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MSAD 51 board reviews stakeholder survey and five‑year strategic plan draft focused on facilities, MTSS and community
Summary
District staff presented a stakeholder survey showing strong student and parent satisfaction but declining staff response rates and previewed a draft strategic plan emphasizing a one‑campus facilities plan, an MTSS teaching framework and community engagement; the board will vote on adoption at its next meeting.
Leanne Candora, a long‑serving MSAD 51 school board member, opened Thursday’s meeting by introducing a presentation of the district’s stakeholder survey and a draft five‑year strategic plan and invited Mari Trebelcock of the curriculum committee to present the findings.
Trebelcock told the board the survey is an annual ‘‘temperature check’’ across students, staff and parents and noted the district revised the staff survey this year to improve actionability. She said student and parent satisfaction remains high in most indicators while staff response rates fell, weakening the staff data’s validity. "We need to take the staff data with a grain of salt," she said, adding the district will try in‑person staff survey time to increase participation.
The presentation laid out three proposed priorities: (1) a comprehensive one‑campus facilities plan to finalize construction and manage new grade configurations, (2) a teaching‑and‑learning priority using a multi‑tiered system of supports (MTSS) that includes CKLA literacy work, early childhood special education compliance and exploration of elementary world languages and financial literacy, and (3) a focus on belonging and community connections that would include a centralized public resource database for teachers and families.
On instructional technology, Trebelcock said state law requires a "bell‑to‑bell" personal device policy and that the district plans to adopt the required policy and then evaluate instructional technology practices. "The driver behind the new technology plan will be learning," she said, arguing device and software decisions should be tied to what research shows is developmentally appropriate.
Board members asked for clarifying data (how many staff vs. support staff responded, school‑level disaggregation) and pressed for more detail on costs and staffing implications as the district adopts new grade configurations. Trebelcock and other administrators said building‑level disaggregation exists and that many proposed priorities build on work already under way, which reduces the need for large new expenditures in the short term.
The board did not adopt the strategic plan but was told formal adoption is scheduled for the next meeting, with an executive summary and additional opportunity for public review in the interim.
