 July 1, 2009: New Casco Bay RSU Operational

Reorganization Plan Overview  Transition Plan Components Interim Rules/Officers Selection of Superintendent Budget Development Authority of RSU Board Personnel Policies

Reorganization Plan Overview  Public Hearings November 13, 2007 November 27, 2007 November 29, 2007 January 9, 2008

Reorganization Plan Overview  RPC/Transition Committee Meetings RPC Transition Sept. 24, 2007March 25, 2008 Oct. 3, 2007March 31, 2008 Oct. 12, 2007April 29, 2008 Nov. 5, 2007May 28, 2008 Nov. 13, 2007June 12, 2008 Nov. 20, 2007July 29, 2008 Nov. 28, 2007 Dec. 5, 2007 Dec. 12, 2007 Feb. 26, 2008 Sept. 4, 2008

Reorganization Plan Overview  Impact of a Unit’s Failure to Approve the RSU

Reorganization Plan Overview  Cost Savings Projections (To Follow in the Financial Presentation)  Cost Sharing Formula/Cost Shift Offset (To Follow in the Financial Presentation)

Reorganization Plan Overview  Election of Initial Board of Directors  Tuition Contracts and School Choice  Claims/Insurance  Vote to Submit Reorganization Plan Amendments  Comprehensive Plan Review

Understanding the Context & Timeframe  Transition time is NOT limited to the time between January ’09 and July ’09 Hiring a Superintendent Developing a Budget  Merging two high-performing organizations under one administrative umbrella Merging of Business Operations/Back Office first Merging of Policies/Practices later Merging of Curriculum/Programs much later

Comparison of School Districts FalmouthMSAD #51 Budget $24,281,412$26,781,723 Enrollment: Lunt Gr. K-2: 429Mabel Wilson Gr. K-2: 487 Plummer-Motz Gr. 3-4: 318Drowne Road Gr. 3: 157 North Yarmouth Memorial Gr. 4-5: 358 Falmouth Middle Gr. 5-8: 741Greely Middle Gr. 6-8: 557 Falmouth High Gr. 9-12: 665Greely High Gr. 9-12: 708 Total Enrollment:2,1532,267

Comparison of School Districts FalmouthMSAD #51 AP Courses (Fall ’08) Biology Chemistry Physics Calculus Statistics French Psychology Modern European History US History Gov’t & Politics, Comparative Gov’t & Politics, US English Lang & Composition English Lit & Composition Biology Chemistry Physics Calculus Statistics French Spanish Modern European History US History Macroeconomics Studio Art Music Theory College Bound-4 or 2 yr.95%93%

Comparison of School Districts FalmouthMSAD #51 Foreign Language Offered (Fall’08) French Spanish Latin Chinese French Spanish Latin American Sign Language Dual Enrollment Courses Syracuse University Project Advance (English) SMCC Math PATHS Enrollment 6 students40 students

Comparison of School Districts FalmouthMSAD #51 Maine HS Assessment (% Meets, Exceeds on SATs)  Critical Reading  Mathematics  Writing 89% 81%

Comparison of School Districts FalmouthMSAD #51 MEA Scores:  Grade 3 Reading  Grade 3 Math  Grade 4 Reading  Grade 4 Math  Grade 5 Reading  Grade 5 Math  Grade 5 Writing

Comparison of School Districts FalmouthMSAD #51 MEA Scores:  Grade 6 Reading  Grade 6 Math  Grade 7 Reading  Grade 7 Math  Grade 8 Reading  Grade 8 Math

MSAD #51 Focus Focus on improving student achievement, particularly in areas of literacy and mathematics  Full-day kindergarten program  Establishment of common writing assessments  Introduction of a college algebra class through SMCC  Application to become an International Baccalaureate World School

Falmouth Focus Falmouth Public Schools has focused on improvements in:  Review of content areas of English language arts, Science, Social Studies, Math, World Languages, Health and Physical Education and common documentation for all-school access  Focus on world languages and oral proficiency; introductory course in Chinese

Common Focus  K-Grade 5 Everyday Mathematics  RTI in math and reading, K – Grade 12  Writing instruction  Teacher leadership

Awards and Honors  Blue Ribbon School of Excellence – Plummer-Motz (Falmouth Middle is a nominee)  Silver Medal High School by US. News and World Reports - Falmouth and Greely High Schools

Opportunities for Students OpportunitiesUnder ConsolidationNon-Consolidation Expanded HS academic offerings – including foreign language, science, wellness, AP (expanding type/scope/level of choices), International Baccalaureate option  Mandate schedule for alignment  Review curriculum offerings/student options (e.g. AP Chemistry)  2 systems volunteer to align schedules  Course selection criteria established Capitalizing on unique faculty strengths and/or unique physical settings to create magnet or academy models  Over time new structures created/faculty reassignments  Non-feasible Doubling the “volume” of customer voice for accessing resources/services/offerings at USM and/or SMCC, PATHs, etc.  1 single student/700 staff district customer voice  Casco Bay or other voluntary alliance Examination of International Baccalaureate Programs (elementary, middle level)  Possible economy of scale (costs/student numbers)  Voluntary sharing of findings

Opportunities for Students OpportunitiesUnder ConsolidationNon-Consolidation Shared specialized professional services for small or changing populations  District hired specialized staff a possibility  Sharing specialized staff a possibility but more complicated Expanded student program options – summer academy, after-school activities, student abroad, service learning, etc.  Larger student population creates greater utilization of some options (particularly HS level)  Shared options require agreements In-house alternative programming (e.g. day treatment) vs. out-of-district placements  Possible economy of scale (costs/student numbers)  Voluntary alliance/shared services agreement Economies of scale/better resource utilization with the creation of Special Education Assessment Teams  Possible adoption of a new service/assessment model due to larger population  Agreement required for work across districts

Opportunities for Staff OpportunitiesUnder ConsolidationNon-Consolidation Greater depth, variety and experience enhancing instructional capacity across all content areas  Faculty to faculty contacts more easily facilitated  Possible, but logistics present more of a challenge Unique professional development/growth opportunities to include staff exchanges, walkthroughs, internal sabbaticals, etc.  More role-alike professionals involved in a planned professional development program  Possible, but logistics present more of a challenge Enhanced leadership collaboration – school leader support network  More role-alike professionals involved in leadership  Possible, but logistics present more of a challenge Increased teacher/instructional options – looping, teaming, same-gender classrooms, etc.  Large pool under one administrative structure creates more options  Possible, but logistics present more of a challenge

Opportunities for Staff OpportunitiesUnder ConsolidationNon-Consolidation Sharing of best practices – combined professional development opportunities (on-site college courses, IB or AP training, summer work, etc.)  More role-alike professionals involved in a planned professional development program  Possible  Requires collaboration Innovative compensation/benefit packages gained through economies of scale  Possible  Enhanced benefits/ reduced costs/new options (health care, wellness)  Non-feasible Greater customer voice in accessing university resources, staff wellness options, etc.  1 single unit: 700+ staff voice/buying power  Vs. 2 units

Student/Staff Opportunity Summary  Consolidation creates a central leadership/ administrative umbrella under which change is directly managed/mandated  Voluntary/collaborative efforts to achieve some of the same changes are impacted by: Differences in priorities Philosophical differences Contractual differences Logistical challenges