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HomeMy WebLinkAbout2015-06-15 School Committee Minutes /o OF\ _ c:, Town of Reading x " ' Meeting Minutes \9°1HCOR4p4P,,- Board - Committee - Commission - Council: School Committee Date: 2015-06-15 Time: 6:00 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Session: General Session Attendees: Members - Present: Linda Snow Dockser John Doherty, Superintendent Jeanne Borawski Craig Martin, Assistant Superintendent Chuck Robinson Martha Sybert, Director of Finance Gary Nihan Carolyn Wilson, Director of Student Services Elaine Webb Julie Joyce Members - Not Present: Carl Gillies, Student Representative Others Present: Brad Jones, State Representative Jim Dwyer, State Representative Jason Lewis, State Senator Alex Nazzaro, Student Representative Al Sylvia, Reading Chronicle Nancy Docktor, Resident Chris Copeland, RTA President Building Principals, Directors and Years of Service Honorees Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent Topics of Discussion: I. Call to Order Chair Robinson called the School Committee to order at 6:05 p.m. Chair Robinson welcomed guests and reviewed the agenda. II. Recommended Procedure A. Public Input(I) Chair Robinson called for public input. Mrs. Docktor requested information on her original request regarding partnerships with outside mental health agencies to address the social-emotional needs of our students. Page I 1 B. New Business (Out of Order) Representatives Jim Dwyer and Brad Jones and Senator Jason Lewis discussed happenings on Beacon Hill. Representative Jones touched upon work being done on Chapter 70 funding, the FY16 budget and recent hearings on PARCC testing providing information on what direction the state should go in respect to student assessment. Representative Dwyer shared that he is part of a group that has authored a bill to ask for a three year moratorium on PARCC testing and the implementation of the Common Core. It is agreed that assessment is needed but a determination needs to be made as to which is the best assessment for students. Discussion continued regarding student assessment, unfunded mandates and the FY16 budget. Senator Lewis updated the committee members on the FY16 budget. He shared the recommendations that circuit breaker is being fully funded, local aid be increased and Chapter 70 funding increased. He also said that $25,000 is earmarked for field improvements in Reading. Reading has been cited in the state for the work on the safe and supportive schools initiative. An interim report has been released on the foundation budget which will address health care and Special Education costs. The Senator was pleased that Reading recently had a presentation on substance abuse/tobacco. He is the Chair of the Public Health Committee and knows that education and information is important in combating this public health problem. Mrs. Webb expressed concerns regarding Smart growth densities and the need to continue to work with Town officials on 40B housing. The School Committee continued discussion on student assessment. Both Representatives said that the proposed moratorium on PARCC and the Common Core are in the early stages of discussion. Dr. Snow Dockser attended an Education Committee hearing last week and wanted to be sure that when looking at free full day kindergarten that attention is paid to the financial impact on districts that now have tuition based programs. Representative Dwyer said that conversation is well on its way. Representative Jones said that there will also be an impact on existing facilities when free full day kindergarten for all is offered. Chair Robinson thanked the legislators for attending tonight and called a brief recess at 6:50 p.m. Mr. Robinson called the meeting back to order at 7:02 p.m. Staff Recognition Page 12 Dr. Doherty explained that each year we recognized members of our staff that have achieved milestones which include Professional Teacher Status, 10, 20, 30+ years of service and retirees. He asked Food Service Director Kristin Morello to present the awards to her staff that included: Last Name First Name Location Years of Service FERRARI ROBERTA Cafe 10 KURCHIAN R CORNELIA Cafe 20 MORRIS MARIA Cafe 10 SOUTHER DOLORES Cafe 10 ZAYA MAUREEN Cafe 30 Joshua Eaton principal Karen Feeney presented the awards to her staff: Brett Nicole Eaton PTS Cornetta Jessica Eaton PTS LEWIS WILLIAM Eaton 20 Lewis William Eaton Retirement LYDECKER LINDA Eaton 10 Lydecker Linda Eaton Retirement RECZEK SARAH Eaton 10 TORMAN TINA Eaton 10 Killam principal Cathy Giles presented the awards to her staff: COLE KATRINA Killam 10 IOZZO DENISE Killam 20 MCGUIRE TONIA Killam 10 MULLEN DONNA Killam 20 RICE CATHERINE Killam 20 SWEENEY ANN Killam 10 Wood End principal Joanne King presented the awards to her staff: ERB CHRISTINA Wood End 10 HABEEB MAUREEN Wood End 10 MALONE STEPHANIE Wood End 10 MCGLATHERY KATHLEEN Wood End 10 MCRAE ROBERTA Wood End 10 Michel Lynda Wood End PTS NIHAN MARIAN Wood End 10 OEHMEN ELIZABETH Wood End 10 PAILES THERESA Wood End 10 Parker Jacquelyn Wood End PTS Peffer Jacqueline Wood End Retirement SAGE MARY Wood End 10 Page 13 Sheehan Barbara Wood End 35+ SUGLIA LISA Wood End 10 WEADICK DENISE Wood End 10 Birch Meadow principal Eric Sprung presented the awards to his staff: CLOONAN DONNA Birch Meadow 20 GAREY KATHLEEN Birch Meadow 10 PIAZZA DANIELLE Birch Meadow 10 SCRIBNER JENNIFER Birch Meadow 10 Steer Katelyn Birch Meadow PTS Wells Alicia Birch Meadow PTS RISE Preschool Director Debbie Butts presented the awards to her staff: CROSBY ROBERTA Rise 20 Boran Erica Rise @ WE PTS Barrows principal Heather Leonard presented the awards to her staff: ATWOOD SARAH Barrows 10 GATH VIRGINIA Barrows 10 Gerrin Jaclyn Barrows PTS LARACY JOHN Barrows 10 Viegas Susan Barrows Retirement Donahue Michael Barrows 10 Coolidge assistant principal Marie Pink presented the awards to her staff: BUTTARO SHEILA Coolidge 10 Conry Denise Coolidge PTS DEBENEDETTO CONCETTA Coolidge 10 KASPRZAK AMY Coolidge 10 MARCHANT SARAH Coolidge 10 McCarthy John Coolidge Retirement MURPHY CRAIG Coolidge 10 Prindiville Samantha Coolidge PTS Vance Laura Coolidge PTS Parker principal Doug Lyons presented the awards to his staff: Baer Andrea Parker PTS DURAN JEANNE Parker 10 FOX LAURA Parker 10 Gilbert Sarah Parker PTS Gomes Gerald Parker Retirement Kalmakis Susan Parker Retirement KETLAK DIANE Parker 30 Ketlak Diane Parker Retirement Page 14 Kiser Megan Parker PTS Lynch Jessica Parker PTS Mitrano Julianne Parker PTS OLIVO STEPHEN Parker 10 Piantedosi Jill Parker Retirement QUACKENBUSH CONSTANCE Parker 10 RICCI CARLA Parker 20 ROPPLE AMY Parker 20 SHANLEY ELISABETH Parker 10 RMHS principal Adam Bakr presented the awards to his staff: Ballantyne Alexander RM HS Retirement Bedingfield Kelly RMHS PTS Chetwynd James RMHS Retirement Cogger Steve RMHS PTS CONNER HEATHER RMHS 10 CROWLEY KATHLEEN RMHS 10 Cunha Natalie RMHS PTS Galvin Carol RMHS Retirement Kroff Harlan RMHS PTS Lennon Sarah RMHS PTS Lombardo Heather RMHS PTS LYNN MARY ANNE RMHS 20 MOONEY ANDREA RMHS 10 Nelson Jeffrey RMHS Retirement Nelson Nels RMHS Retirement Scarpitto Michael RMHS Retirement Stewart-Cunningham Jane RMHS PTS Swenbeck-Fedele AMY RMHS 20 Von Euw Paula RMHS Retirement White Susan RMHS Retirement C. Reports Students Ms. Nazzaro reported that it is the last week of classes and finals are next week. The Drama Department is hosting Improvasaurus on Friday evening and the softball team is playing in the Division 2 Eastern Massachusetts final on Tuesday night. Liaisons Dr. Snow Dockser reported that she and other members of the Committee attended Friends & Family Day. She said it was a great community day and had the opportunity to talk to many residents. She also attended the Joshua Eaton Publishers Day. Students published books and were able to share with other students and parents. Groups were comprised of students in different grades. Dr. Page 15 Snow Dockser also attended the North Shore Pride luncheon recently. It was a great event empowering LGBT groups on the North Shore. She shared what RMHS had done this year in the cap & gown selection. Director of Student Services Mrs. Wilson shared that she has received a draft copy of the program review report from Walker Associates. She is reviewing it and will present the findings at a future School Committee meeting. Director of Finance Ms. Sybert reported that she also attended Friends & Family Day. The modular classroom display boards were available at the event. She shared that the permitting process is ongoing and there are two meetings tomorrow with all the stakeholders. The actual classrooms are currently being constructed in Pennsylvania. The hope is to break ground next week. Mrs. Borawski asked how the delay will affect the project. Ms. Sybert said that Vanguard will update the schedule after that meeting and have been assured by Vanguard that the timetable will be met. Superintendent The Superintendent updated the School Committee on elementary enrollment. He pointed out that in most cases the class sizes are within the recommended guidelines. The Superintendent shared a letter he received from Mr. Andrew Friedmann and the discussion he had with him on the validity of late school start times for adolescents. Dr. Doherty indicated this topic will be included in upcoming discussions on the social-emotional well-being of students. Dr. Doherty handed out a copy of the MASS position paper on student assessment. Finally he reminded the School Committee that there will be a reception on Thursday afternoon to honor Mike Scarpitto who will be retiring at the end of the school year. D. Continued Business E. New Business Approval of Field Trips Europe Mrs. Borawski moved, seconded by Mrs. Webb, to approve the RMHS field trip to the Balkan nations of Romania and Bulgaria in June/July 2017. Page 16 Superintendent Doherty provided an overview of all the field trips to be approved tonight. He has met with all stakeholders. Mr. Nihan would like to ensure that there are tight oversights on these trips. Mrs. Webb feels these are great opportunities for students. The motion carried 6-0. Metropolitan Opera Mrs. Borawski moved, seconded by Mr. Nihan, to approve the annual RMHS field trip to the Metropolitan Opera in New York City in March 2016. The motion carried 6-0. Parker Quebec Mrs. Borawski moved, seconded by Mr. Nihan, to approve the annual Parker 8th grade field trip to Quebec, Canada in April 2016. The motion carried 6- 0. Washington, DC Mrs. Borawski moved, seconded by Mrs. Webb, to approve the annual Parker 8th grade field trip to Washington, DC in October 2015. Dr. Doherty said that this trip is being moved to the fall. Principal Lyons feels by moving it to the fall it will allow for team building earlier in the year. The motion carried 6-0. Nature's Classroom Mrs. Borawski moved, seconded by Mrs. Webb, to approve the annual Parker 7th grade field trip to Nature's Classroom in October 2015. The motion carried 6-0. Costa Rica Mrs. Borawski moved, seconded by Mrs. Joyce, to approve the annual Parker 8th grade trip to Costa Rica in April 2016. The motion carried 6-0. III. Routine Matters a. Bills and Payroll (A) The following warrants were circulated and signed. Warrant S1550 6.4.15 $163,905.81 Warrant S1551 6.11.15 $399,511.16 Page 17 Warrant P1525 5.22.15 $1,491,537.93 b. Bids and Donations (A ) Killam Mrs. Borawski moved, seconded by Mrs. Webb, to accept two donations totaling $11,642.87 from the Killam PTO to be used to improve the technology at the school. The motion carried 6-0. Trees Mrs. Borawski moved, seconded by Mrs. Webb, to accept the donation of native trees to our schools from Mahoney's Rocky Ledge of Winchester. The motion carried 6-0. Wood End Mrs. Borawski moved, seconded by Dr. Snow Dockser, to accept a donation of$346.25 from the Wood End PTO to be used to purchase agenda books for the 4th and 5th grade students. The motion carried 6-0. Parker Mrs. Borawski moved, seconded by Mrs. Webb, to accept a donation of equipment with an approximate value of$6,550 from Teradyne to be used to enhance the science program at the Parker Middle School. The motion carried 6-0. PSST Mrs. Borawski moved, seconded by Dr. Snow Dockser,to accept a donation in the amount of$1350 from PSST to be used to support the Improv Instructor for the second semester. The motion carried 6-0. c. Minutes Mrs. Borawski moved, seconded by Mr. Nihan, to approve the open session minutes dated June 1,2015. The motion carried 6-0. d. Calendar IV. Information Dr. Doherty said the next meeting on June 22nd will be with Dorothy Presser from MASC. V. Future Business VI.Adjournment Page 18 Mrs. Webb moved, seconded by Mrs. Joyce to adjourn. The motion carried 6-0. The meeting adjourned at 8:22 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. Handouts: Elementary Enrollment MASS Position Paper Letter on Later School Start for Adolescents b ') gihn F. Dohert , Ed.D. Page 19 o M.AS.S. _" ti SutN "" Massachusetts Association of School Superintendents Position Paper Conditions and Considerations for a New Generation of Student Assessment* in Massachusetts Introduction As the Board of Education reviews its options for the next generation of standards-based assessment, the Commonwealth's district leaders wish to share our thinking about the salient features of a quality assessment system and the implementation considerations that will ensure its success. As district leaders we respect the value and the complexity of student assessment and we welcome a new generation of student assessment that measures students' higher order thinking skills and the application of these skills. However, we believe that the choice of an assessment system and its implementation timelines must be grounded in a clear understanding both of the purpose of standardized assessment and of its impact on teaching and learning. This appears to be the missing element in the debate over PARCC vs. MCAS. As the state's educational leaders, we are less concerned with which specific system the state adopts, and more concerned that whichever system is chosen meets the criteria that we elaborate below. We urge you to include us as a key partner in the impactful implementation of this new system, and we strongly suggest that the implementation process be regarded as ongoing in nature with frequent opportunities for feedback regarding the success of our efforts. *The authors of this paper used the word assessment in the title for consistency with the Massachusetts Comprehensive Assessment System. We do however acknowledge that the term assessment is more commonly applied to the broad range of measures including state wide tests, other standardized measures, common assessments and district determined measures. PARCC Position Paper (2) Purpose of Assessment It is our professional position that high quality assessment measures student achievement first and foremost in order to inform instruction and improve learning. The new generation of the Massachusetts Assessment should enhance our work by providing timely data that can be used by teams of teachers to identify learning gaps, modify curriculum and adjust instruction. The feedback that we give to teachers and students and the progress that we report to parents and the community help to ensure that all districts and all populations are equitably served. Improved teaching and learning should be the primary "drivers" for this assessment system with district and school accountability, an important but a secondary factor. Secondly, the next generation assessment should be a lever for curriculum change with an increased emphasis on the development of higher order thinking skills that allow students to transfer their learning to new situations and problems. This assessment should complement the formative, common, and standardized and performance based assessments that are administered in districts each year. Furthermore, it should help districts align their own common assessments with the more complex learning expectations that characterize the current Massachusetts Curriculum Frameworks. The content of the assessments should have predictive value with respect to college and career readiness. Ultimately this assessment should ensure that all children in Massachusetts have the benefit of an equitable educational experience setting a bar that is consistent across the State. The construction of the test items is critical as student responses to these items should provide districts with rich, diagnostic feedback that effectively measures student growth. Frequent discussions among district leaders and teachers and the test authors will be vital if we are to have assessments that are both authentic and well aligned with Massachusetts Curriculum Frameworks. Given these key assessment system purposes, there are important criteria to consider relative to assessment structure and content: frequency and timing, school-based implementation, and state-wide roll-out and a clear understanding by staff, parents and students of the real meaning of these assessments. Characteristics of a High-Quality Assessment Research supports that any high quality assessment system has the following characteristics: Assessment of Higher-Order Cognitive Skills; High-Fidelity Assessments of Critical Abilities; PARCC Position Paper (3) Standards that Are Internationally Benchmarked; Use of Items that Are Instructionally Sensitive and Educationally Valuable; and Assessments that are Valid, Reliable, and Fair. Measuring higher-order cognitive skills provides an indication of a student's ability to transfer knowledge and skills to new contexts within a discipline. New assessment systems should target critical abilities such as research, analysis and synthesis of information, experimentation and evaluation, communication in multiple formats, collaboration and interpersonal interaction, modeling, design, and complex problem solving through authentic, performance- based tasks. The assessment should mirror international trends: several examples of current international assessments such as the Program for International Student Assessment (PISA) and The Trends in International Math and Science Study (TIMSS) include the assessment of higher- order cognitive skills. Scores on a high-quality assessment should represent the impact of curriculum content and instruction, rather than reflecting out-of-school experiences or test- taking skills. Additionally, the assessment should provide a good model with which to influence curriculum and instruction. The assessment needs to measure the content and skills that are intended. The assessment should be designed so that it is broadly accessible for all students. The previous state assessment did not meet all of these criteria and the new generation of assessments shows promise. In this initial time period of test development and implementation, the new generation of assessments and student results should be weighed against these criteria, in order to ensure that the standardized assessment provides the intended value and meets our defined purpose of assessment. The following questions are offered as a guide: • To what extent does the new assessment measure higher order cognitive skills through authentic, complex, performance-based tasks such as drawing evidence from multiple sources? • Is the assessment instructionally sensitive where daily classroom instruction prepares students to demonstrate their knowledge and skills? • Are the assessment items fair and free from bias? • Can the assessment be adaptive, where students are able to show a full range of what they know and are able to do whether they are performing above or below grade level? • Does the assessment system provide a mechanism to capture student growth over time? • Do assessment results correlate with similarly valid measures? • Does the assessment provide a good model for classroom practice? PARCC Position Paper (4) Ensuring that the New Generation of Assessment Supports Teaching and Learning Frequency and Timing The value derived from standardized assessments should be weighed against the amount of time that it takes away from instruction, both in terms of actual days and hours and in terms of the inevitable disruption to teaching and learning that it creates. The assessment also needs to be administered after the expected learning takes place. Finally, the diagnostic results should be available in time to impact student placement decisions and future instruction. Without question, this presents a complex set of challenges, not the least of which are cost related. By way of illustration, the present PARCC administration configuration provides for shorter testing sessions but does not adequately address these concerns: • The time taken from instruction is excessive. • The amount of time devoted to summative assessment runs counter to the principles underlying Massachusetts Time and Learning Regulations and to the research supported prioritization of formative assessment. • The proximity of the Performance Based Assessments (PBA) and the End of Year Assessment (EOY) for both English Language Arts and Math disrupts teaching and learning for much of the third and fourth academic quarters. We greatly appreciate the vote taken by the Governing Board of PARCC to have one testing window with the goal of reducing the testing time by 90 minutes. • During this same testing period students in grades 5, 8 and 9th graders in high school are required to take the MCAS Science Assessment. • The turn-around of test results does not allow for informed student placement decisions, or timely adjustment of instruction, student support interventions or appropriate professional development. We recommend that the Board make every effort to minimize the amount of time and frequency of any statewide assessment system. We need to recognize that a number of districts find the statewide assessment as an important lever to address achievement gaps while other districts may rely more heavily on locally developed common assessments to address their needs for measuring student growth. Any decision on a new statewide system needs to recognize this variability as we seek to reduce the amount of testing time and maximize instructional time. PARCC Position Paper (5) Necessary Conditions For the next generation of assessment to authentically measure students' learning the content and skills outlined by the Massachusetts State Frameworks, certain key conditions must be in place: • Teachers will have had a reasonable amount of time to make the curricular and instructional shifts to the Massachusetts State Frameworks: o Teams will have aligned existing curricula and learning outcomes with the Massachusetts Curriculum Frameworks. o Teachers will have integrated those new learning outcomes. o Districts will have identified resources, instructional programs and materials that support the State Frameworks. o School districts will have time to receive the funding for the purchase of instructional resources and materials that meet the increased rigor and demands State Frameworks and PARCC Assessments. o Districts will have planned for, the funding and implemented appropriate professional development to support teachers' mastery of the State Frameworks curricula and instruction and of the instructional math and ELA programs that will be used to help to implement the State Frameworks and Plan for College and Career Readiness. • Districts will have made the instructional shift from an emphasis on recognition and memorization to analysis, problem solving, synthesis and transfer. • Students will have had practice through classwork, homework and formative assessments to solve complex problems and to apply their learning in new situations. • Appropriate accommodations such as extended time will have been identified to support equitable access for all students including students in special education and ELL students. • An ongoing process should be outlined (to include the regularly scheduled release of test items and technology tools) and the opportunities for practitioner feedback identified to ensure the selection of authentic, accessible, rigorous, fair, valid and reliable test questions. • Classroom technology, in the hands of students, should be familiar, used to promote higher order thinking, and equitably distributed. Additionally, the following factors must be addressed by each school district to ensure that we achieve equity across the State as we implement the new assessment: o the availability of the hardware o the integrity of the school district technology infrastructure PARCC Position Paper (6) o the availability of required technology support personnel o the provision of the necessary professional development o the integration of technology within the daily classroom practice including the technology based tools associated with the new generation of assessment o the effective use of technology to support higher order thinking skills o the successful transition from the paper assessment to the technology assessment. Logistical Considerations The successful implementation of this high quality assessment must additionally consider: • Clearly defined criteria for the selection of test items • Provide a transparent explanation that demonstrates the correlation between the paper test version and the technology test version of any new generation assessment as well as the correlation between these new assessments and the existing MCAS. • Develop a process that integrates the internal district determined measures with the new assessment. • Educate our school community that the initial results may reflect the challenges that are inherent with any new assessment. Critical Roll Out Concerns If a new generation assessment system, either some form of PARCC or MCAS version 2, is to accomplish the purposes initially identified in this document, how and when it is rolled out are factors almost as important as the character of the test system itself. Realistically, it will take years of concerted district effort, with an adequate fiscal commitment from the Commonwealth, to achieve all of the preconditions for a successful and equitable implementation of a technology-based system. There must be, accordingly, a phasing in of the new assessment system. • During the initial years of implementation, while the afore-mentioned conditions are being met, the proposed assessment results will not be used to calculate the accountability rating, rather they should be regarded as pilot results. It is both unfair and counterproductive to publicize test results when the implementation issues have not been resolved; when the questions have not been vetted by practitioners; and when many districts are only part way into the full implementation of the State Frameworks (see above). To publish results prematurely will cause children to feel like failures PARCC Position Paper (7) because they will have been tested on content or in a manner in which they have not had practice. • During this initial period, DESE can compare and analyze the results from paper and pencil and computer-based tests and devise a plan for addressing the issues that emerge. Resources A Comparison of the MCAS and PARCC Assessments as Indicators of College and Career Readiness,The Massachusetts Business Alliance for Education Center for Assessment, February 2015 Laura Slover, CEO, Parcc Inc., Presentation "PARCC District Superintendents Meeting" May 7, 2015, Washington DC Linda Darling-Hammond, et.al. "Criteria for High Quality Assessment", Opportunity Policy in Education, Stanford University; Center for Research on Student Standards and Testing, University of California at Los Angeles, and Learning Science Research Institute, University of Chicago,June 2013 "Testing the Test:A Study of PARCC Field Trials in Two Districts", the Rennie Center for Education Policy and Research, March 2015 The M.A.S.S. Executive Committee endorsed the work of the M.A.S.S PARCC Task Force and approved this Position Paper at its meeting on Thursday June 4, 2015. ,;p`tl�' OFRF�Oj ANDREW FRIEDMANN,Ph.D. �Q" Town of Reading CHAIRMAN y. ' F HEALTH m ,, + BOARDO .. eo. 16 Lowell Street Phone: (781)942-9061 Reading, MA 01867-2683 Fax (7811942-9071 !6 P 39\INCOVe. June 8, 2015 John Doherty, Superintendent of Reading Schools Charles Robinson, Chair, Reading School Committee 82 Oakland Road Reading, MA 01867 Dear Dr. Doherty and Mr. Robinson, In a 2014 policy statement titled "School Start Times for Adolescents",the American Association of Pediatrics (AAP) has recommended middle and high schools should aim for a starting time of no earlier than 8:30 AM. The policy statement encourages school administrators and other stakeholders to initiate discussions for delaying school start times, a change that could have broad and immediate health and safety benefits for our youth. In my capacity as the Chair of Reading's Board of Health, I'd like to bring this policy statement to your attention and I strongly encourage you to consider the AAP's recommendations. As children enter adolescence, physiological changes shift their natural sleep patterns. Adolescents stay up later and sleep later than pre-pubertal children. One misconception about delayed school start times is that adolescents will choose to stay up later in response to the delay. According to the policy statement and associated studies this does not appear to happen. Regardless of the school start time, adolescents tend to go to bed around 11 PM. Of course, individual adolescents differ but, in general, it is difficult for most teenagers to fall asleep early enough to be well rested for a start time prior to 8:30. A growing body of research, cited in the policy statement, demonstrates the urgency and the magnitude of the problem of sleep loss in adolescents. Sleep loss in this subpopulation is associated with a number of adverse health and safety effects, including: • A greater rate of automobile accidents due to "drowsy driving"; • Decreased school performance; • Increased mental health problems (including a higher risk for anxiety, depression, and suicidal thoughts); • Increased likelihood of unhealthy life choices; • Greater rates of obesity; and • Lower school attendance. • In school districts that have delayed school start times for adolescents, average sleep duration has increased. The increased sleep duration has resulted in improvements in a number of the problems listed above. For example, a recent study found a crash rate reduction in 16-and 18-year-olds of 65% and 70%, respectively; notably,the high school with the latest start time (Jackson Hole, WY) had the largest decline in car crashes. In spite of this growing body of evidence that suggest delayed school start times would benefit the health and welfare of our youth, many school districts resist such a change. The policy statement found that this resistance is multifaceted, including concerns about curtailed time for athletic practices and interference with scheduling of games, reduced after-school employment hours for students, challenges in providing child care for younger siblings, and adjustments in parent and family schedules. The AAP recommends overcoming these concerns using creative approaches that have worked for communities across the country, including: • Adjusting class schedules to minimize late dismissal times; • Scheduling free periods/study halls at the end of the school day to allow participation in after- school extracurricular activities; • Exempting student athletes from physical education requirements; and • Installing lights for athletic fields. Some of these solutions have already been instituted. Should you decide to take up this task, I look forward to working with the School Committee and Superintendent to increase awareness among Reading residents regarding the health and safety benefits that can be gained from delayed school start times for our adolescents. Sincerely, Andrew Friedmann, Ph.D. Chair, Reading Board of Health Cc: Reading Town Manager, Reading Board of Selectmen, Reading Chief of Police F z PA O O M M 7 N N M r; •--, H ai w Z ,L N N N O N Ln W 0 N M N M o0 N d oo N d ON M M •-( O M N N .� *0 d N N N N N en CA VI M N ' N �I N N M , es N CA r`a4 et N M [� N M c� rn N M M ^ v 0 N . 0 N N N O y Ozz oy cil Z 1• 1 F .p oo N N -d r w. ,_, O O N ZU M M M o0 O O N N M "' ... W W N N N p MM r-' O O c.. h+ti W O N N os CO P. O N N en A/ .-. 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