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rrYVATown of Reading <br /> Meeting Minutes <br /> Alyssa Scaparotti stated that it seems to be that everyone is ok with staying an Executive Board. Laura Noonan <br /> moved that the SEPAC not transition to functioning as a Board. Seconded by Alyssa Scaparotti. Unanimously <br /> passed. <br /> Alyssa Scaparotti asked if we needed to create a sub-committee in the Friends of SEPAC. Laura Noonan <br /> indicated that the SEPAC should be mindful of creating extra work for the SEPAC Board, and that perhaps it <br /> would be best to keep the"Friends of SEPAC"less formal. She stated how we were a new Board last year, and <br /> Dr. Stys was new and still we got a lot done.We can task things as needed instead of creating extra <br /> committees. SEPAC Parent Thomas Wise cautioned the SEPAC that sub-committees are subject to CML and <br /> that only 1 Board Member could then be present because the quorum has now changed to only 1 Board <br /> Member, as we are now a Board of only 3. <br /> Scaparotti posed a series of questions: Do we want school liaisons?And will they be subject to OML? Role of <br /> school liaison was read from By-Laws. Do we want to pursue liaisons?Or just stick with the Friends of <br /> SEPAC?Consensus to just stick with Friends of SEPAC. <br /> Planning Discussion about possible future meeting and/or presentation about literacy and reading <br /> instruction <br /> Scaparotti stated that the purpose of the discussion is to learn feedback from parents about what they want to <br /> learn about reading instruction. Is there interest in having a structured discussion/presentation on reading <br /> instruction? Highlights: 1. RPS is participating in a multi year literacy training with the Crafting Minds Institute. <br /> Dr. Stys has indicated that there are 2 staff members willing to present about this training. 2. Dyslexia <br /> Screening Law. Districts should already be using screening tools. DESE is releasing new recommendation <br /> tools this month. 3. Teachers College Reading and Writing Program(Lucy Calkins Program)recently published <br /> statements indicating that reading instruction should be rebalanced. Early readers should read decodable texts. <br /> Amy Stewart added that"specific learning disability"is the primary disability listed on more than 50%of IEPs in <br /> Reading.Stewart suggested that the presentation(s)distinguish between the four buckets:universal screening, <br /> intervention planning,progress monitoring,diagnostic evaluation.This is based on Dr.Stys'identification of these <br /> categories at the 10/28/19 school committee meeting when Mrs. Ippolito presented on the dyslexia screening pilot <br /> program with DESE. <br /> SEPAC Parent Sarah McLaughlin pointed out that this is an issue for general education, as well as special <br /> education. <br /> Maria Morgan pointed out that how to teach children to read is often referred to as"The Reading Wars". <br /> SEPAC Parent Erin Alberts indicated that it would be helpful to learn the"buu words' so parents know what is <br /> meant by words such as decoding, phonetic awareness, etc. <br /> SEPAC Parent Thomas Wise pointed out that the Science of Reading is more than just decoding.What <br /> happens when a reader is diagnosed in a later grade?How do we then close the gap? How does reading effect <br /> other skills, e.g. the ability to write. How does it impact anxiety, etc. Recommendation is to educate on how the <br /> tools align to Scarborough's Rope, so parents know what to do when their child is struggling to learn how to <br /> read. <br /> SEPAC Parent Sarah McLaughlin would like to see a more systematic direct approach to reading instruction. <br /> Amy Stewart asked if parents would like to see two separate presentations on universal screening v. <br /> evaluations. <br /> SEPAC Parent Tom Wise shared his screen to explain Scarborough's Reading Rope. <br /> Page 12 <br />