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Superintendent outlines web-based handbooks, staff training and a state-funded 3‑year‑old services program
Summary
The superintendent told the RSU 35/MSAD 35 board the district moved handbooks online for accessibility, is expanding staff professional development and is planning an in‑district, state‑funded program to provide specially designed services to 3‑year‑olds with developmental needs.
The superintendent reported the district has converted its long PDF student handbook into web pages to make policies easier to find and more accessible, and said the move should also improve ADA compliance.
“The handbook that we have now on the website is a just that a website … when it's updated it's updated here,” the superintendent said, explaining the change from an estimated 78‑page PDF to live, linkable pages. He credited Lindsay Edson, Rich, Kelly and Tony with helping launch the new site and said Crystal Villar will help restore and maintain clubs-and-activities pages.
The superintendent summarized summer professional development for faculty and staff, including a daylong math session for fifth‑grade teachers, Orton‑Gillingham literacy training for seven staff members, and adaptive physical‑education certification for several P.E. teachers. He said the district also trained staff to use a ropes course as a professional‑development and safety exercise led by Project Adventure.
On early‑childhood services, the superintendent described a new state directive that schools will have expanded responsibility for developmental services for 3‑ and 4‑year‑olds. He said the district has been invited to be a ground‑level site and that the state has promised start‑up support.
“We will run … Monday/Wednesday/Friday half day AM and PM three‑year‑old sections … and it will be 100% state funded,” the superintendent said, describing two sections at Central School and additional staffing arrangements at Elliot and other buildings to provide specially designed instruction and related services. He added the state offered funding for equipment and transportation if needed.
Board members asked how students would be identified; the superintendent said referrals come through the C&DS process and local day‑care providers and that the district will coordinate evaluations and outreach. The superintendent said the district expects this approach will both preserve in‑district capacity and give the district a role in shaping service delivery.
He also asked the board for permission to investigate an alternative to out‑of‑school suspension that could include in‑school therapeutic steps and optional Friday/Saturday programs for students who need targeted support, saying the district’s philosophy is to keep students in instruction when possible. “What I’m asking for is I would like the permission of the board to investigate,” he said.
The superintendent closed by noting staff resignations over the summer and by asking board members to think about priority topics for the year, including adaptive physical education and proposed changes to disciplinary processes.
The board received the superintendent’s report with no immediate action required; several members expressed support for further study of the Saturday/Friday program idea.
