Chris Hoffman

This document outlines a long-range facilities master plan designed to provide a fact-based planning tool for future facility-related decision-making, aligning with and supporting the District's academic mission. Key areas of focus include comprehensive facility assessments, enrollment projections, capacity and utilization studies, and a capital projects plan. The plan aims to address immediate, 10-year, and long-term capital needs to ensure a safe, equitable, and modern learning environment for all students. It emphasizes developing a sound, actionable, and fiscally responsible approach, incorporating extensive community feedback, which generally prioritizes retaining local schools and investing in renovations and maintenance over consolidation.

This document presents the Long Range Facilities Master Plan for Maine School Administrative District 75. It details an evaluation of existing facility conditions, programming needs, and student enrollment projections across the district. The plan reviews multiple options for facilities improvement, including renovation, new construction, and consolidation of elementary schools, while incorporating community feedback and prioritizing the retention of elementary schools in each of the four towns. The ultimate goal is to guide prudent long-term financial investments to maintain quality educational spaces throughout the district.

Maine School Administrative District 75 (MSAD 75) is initiating a strategic plan to guide its operations over the next five years, with the plan to be adopted by August 2025. The plan focuses on aligning daily operations with the district's mission and vision, involving stakeholders such as students, parents, staff, residents, and the Board. Key goals include reviewing professional learning opportunities to improve student outcomes, developing systems to measure holistic student success by July 2026, presenting curriculum options for digital citizenship and safety by July 2025, and enhancing school security and facilities by August and November 2025, respectively. The district also aims to empower students through technology and maintain high-quality facilities.

MSAD 75 will develop a long-term strategic plan, to be adopted by August 2025. The process will involve all learning community stakeholders: students, parents, staff, the residents of our four towns, and the Board. MSAD 75 will review professional learning opportunities in the district to ensure they are purposefully designed to improve student outcomes. By July 2026, MSAD 75 will develop and implement district-wide systems to measure holistic student success and identify benchmarks for annual improvement. By July of 2025, the administration will present a report on curriculum options for responsible digital citizenship and safety, extending from grades K-12. By August of 2025 the administration will explore the option of restricting access to cell phones during the school day and increase access to technology in a developmentally appropriate way as students progress towards graduation. By August of 2025, MSAD 75 will develop and implement a comprehensive district-wide security plan to enhance access control and security to all school buildings, ensuring safety and security conducive to learning. By November of 2025, MSAD 75 will complete a district-wide facilities assessment and review, developing a comprehensive plan for facilities maintenance and capital improvement projects.

This document reviews the Gifted and Talented (G/T) services provided by Maine School Administrative District No. 75, focusing on academic and arts programs. The review assesses current practices against research, national best practices, and state guidelines, incorporating stakeholder feedback. Key areas of focus include providing appropriate challenges, facilitating interaction with intellectual peers, and offering information and guidance to students, parents, and educators. The review identifies strengths and areas for improvement, proposing enhancements to programming at the elementary, middle, and high school levels. These proposals aim to improve the integration of G/T programming into daily instruction, increase collaboration between G/T staff and classroom teachers, expand enrichment opportunities, and enhance support services for students in PreK-12. The review also emphasizes the need for increased professional development for staff on gifted learners and research-based best practices, improved social-emotional support, and enhanced communication with parents and staff.