HomeMy WebLinkAbout2015-11-23 School Committee Minutes ., . °\ `, Town of Reading
;i :' Meeting Minutes
Board - Committee - Commission - Council:
School Committee
Date: 2015-11-23 Time: 7:00 PM
Building: School - Memorial High Location: Superintendent Conference Room
Address: 82 Oakland Road
Purpose: General Meeting Session: Open Session
Attendees: Members - Present:
Jeanne Borawski, Linda Snow Dockser, Elaine Webb &Julie Joyce
Members - Not Present:
Members Chuck Robinson, Gary Nihan
Others Present:
John Doherty, Superintendent, Craig Martin, Assistant Superintendent,
Director of Student Services Carolyn Wilson, Director of Finance Martha
Sybert, Catherine Spinelli, Daily Chronicle, Erica McNamara, RCASA Director,
Detective Segalla, CMS Principal Sarah Marchant, Student Representatives
Gillies and Nazzaro
Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair
Topics of Discussion:
I. Call to Order
Vice - Chair Borawski called the School Committee to order at 7:02 p.m.
II. Recommended Procedure
A. Public Input
There was none.
B. Consent Agenda
Mrs. Borawski reviewed the consent agenda and asked if any members would like
any items removed from the consent agenda.
Mrs. Joyce moved, seconded by Dr. Snow Dockser, to approve the consent
agenda as presented. The motion carried 4-0.
C. New Business (out of order)
Middle School Youth Risk Behavior Survey Presentation
RCASA Executive Director Erica_McNamara began the presentation providing an
overview of the Youth Risk Behavior Survey. Massachusetts leads the nation in
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the lowest rate of teen deaths. This is attributed to access to health care, health
insurance, injury prevention education and changes in alcohol licensing
procedures. She quickly reviewed that in Reading; most teens made healthy
decisions, accessed mental health support, avoided harm and trusted an adult in
school. Adolescents are at a higher risk of harm due to pubertal changes, brain
development, unsafe sexual activity and the onset of mental illness and substance
misuse.
Data is collected every two years as required as part of its state and federal
funding to collect this data. The Reading Public Schools provide the survey,
oversight and collection, RCASA is responsible for coordination, materials,
development, comparison and data targets and a third party is used for data
cleaning and analysis.
Ms. McNamara reviewed the survey process beginning with the procurement of a
new consultant. A parent binder and questionnaire was developed and parents
received a survey letter. Parents had the option of reviewing the binder. The
survey was conducted in the winter of 2015 and is totally voluntary.
She went on to review selected findings of this year's data. Data was analyzed
across risk categories which were the same as the high school survey but
contained fewer questions. There was an increase in the response that students felt
they had a trusted adult in school they could go to which is good news. There are
systems in place to assist kids to connect with staff members in the buildings.
Staff members have students that they are assigned to reach out to for this type of
support. Questions dealing with stress were added to this year's survey. Data
showed that sources of stress included workload, studying hard things, getting up
in the morning and teacher expectations. Ms. McNamara reviewed the depression
data, non-suicidal self-injury and suicidality. Non-suicidal self-injury is a coping
mechanism for youth. When analyzing the suicide data it is important to note that
youth that have made a plan to commit suicide are at extreme risk and should be
offered assistance and counseling. Suicide has multiple contributing factors that
range from biological, predisposed, proximal and immediate triggers.
Mrs. Liberman pointed out that Wakefield has a suicide prevention program and
asked if we could become part of that program. Ms. McNamara said that RCASA
is working with surrounding towns to develop a matrix of services to see what is
in place.
The mental health data revealed that more young people are accessing treatment
and support. It is important to continue to break the stigma surrounding mental
health. A new mental health question was asked dealing with concentration.
Survey results indicate that use of nicotine and marijuana is down but there is an
increase in the vaping and the use of synthetic marijuana.
Underage drinking showed decreases and this can be attributed to the
comprehensive strategy across the community to address this issue.
Ms. McNamara reviewed gender differences in MS reported behaviors as well as
the gender differences between high school and middle school students.
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Mrs. Borawski thanked Mrs. McNamara for sharing this important information.
PARCC/MCAS Presentation
Mr. Martin provided an overview of the state assessments given in the spring of
2015. The Science MCAS was given to grades 5, 8 and 9 and ELA and Math to
grade 10. Passing the MCAS is still a graduation requirement for the grade 10
students until 2019. PARCC was administered to grades 3 — 8 in math and
ELA/literacy and grade 8 in algebra.
Assistant Superintendent Martin reviewed the five achievement levels for
PARCC. Unlike MCAS,there is no PARCC achievement level called proficient
but Level 4 represents the point at which students have met expectations. Level 5
indicates that students have exceeded expectations. He reviewed the results by
grade level and subject. Mr. Martin pointed out that the MCAS were originally
developed to measure students' knowledge of key concepts and skills outlined in
the MA Curriculum Frameworks, and achievement levels were set to establish
minimum proficiency for high school graduation. Next generation assessments
are now being developed to measure college & career readiness, as well as
students' understanding, reasoning, and ability to apply concepts. For 8th grade
algebra, 100% of students either met or exceeded expectations which are 20%
higher than the state average. The percentage of Reading students in grades 3 — 8
who met or exceeded on PARCC is 13 points higher that the state average.
Mr. Martin then explained the difference between "achievement and growth", the
student growth percentile (SGP). Assessment scores indicate how each student is
achieving relative to the state standards for that grade level and growth indicates a
change in an individual student's progress from one year to the next as compared
to their academic peer group. Our students made significant gains in growth
between 2014 and 2015.
He next reviewed the data for the high needs subgroups for all students. The
district is generally pleased with the aggregate progress toward proficiency for
"all students," we must continue to disaggregate the data to specifically address
the high needs subgroup—especially students with disabilities.
Moving forward we will continue to review all the data and released assessment
information in our ongoing efforts to improve the curriculum, instruction and
assessment in all content areas and grade levels. Mr. Martin also reported that the
MA Board of Education has voted to develop the next generation state assessment
for the Spring 2017. We will continue to administer PARCC to grades 3 — 8
while grade 10 will continue to be administered the MCAS math and ELA
assessments as a graduation requirement.
The School Committee asked clarifying questions.
Mrs. Docktor asked if the district was looking at testing duress. Mr. Martin did
not recall any specific questions as part of the YRBS but it is on the teacher's
radar.
D. Reports
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Student
Ms. Nazzaro reported that the girls swimming finished in 3rd place at the state
meet and this week is spirit week culminating with the Pep rally on Wednesday.
Mr. Gillies reported that the football team won the EMass State Championship
and will take on Nashoba in the Division 2 Super Bowl on December 5th at
Gillette Stadium. He also reported that today was the annual Reading-Stoneham
Thanksgiving Football Luncheon.
Mrs. Borawski shared that the RMHS football captains represented the school
beautifully at the luncheon.
Liaisons
Dr. Snow Dockser reported on the recent MASS/MASC Joint Conference she
attended. (See attachment) She also reported that the HRAC would be presenting
to the Board of Selectmen on December 3`d and the group will be contributing an
item to the Festival of Trees keeping diversity in mind.
She also attended the meeting of the SEPAC and was impressed by the devoted
educated parents that attended the first meeting of this group.
Mrs. Wilson followed up by reporting that the group had elected a board of 5
members. They continue to discuss the board structure and their by-laws and will
meet again on December 10th
Mrs. Webb reported that the School Committee will be donating a tree to the
upcoming festival of trees.
Mrs. Borawski reported on the recent Recreation Committee meeting. The
Committee continues to look at the lighting of the playing fields in town. She
also attended the MASS/MASC Joint Conference and found it to be a wonderful
learning experience. Lastly she reported on the MASC District Governance
Workshop held on Saturday. The board is high functioning and is doing things
well.
Director of Student Services
Mrs. Wilson reported on the November 20th In-Service Day and reviewed the
workshops offered for the paraeducators.
Superintendent's Report
Superintendent Doherty reported the first Science Expo was held over the
weekend. There were a variety of projects from students at all levels. The
students were energetic and enthusiastic. Overall it was a great event. He next
reported on a research study done by the Rennie Center and ASCD on social
emotional learning.
He attended a meeting of the Safe and Supportive School Commission who will
have a report to the legislature by December 31st of their recommendations.
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With the help of the Rocket Help Desk Dr. Doherty has taped his Community
Forum presentation and it will be available on RCTV and YouTube.
Dr. Doherty also attended the MASS/MASC Joint Conference and participated in
a panel discussion—Action Planning for Success.
E. Continued Business
III. Routine Matters
a. Bills and Payroll (A)
The following warrants were circulated and signed.
Warrant S1619 11.05.15 $238,361.60
Warrant S1620 11.12.15 $115,508.82
Warrant 51621 11.19.15 $205,912.35
Warrant P1610 11.06.15 $1,540,899.70
b. Bids and Donations (A)
c. Calendar
IV. Information
V. Future Business
VI.Adjournment
Dr. Snow Dockser moved, seconded by Mrs. Joyce to adjourn. The motion
carried 4-0.
The meeting adjourned at 9:39 p.m.
NOTE: The minutes reflect the order as stated in the posted meeting agenda not
the order they occurred during the meeting.
I \a /
1L 1 in F. Doherty:I d.D.
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Report From MASC Joint Conference submitted by Linda Snow Dockser
For November 22 School Committee Meeting:
Attendance at the MASC Conference on Nov. 4-7th was worthwhile both for the
information from the workshops I attended,but also because of the other School
Committee members and districts I met,spoke with,and observed. I came back
really appreciating the collaboration and civility with which Reading approaches
our differences of opinions and discussions!
I will attempt to report to you briefly on the workshops I attended. The first
workshop I attended was on:
Chapter 70: Commission process and findings: Where we are.Where we need to go.
[David Tobin,MASS Ch. 70 Consultant; Foundation Budget Review Commission
Patrick Francomano -outgoing president MASC
Luc Schuster-Deputy Director MA Budget and policy Center Foundation Budget
Review Commission
David Verdolino, Exec Dir MASBO/foundation budget review commission
Brian Allen Chief Financial officer Worcester P.S.]
For me,this panel was helpful follow up to a Chapter 70 Hearing that I attended last
Spring with our Superintendent and business manager.
This workshop shared the Foundation Budget Review Commission Final Report,
fresh off the presses as of Oct 20, 2015. The presenters went through an
explanation of not only where we are in relation to the Foundation Budget but also
how the formula evolved and how the funding formula has gone astray. The
explanation was really helpful to me and might be to you. They explained that the
budget was calculated according to the expected costs starting with Ed Reform in
1993 and the formula worked well while the economy was doing well, but when the
economy struggled in 2003 - 15,the funding assumptions no longer covered the
needs faced by the schools in terms of higher poverty and homelessness, increased
insurance and other fixed costs, increased special needs, ELL and even increased
success in medicine which enabled more children to survive to be included in
schools, along with their special needs, etc. A local example of this is how just
recently, Reading had to hire an additional ELL Teacher to work alongside the
dedicated Carla Pennacchio to meet the needs of our ELL Students,while our Pupil
Services Director needed to hire our new Team Chairs to work with our SPED
Teachers,but who still need to invest their precious time to do their own copying,
form filling, and other clerical work. This detracts from the time that otherwise
would be spent using their expertise and credentials to directly help our children.
The Foundation Formula does not take these demands into account.
Insurance assumption: 140% below real spending, does not even address retiree
insurance. Inflation adjustment was cut and is not adequate.
Ch 70 funding establishes the accepted minimum expected spending on education in
its assumptions and then it is up to the communities to provide the extra funds to
make sure adequate services are truly rendered. The difference between their
estimates and actual spending are very large in some areas,which mandates that
communities like Reading make up the difference- some communities have the
resources and can compensate for the difference. Others like Reading struggle to
stretch every dollar.
The Review Commission found that we are needing 144% above the current
foundation budget to address the difference between the funding and the actual
funds being spent to address student needs. Dr. Doherty attended a workshop that
reported on the prospects of us getting even a fraction of this delta... The
commission lamented that this number does not even reflect an adequate analysis of
the needs of in-district and out of district SPED.
There was a lot of talk about the problems caused by unfunded mandates and
regulations, and the fact that school budgets are stretched beyond effectiveness.
Communities with higher income capacity tend to chip in the funding necessary to
offset the deficits,but the rest and majority of the communities are struggling.
The commission recommended that districts illuminate and document the needs for
funds. We need to assemble data to convey what changes will enable or de-rail
district efforts to educate our WHOLE children,not just test results.
The commission advocated that each district examine the foundation spending and
look at the difference between what we get and what we spend, and then meet with
the legislators to report to them.
Their Conclusion sums up the conundrum:
"As the Commission's work draws to a close,the legislature's work begins. We submit
this report to the legislature with full recognition of the continued fiscal challenges of the
Commonwealth, and the many competing priorities, and worthwhile goals,that the
legislature must balance in crafting the annual state budget. We recognize that
recommendations of this scope and size will need to be phased in to be affordable.
However,we also note again what was stated at the beginning of this document: the good
work begun by the education reform act of 1993, and the educational progress made
since,will be at risk so long as our school systems are fiscally strained by the ongoing
failure to substantively reconsider the adequacy of the foundation budget, We therefore
urge that the legislature act on these recommendations with a profound sense of the risks
and opportunities at stake for our shared prosperity as a state and, as our constitution
acknowledges,the critical nature of education to the health of our democracy. We advise
a keen sense of the urgency when it comes to addressing the identified funding gaps, and
the moral imperative of reducing the remaining achievement gaps."
Info can be found at massbudget.org and by googling Foundation Budget Review
Commission Final Report October 30.
ANNUAL DELEGATE MEETING
Because I was the only School Committee Member from Reading at the conference
on Wed, I also attended the Delegate Meeting for my first time. At this meeting,
MASC updated the membership about its treasury, officers,and staff. It was
conducted just like a School Committee Meeting would be,with the audience
displaying how they would behave at their own meetings. Again, I was very
appreciative of Reading's committee.
I will not go into the report on Legislative action or the Staff Reports because I
believe that you all received this report in your delegate manual. For those of you
who do not have this manual,you can find it on the MASC.org site under conference
materials and downloads. http://www.masc.org/images/events/2015/jtc-15/jtc-
2015 delegate-manual-web.pdf.
We elected the slate of officers nominated for the MASC Board and then launched
into a discussion of Resolutions requested by MA School Districts that would
prescribe MASC messages to the legislators and investigations.
PETITION TO LEGISLATURE TO STUDY BEST STARTING TIME FOR MIDDLE AND
HIGH SCHOOLS:
The first resolution was submitted by Newton and was approved resoundingly. It
directed MASC to petition the legislature to and support legislation which calls for
the establishment of a special commission to study the appropriate starting time for
students in middle and high school. The rationale behind this resolution reflects
that which our own Superintendent has been saying: that research shows that"lack
of sleep is a public health issue that significantly impacts adolescents" and one way
to address this might be to adjust the start times for school. This resolution asks our
legislators to look into this possibility and supports legislators who are already
promoting possible legislation to address this problem.
MESSAGE TO STATE TO SUPPORT SERVICES MANDATED FOR STUDENTS FROM
LOW INCOME AND POVERTY
The second resolution which was resoundingly supported addressed the unfunded
mandates relating to Poverty and Children. The MASC delegation called upon
legislators to provide funding and services to support the increasing numbers of
impoverished and homeless children who are being shuttled in and out of schools
districts. It also called for advocacy to help eradicate the conditions which are
landing this very vulnerable population in need of services. The resolution called
for state help in meeting the state mandates to provide this population the services
they need,which creates an extra drain on hosting school districts, especially those
with hotels designated as temporary housing for homeless families.
DIRECTION TO STATE TO ATTRIBUTE STANDARDIZED TEST SCORES TO SCHOOL
AT WHICH STUDENTS WERE EDUCATED, NOT WHERE THE PUBLIC SCHOOL TO
WHERE THEY WERE LOCATED
The third resolution,submitted by the Framingham Schools only had 8 dissenters.
It called for the state to attribute the test results of students recently transferred out
of charter and other schools,to the school which provided their preparation. The
schools described the phenomenon of students being evicted from charter or other
schools before they were tested,and the negative ramifications of their poor
performance on standardized test for their district level rating and funding when
these students manifest deficits.
AMMENDMENT FOR A MORATORIUM ON HIGH STAKES TESTING
As part of this debate, Quincy proposed an amendment which called for a
moratorium on High-Stakes Standardized Test. This amendment pointed out that
an inordinate percentage of student and teacher time, money, and energy is spent
on an over-reliance on high-stakes Standardized testing and that this distraction
"hampers educators' efforts to focus on the broad range of learning experiences that
promote deep subject matter knowledge that will allow students to thrive in a
democracy and an increasingly global society," including those from minorities and
ELL. They highlighted the toll that this testing takes on narrowing the curriculum,
reducing a love of learning, driving excellent teachers out of the profession, and
undermining school climate"
This amendment was not accepted as an amendment, however,was supported as an
instructional motion- 66 to 42 in favor.
DEADLINE FOR SUBMISSION OF RESOLUTIONS
This amendment was submitted after the window for resolution submissions so the
point was made that resolutions need to be submitted for review by the Resolution
Review Committee by the deadline in July.
RESOLUTION FOR AN EQUITABLE AND SUSTAINABLE PLACEMENT PROGRAM
FOR STUDENTS COVERED UNDER THE MCKINNEY-VENTO HOMELESS EDUCAITON
ASSISTANCE ACT
This discussion highlighted the problems faced by students,families,and school
districts when homeless students are relocated frequently out of their home
district, disrupting their education and bringing with them the need for services,
support, and therefore funding wherever they go.
This resolution was resoundingly supported, directing MASC to file for and support
legislation that will design, implement, and fund a program that will provide a more
sustainable and equitable placement program for these children,which includes
consideration of the social-emotional and behavioral needs and circumstances of
the student,timing of the placement in relation to budgetary considerations
proximity to the student's previously established support system, and the
availability of resources the receiving district has to accommodate the student's
needs.
TAX REFORM BALLOT QUESTION
This resolution asked MASC to explore ways to promote social and economic equity
through a ballot initiative whose purpose may include a state constitutional
amendment,tax reform,protection of the state's neediest residents of all ages, and
seeks additional revenue only from tax reform affecting the state's wealthiest
residents. The income from this reform would be to secure a stronger financial base
to fund needed improvements "in the infrastructure of the Commonwealth as well
as the educational, social and economic well-being of its residents."
There was a lot of discussion of this resolution,a lot of which seemed to fall along
partisan lines. I voted for this resolution because the wording specified that MASC
would EXPLORE and that the end result MAY BE an increase in taxes on the
wealthiest citizens.
This resolution was defeated in a close vote of 50-60.
MEMBERSHIP OF A SCHOOL COMMITTEE MEMBER ON THE BOARD OF
ELEMENTARY AND SECONDARY EDUCATION
This resolution called for the DESE to adhere to legislation that calls for the Board to
include a constellation of invested stakeholders on their board, including a School
Committee member selected by the Governor from a list of 3 nominees submitted by
MASC. Apparently there is currently a prohibition against the membership of a
school committee member. This resolution was resoundingly approved.
RESOLUTION TO MAKE THE GOLD ASSESSMENTS FOR KINDERGARTEN STUDENTS
OPTIONAL submitted by Arlington
This resolution emanated out of the same concern about too much time testing
students and not enough time on learning and creativity, as well as the drain that
this unfunded mandate places on the teachers.They felt that this testing was
redundant; documentation interrupts and takes time away from teaching, and
provides little additional insight into students potential or performance.
The goal of this resolution was to end the external mandate for this particular
assessment or any other externally developed kindergarten assessment.
A representative of an organization which assesses student needs spoke on behalf of
the Gold Assessment as an accepted assessment that looks at the whole child,which
is time consuming,but can also be a good teaching tool.
I believe this amendment did not pass, but I am not sure and the results don't seem
to be posted yet.
In a nutshell,the other workshops I attended included:
a. Cultural Proficiency: what is working and what is not- for whom in our schools:
this panel challenged everyone to look at their own biases, assumptions, and gaps in
understanding, encouraging us to ask probing questions to transform our practice.
Dr. Ron Walker engaged us in activities such as thinking about our own
transformative moments when we were young- and how that impacted us. He
pointed out that we all operate in multiple cultures- such as he is black,but also 6'4
- so folks are constantly asking him to reach things on high shelves. This gives him
something in common with others. His race alone does not define him. He also
pointed out the folly in claiming to be "color blind." That race/color is not
something to ignore, but is part of someone's identity,just as being tall or being a
parent. He pointed out that the most important parental role is not bake sales,but
influencing policy and interfacing with the schools. Some parents need to be taught
how to do this.
He discussed who flies under our radar and garnering the courage to admit whose
needs we are not meeting, looking at the data, and figuring out what needs we are
meeting and what needs we are not-it is in our power to support student
maturation into a"gift from G-d" or a "menace to society," depending upon what we
do. Being careful not to miss strengths because of a focus on challenges,and need to
teach to the highest factor, maintaining high expectations. He talked about being
placed in low classes, despite his proclivity for English Literature.
b. BOARD-SUPERINTENDENT RELATIONSHIP: Dorothy Pressor who has been
leading our District Management Retreats led this panel presented with School
Committee Members and Superintendent: Talked about the 8 characteristics of
highly effective school committees,key being strong collaboration and mutual trust.
I have provided the handout with the description of these characteristics.
1. Effective school boards commit to a vision of high expectations for
student achievement and quality instruction and define clear goals
toward that vision.
2. Effective school boards have strong shared beliefs and values about what
is possible for students and their ability to learn, and of the system and its
ability to teach all children at high levels.
3. Effective school boards are accountability driven, spending less time on
operational issues and more time focused on policies to improve student
achievement.
4. Effective school boards have a collaborative relationship with staff and
the community and establish a strong communications structure to
inform and engage both internal and external stakeholders in setting and
achieving district goals.
5. Effective school boards are data savvy: they embrace and monitor data,
even when the information is negative, and use it to drive continuous
improvement.
6. Effective school boards align and sustain resources, such as professional
development,to meet district goals.
7. Effective school boards lead as a united team with the superintendent,
each from their respective roles,with strong collaboration and mutual
trust.
8. Effective school boards take part in team development and training,
sometimes with their superintendents,to build shared knowledge,values
and commitments for their improvement efforts.
They stressed the importance of keeping the Superintendent informed about
questions and feedback,because the superintendent can't do his job unless he hears
the issues and feedback.
When community members reach out, it is important for SC member to insure that
there is follow through - so that feedback loops are completed- respecting roles
and responsibilities,referring folks who ask questions to the authority on that topic,
but following through to make sure questions are answered.
Together, our responsibility entails educating the community about education and
our vision.This entails "report outs" about schools.
They talked about goal setting; being transparent; superintendent updates and
evaluation;the importance of communication and not letting questions fester;
nurturing and respecting different points of view and monitoring progress towards
our district goals.
There were so many workshop choices, it was great that sometimes we could attend the
same one which was a catalyst for great discussions. At other times,we attended different
workshops and then shared. When I was learning about Board Superintendent
relationships, Dr. Doherty attended a session on"Creating a Safe School Climate:
Supporting LGBTQ Students"which he said was excellent!
c. Dinner with Wilmington Sch Committee and Mary DeLai was nice. We heard inspiring
words from John Tuttle, President of the National School Boards Association and JOHN
D'AURIA, PRESIDENT OF TEACHERS 21 ON"THE HEART OF LEARNING." D'Auria
focused on the need to connect the heart and the mind to support learning, for both
students and teachers. He stressed that this requires the social and emotional
conditions that strengthen relationships and encourage curiosity, engagement, and
persistence. He mentioned many of the strategies that Reading is implementing with
MTSS, our Professional Learning Communities,and emphasized the importance of
nurturing connections between teachers and students.
d. THURS KEYNOTE: RON WALKER AND DR. WILLIAM POLLACK: Director, Center for
Young Men and Boys, McLean Hospital; Ron Walker: Exec Director, Coalition of Schools
Educating Boys of Color: "THE BOY CRISIS: IN THE CLASSROOM AND ON THE
STREETS-AN EMPHASIS ON BOYS OF COLOR AND BOYS AT RISK"
1. Dr. Pollack discussed the assumptions about and pressures on boys to not succeed
academically, not to be emotional, not to be `mama's boys.' And challenged us to stop
`shaming and blaming' and to instead focus on helping boys connect with their
feelings, build relationships between staff and boys, and support them in reaching
academically.
2. Dr.Walker focused on countering society's message that young men of color are a
menace to society and instead helping students focus on their strengths and engaging
with their parents in understanding and supporting them - changing the narrative to
a positive one which sees the male student of color as an asset, not a problem. -we
need to align the message at school and at home-with a focus on high expectations,
successes, and potential. The problem as mentioned last week in a Globe Article is
that so many minorities view their potential as capped-that despite success in
school,they will never achieve beyond the glass ceiling. This is changing but needs to
change more. We need to support this change by updating the academic texts to
include the contributions of minorities, provide more role models, and real supports
to support positive expectations.
e. PLANNING FOR SUCCESS: DESE EVALUATION PROGRAM-John's presentation and
the pilot upon which we will embark: This was an interesting panel of different
superintendents talking about the benefits of using the DESE Evaluation Tool for
improvement. Each School District used the tool in a different way, adapting it to the
needs of their District. The goal is to make the process productive, motivating,
collaborative, and do-able.
Dr. Doherty presented on how this process encouraged collaboration with the District
Leadership team. As a new superintendent 6 years ago,he introduced a new teacher
induction program with goals, but aspired towards more specificity. The DESE
Facilitator helped translate the District Plan so that over time,gave a voice to each
person on the team. This process has evolved over time to include others on their team
and stakeholders to create action plans for next year. This process was part of the
impetus for the District and Staff Forums which collected feedback which is being
translated into action plans. Principals are using the same template for their goals
which is increasing ownership, specificity, and"an awareness of the journey. " It is
important to be aware of the process and the change over time, along with keeping
sight of the specific goals, and using a "data driven process that informs the next steps
with a"blueprint for where to go."
f. NEASC REPORT: The panel assembled by NEASC was very encouraging. On the panel
were critics as well as those who are participating in Accreditation now and planning to
participate in the upcoming pilot process.
It was clear that NEASC has been listening to the feedback they have been given. They
are streamlining the process, making it more affordable and individualized to the
participating school,and making it more a formative and reflective mindset that
harnesses the energy and skills of the staff. They are moving away from the all-
encompassing model that approximated a grading`gotcha system'toward nurturing a
whole school process that will be ongoing after they leave. They are working on a
process that can diminish extra paperwork and redundant efforts, in contrast to the
prior system which was very prescriptive and distracted staff from their already
existing priorities and goals. They are also working on a District Accreditation option,
as opposed to focusing on individual schools.
Reading and Burlington are two of the Districts signed up for the upcoming pilot
process which Dr. Doherty can address more at another time.
g. THE FRIDAY KEYNOTE began with Suzanne Bump our state auditor articulating the
challenges in state funding of education. She was not shy about expressing her
reticence of the impact of charter schools through syphoning off funding from Public
Schools. She recommended that schools collect reliable data to share with the DESE
that reflects the difference between the funding received and what is needed. She
pointed out that there is no reliable data reflecting the demographics or performance of
Charter Schools: "Bad data fuels bad decisions." Decisions about Charter Schools are
being made by political powers,not data. There is little evidence of Charter School
Success which is reflected in the MASC report on Charter Schools.
http://www.masc.org/images/news/2015/20151013 MASC Charter-Schools Who-Is-
Being-Served opt.pdf
h. "EDUCATING WORLD CLASS LEARNERS: EDUCATING CREATIVE AND
ENTREPRENEURIAL STUDENTS:"The dynamic presenter Yong Zhao currently serves
as the Presidential Chair and Director of the Institute for Global and Online Education in
the College of Education, University of Oregon,where he is also a Professor in the
Department of Educational Measurement, Policy,and Leadership. He is also a
professorial fellow at the Mitchell Institute for Health and Education Policy,Victoria
University in Australia. His works focus on the implications of globalization and
technology on education.
His presentation challenged the data used to prove that American Education is falling
behind its counterparts in Europe and Asia. Their scores might be higher in science, he
quipped,but no one wants to do science after taking the test. He challenged the concept
of what is measured by standardized tests as opposed to "What Matters in Education?"
(zhaolearning.com) He pointed out that civilizations have been ruined by chasing the
wrong goals and quipped "Thank G-d that No child Left behind was unfunded,
otherwise it would have caused more damage." He stressed that there is no evidence to
say American Education was bad except through comparing test scores and he pointed
out that reform has been driven by comparison with countries who kids don't want to
learn, read, do science or math, etc. We need to "count what counts: and reframe
educational evaluation so that we lesson "the side effects:" so we don't improve test
scores by killing the desire to read. He pointed out that he might be a good professor,
but he is a"failed Chinese peasant." Rudolph the reindeer's nose was not valued until
Santa was looking for a GPS. : What you measure matters.
Instead of preparing students for college and careers,we need to shift our paradigm to
focus on strengths and potential, not deficits: Are we allowing and enabling student to
trigger their potential or focusing their time in the wrong places? We need to focus on
Cultural proficiency, Curiosity, Individual Differences,and multiple intelligences,and
use project-based learning to create "world class learners: creative and entrepreneurial,
autonomous,and global.
"To cultivate creative and entrepreneurial talents is much more than adding an
entrepreneurship course or program to the curriculum. It requires a paradigm shift—
from employee-oriented education to entrepreneur-oriented education, from
prescribing children's education to supporting their learning, and from reducing
human diversity to a few employable skills to enhancing individual talents." If we
help our children to become great,they will stay out of our basements."
http://zhaolearning.com/2012/05/25/my-new-book-world-class-learners-educating-
creative-and-entrepreneurial-students/
i. MEDIA, COMMUNICATIONS,AND ADVOCACY workshop led by Glenn Koocher,John
Creed, and Christopher Horan (President of Communications Co and School Committee
with Mayor Menino). This workshop highlighted that we need to communicate with all
of our stakeholders,not just those with children in school, and that we need to do this
365 days/year. They encouraged very close relationships with local newspapers and
different forms of outreach. Don't give up on Traditional press -what they need and
how we can work together. They are understaffed but local newspapers and Patch are
still legitimate vehicles of information. "Deliver your message carefully, strategically,
and succinctly." Get stories to people. There are 5-600 good stories about what is
happening in the district that citizens would want to know about. Everyone is worth a
good story... Stories go to the seniors, putting a face on it. For instance, the individual
of the day... Guest op-ed for paper; Cable TV...
Districts building their own newsroom: collecting, delivering, and sharing stories.
What is the vision of the district and how do you tell a story over time that adds up the
larger vision? If priority is about getting kids to be college ready or closing the
achievement gap -then publish stories that add up to the priorities.
Don't settle for conversation happening without us- got to get in there-have a
presence to hear our side of the story. Personal outreach to decision makers including
voters. Be very granular about the start of the campaign all the way and working
backwards-about who and what particular points will be compelling to them...
Let town manager know that House 1 by 4th Wed in January (a month earlier than last
year)
When you lose credibility,you lose...They stressed that it is important to own up to
problems and be transparent about information.
Don't confuse advocacy with visibility. School Committee should meet and discuss the
messages that we want to communicate and share a similar script when we are at the
schools. Clarify expectations. Plan a retreat to come to an informal agreement about
acceptable forms of behavior. Work on group process during retreat when it is not
public.
MASC has resources that talk about S.C. Norms including a survey tool that exposes
attitudes and challenges that can then be used as a tool for conversation. **Ask Glenn
for survey tool.
I have given a copy of a guide distributed with a few of my notes to Linda Engelson so
that you all can have a copy.
The Center toi-
p310141
Public Education
Eight characteristics of effective school boards: At a
glance
What makes an effective school board—one that positively impacts student achievement? From a
research perspective, it's a complex question. It involves evaluating virtually all functions of a board,from
internal governance and policy formulation to communication with teachers, building administrators, and
the public.
But the research that exists is clear: boards in high-achieving districts exhibit habits and characteristics
that are markedly different from boards in low-achieving districts. So what do these boards do? Here are
eight characteristics:
1. Effective school boards commit to a vision of high expectations for student achievement and
quality instruction and define clear goals toward that vision. Effective boards make sure these goals
remain the district's top priorities and that nothing else detracts from them. In contrast, low-achieving
boards "were only vaguely aware of school improvement initiatives" (Lighthouse I). "There was little
evidence of a pervasive focus on school renewal at any level when it was not present at the board level,"
researchers said. (Lighthouse I)
2. Effective school boards have strong shared beliefs and values about what is possible for
students and their ability to learn, and of the system and its ability to teach all children at high
levels. In high-achieving districts, poverty, lack of parental involvement and other factors were described
as challenges to be overcome, not as excuses. Board members expected to see improvements in student
achievement quickly as a result of initiatives. In low-achieving districts, board members frequently referred
to external pressures as the main reasons for lack of student success. (Lighthouse I)
3. Effective school boards are accountability driven,spending less time on operational issues and
more time focused on policies to improve student achievement. In interviews with hundreds of board
members and staff across districts, researchers Goodman, Fulbright, and Zimmerman found that high-
performing boards focused on establishing a vision supported by policies that targeted student
achievement. Poor governance was characterized by factors such as micro-management by the board.
4. Effective school boards have a collaborative relationship with staff and the comm unity and
establish a strong communications structure to inform and engage both internal and external
stakeholders in setting and achieving district goals. In high-achieving districts, school board
members could provide specific examples of how they connected and listened to the community, and
school board members received information from many different sources, including the superintendent,
curriculum director, principals and teachers. Findings and research were shared among all board
members. (Lighthouse I;Waters and Marzano) By comparison, school boards in low-achieving districts
were likely to cite communication and outreach barriers. Staff members from low-achieving districts often
said they didn't know the board members at all.
5. Effective school boards are data savvy:they embrace and monitor data,even when the
information is negative,and use it to drive continuous improvement. The Lighthouse I study showed
that board members in high-achieving districts identified specific student needs through data, and justified
decisions based on that data. Board members regularly sought such data and were not shy about
discussing it, even if it was negative. By comparison, board members in low-achieving districts tended to
greet data with a"blaming" perspective, describing teachers, students and families as major causes for
low performance. In these districts, board members frequently discussed their decisions through
anecdotes and personal experiences rather than by citing data.They left it to the superintendent to
interpret the data and recommend solutions.
6. Effective school boards align and sustain resources,such as professional development,to
meet district goals.According to researchers LaRocque and Coleman, effective boards saw a
responsibility to maintain high standards even in the midst of budget challenges. "To this end,the
successful boards supported extensive professional development programs for administrators and
teachers, even during times of[fiscal] restraint." In low-achieving districts, however, board members said
teachers made their own decisions on staff development based on perceived needs in the classroom or
for certification.
7. Effective school boards lead as a united team with the superintendent,each from their
respective roles,with strong collaboration and mutual trust. In successful districts, boards defined an
initial vision for the district and sought a superintendent who matched this vision. In contrast, in stagnant
districts, boards were slow to define a vision and often recruited a superintendent with his or her own
ideas and platform, leading the board and superintendent to not be in alignment. (MDRC/Council of Great
City Schools)
8. Effective school boards take part in team development and training, sometimes with their
superintendents,to build shared knowledge, values and commitments for their improvement
efforts.High-achieving districts had formal, deliberate training for new board members. They also often
gathered to discuss specific topics. Low-achieving districts had board members who said they did not
learn together except when the superintendent or other staff members made presentations of data.
(Lighthouse I; LFA; LaRocque and Coleman)
Though the research on school board effectiveness is in the beginning stages,the studies included in this
report make it clear that school boards in high-achieving districts have attitudes, knowledge and
approaches that separate them from their counterparts in lower-achieving districts. In this era of fiscal
constraints and a national environment focused on accountability, boards in high-performing districts can
provide an important blueprint for success. In the process,they can offer a road map for school districts
nationwide.
Posted January 28,2011.Copyright Center for Public Education.
This summary is based on a report written for the Center for Public Education by Chuck Dervarics and Eileen O'Brien.
O'Brien is an independent education researcher and consultant in Alexandria,Virginia.Much of her work has focused on
access to quality education for disadvantaged and minority populations.O'Brien has a Master of Public Administration from
George Washington University and a Bachelor of Science degree in psychology from Loyola University,Chicago.Chuck
Dervarics is an education writer and former editor of Report on Preschool Programs,a national independent newsletter on
pre-k, Head Start,and child care policy.As a writer and researcher,he has contributed to case studies and research
projects of the Southern Education Foundation,the American Council on Education,and the Massachusetts Board of Higher
Education,often focusing on issues facing disadvantaged populations.Dervarics has a Bachelors degree from George
Washington University.
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4 z ,r, ,RCASi b reC O
SUMMARY
01 02 03 04
Overview Process Highlights Questions
2
1
11/23/2015
Massachusetts
Leads the nation Health
in the lowest rate Insurance
of teen deaths Healthcare
Access
., � Injury
_ Prevention
Alcohol Policy
Graduated
Licensing
3
Item
Leading Causes of Death (5-yr rank)
Malignant Y ° , Unintentional
Neoplasms Injuries
8 deaths per " 4?-i.74;i:0:P 51 deaths per
year .'" year
Unintentional . , n Suicide
Injuries ` 24 deaths per
5 deaths per
*ar
year sue` :
Suicide a `-- Homicide
3 deaths per 22 deaths per
TkY
year -- . year
Source:2007-2012,http://www.childrenssafetvnetwork.org,http://www.nlm.nih.gov/medlineplus/encv/article/001915.htm
4
2
•
11/23/2015
MOST LOCAL TEENS MORE LOCAL TEENS
MADE HEALTHY DECISIONS ACCESSED MENTAL HEALTH
SUPPORT
- 4
MORE LOCAL TEENS MORE LOCAL TEENS
TRUSTED AN ADULT IN SCHOOL AVOIDED HARM
.ae.
Historical Context
r risk of harm during adolescence,
Pubertal Brain Onset of Unsafe
Changes Development Mental Sexual
Illness & Activity
Substance
Misuse
6
3
11/23/2015
gas:
New Scientific Knowledge "Some abilities
must develop
The way DNA within strict
windows of
influences brain
development& opportunity,
functioning is but most
influenced by life � are turning
experiences and 4 �EVELOPMENT out to be
can change over more
time—in every =4 flexible than
single cell in your TRAUMA
brain." , `" thought"
„1_
"Physical trauma is disruptive, REPAIR
but emotional trauma and stress :> "While things like age,sex,
can also disrupt brain development. and prior experience can
Some brain pathways are more influence how well the brain
vulnerable to the effects of stress than recovers from trauma,all
others,and this changes with age." individuals at all apes can
adapt or improve given
appropriate interventions"
Source:Research Brief,May 2015,Publication#2015-20
7
http:l/www.childtrends.orgnresearch-be efs=th e-developing-brain#sth ashXumBTTn i.dpuf
•
Data Partner Roles
RCASA
Reading Public Coordination, Rothenbach
Schools Research&
Materials Consulting
Survey Development,
Oversight& Comparison, Data Cleaning
&Analysis
Collection Data Targets
"Youth health data is necessary for local,state and federal funding for prevention,
education and treatment services. Reading is required as part of its state and
federal funding to collect and report this data."
-CDC and Reading YRBS
B
4
11/23/2015
■..
The Youth Risk Behavior Survey
CDC National Survey
monitors priority health behaviors of middle and high school
Students in U.S./territories on a biannual basis.
2.6 million 50,000
From 1991-2013,1,100 9,300+MA students
CDC surveys were in 144 schools
conducted involving millions participates biannually.
of students. z
10000 r(CI
Reading conducts the survey every 2 years.
Comparison data in this presentation
50 000 Y
represents thousands of local surveys from '�
2005-2015.
9
vcan
The Survey Process
W
V
> _ >
_.. 10
5
11/23/2015
l53N
2015 YRBS Parent Binder
CDC Standard
Item Rationale
Reading, MA �� Frequently
Parent Letter o --1
Asked
2013 Results Questions
2015 Questionnaire
.,
• •
11
14sx
2013 YRBS United States CDC Middle
School Sample
(much smaller than high school sample)
r° /'
WA- THE
14 WI- NFi
HE ,. ,,' .MAR`
iii
C.A CO ,� �. VA.
HO`
c OK AR ^^- �K
HH
AL CA
AK---li
.c A .. Fi p
y 61.
Data available(includes 2013)
Data available(does not include 2013)
i Data not available 12
6
11/23/2015
I'"
2015 Reading YRBS Methodology
(Rothenbach Consulting)
Th tpC,has manage` tie Youth Risk of avi r Survey�(Yl BSS
. n►ce 990
S
S4 `j
13
vac+
Middle School Survey Categories
School Climate
Physical Activity &Health
Substance Misuse
Ater ,
s Body&Dieting
Violence&Bullying
Auto&Bike Safety
•
{
90 Questions
19
7
11/23/2015
Reading
14 YRBS
At least one trusted adult to talk to... Middle
Reading("In school") Reading("A Parent/Community"
66% 71%
° 58% as ea %2 .:
58/°
53% 49`)/o li i x
___. ...-...-. __-. __-__ ._-. _...... • x ^ ! 4 •
. 2005 2007 2009 2011 2013 2015 2007 2009 2011 2013 2015
15
Reading
.;,m, YRBS
Grades mostly A's and B's Sc dole
Reading(Grades mostly As and Bs) Reading 2015: Mostly As and Bs
91% 91% 91%
Male
45%`. Female
8th 94%
7th 91%
r v
6th 86%
2011 2013 2015
Mostly As and Bs
16
8
11/23/2015
Reading
14, YRBS
What causes the most negative stress for you (Reading MS '15)? \ Schoio
Worries <
about
>. ... . •I,:; Busy
Other 8% ,, ..�' schedule
Pamily! ,"Y
Personal <
Issues �00�
Social i t 0 ,
Pressure 6/0 r'
,j41.'„ �' " , " .A Parent!
y •a
�,a> ¢ r �. .;{ t'Jt `,1 family
3, a st1's;,t r", [, demands
4% �� ,��
School v2% �> Wit_ Difficulty
Demands! z _ � ,. sleeping
Expectations v,'y ' �.� �,a
- > - X-curricular
v� activities!demands/
expectations iv
Reading
sea• YRBS
Which do you find most stressful about school? �S�hooe, /
(Reading MS 2015)
Studying things hard to understand
Which is most stressful?
Teachers expect too much 5eye;�
Ild Keeping up with work 17%
�� Having to focus too long at school � �`/
``; / t (a '.'
Studying things that are not 5%
interesting ; r
Pressure of study
:_Getting u early
- r k i 0
Going to school ' ` �,
18
9
11/23/2015
Reading
■.■s YRBS
Reading MS: Bullying Middle
47%
44%
36%
33% 1 31%
,
..
r r
Been bullied more than once in past 12 mo Been bullied more than once in past 12 mo
•Reading 2015 a U.S.2013 r MA 2013 a Reading 10 yr average NU S 10 yr average
19
201& Cybber •fuIlying in the PasttYear - Reading
` YRBS
-rte ,. .x=v„ .„ . .a*a' �.z, ,,,,,,,r . .: '� { Middle
� � � � School
27% r. 24% °
:..:
Fl 16%
j d
15%
I
6th grade 7th grade 8th grade
0'1
Ir
,„_::., .
, _ ,
Female Male r-
10
11/23/2015
Reading
■sa YRBS
Reading MS 2015: Harassment Middle
School /
Experienced >Harassment Issues
Harassment @ School
Racel Someone
Weight, Ethnic Origin thought you
Clothes, ;e:Gy'a
Acne,Other _ ian or
/` � ixual
physical -
Char c`. ,� '" r
`"-S{ Unwanted
Sexual
; e ,, Comments
.k;l I ' ,., or
c + c Attention
''' ` �' Reasons _t- 't.a--"`,Your group of
_ i ,e,,.;. friends
21 ,
leading
ecc, YRBS
Reading MS: Middle
School
Violence-Related Behavior By Year
450/ 43% 43%
A
d 38% °
36/o
29%
23% 25% ::.
18%
" ,.. . 14% 15% 14%
5%
8%
6% 6% 6% 4%
2005 2007 2009 2011 2013 2015
Injury from fight requiring Tx Carried a weapon -Been in a Physical Fight
22
11
11/23/2015
Reading
■v■a YRBS
Reading MS 2015: Violence-Related Behavior By Gender shoo,
41%
20% m
15%
6% H 3%° 4% 4%
Carried a weapon Been in a Physical Injury from fight Hurt Physically or
Fight requiring Tx Sexually by a Date
23
Reading
■ " YRBS
2015: Physical Activity, Screens & Sleep \ s�hooe
100%
90% 86%86%
80% X76% 78%
6070%%
57%
46%
50% 48%
40% 36%,
30/0 18%20% 19%
20%
10% e
10%
M.S. 3+days M.S. 3+Hours of M.S. 3+ Hours 8+ Hours Sleep a
w/physical activity TV a day Video Games a Night
Day
®6th grade m 7th grade 8th grade
24
12
11/23/2015
Reading
YRBS
2015: Body, Weight & Eating Disorder- Middle
School
Related By Gender
46% 6
30%
26% c
21% 0
12%
6% 5%
€ 40/ /0 /o 2 2
,r.
Described self Trying to lose Fasted for 24+ Used diet pills Used laxatives
as overweight weight hours or liquids to lose weight
25
Reading
,„, YRBS
Reading MS 2011-2015: Non-Suicidal Self-Injury gchooe
Injured themselves on purpose(w/out the intention of killing themselves,past yr)
14% 13% 15%
2011 2013 2015
Reading �J
Massachusetts (? 'ire ii ' ,`,4.Y.Agetit 1,4W4
26
13
11/23/2015
Reading
�aaa YRBS
Depression-Related Indicator Middle
Reading MS 2015 e Reading 2015
Reading 10 yr average
MA 2013
• 1610
y 3fr
y �
Reading 2015 Reading 10 yr MA 2013
average
"Youth who have had a Major Depressive Episode are at greater risk to initiate alcohol
and other drug use,experience concurrent substance use disorders,and smoke daily."
Source:http://www.childstats.gov/americaschildren/health4.asp
27 •
Reading
.csa YRBS
Depression & Suicide-Related Middle
School
® Reading MS 2015
- e
Sad/hopeless for 2+ Ever seriously Ever made a plan to Actually attemped
weeks considered suicide commit suicide suicide(past 12 mo)
28
14
11/23/2015
sc: YRBS
Suicide-Related Attitudes and Behaviors \ Middle
5%
sr: 4%
2005 2015
•Ever seriously considered suicide •Ever made a plan to commit suicide Actually attemped suicide(past 12 mo)
29
Reading
YRBS
Suicide-Related Attitudes & Behaviors \ oo
20%19%
14°/0'.` 13%13%12%
9% 9% 8% 8%
•
e a 4% 4% 4%
Asti Ever seriously considered suicide Ever made a plan to commit suicide Actually attemped suicide(past 12 mo)
o Reading MS 2015 a Reading MS 10 yr average a U.S.MS 10 yr average a U.S.MS 2013 .MA MS 2013
30
15
11/23/2015
sass:
Suicide & self-inflicted injuries in Massachusetts
(2015 report)
• MA has lower rates of suicides(9%)compared to the rest of the U.S. (13%)
• Annually, Samaritans'organizations in MA respond to 187,849 crisis calls
• 60%of all suicides were among individuals in MA were age 35-64.
Job or
180 Financial
153 Problem
160
Current
140 Mental History of
120 110 , 109 Health . z ` i attempts
Problem
100
80 86 94 '
60 Circumstances o �r .Intimate
1 s 35 Associated r`,s 1 Partner
zo 4 S 19 with Suicide ` 'Problem
0 w
a a a ➢p a a a x .ce
5 \- `, ,y0 ah hh• 6h A� ` z' '#. Alcohol
Current
®Number of Suicides in Mass by Age, Treatment andlor Other
'
2013 for Mental Substance
Illness Problem
31
ad"
Mental Wellness Report of the Nation's Young People
: � , '? =Less Access to Services
3 =Ii„ovv' i” recognition of pre-valence of i;i° ,a,ss
!! .' ,4.11t,,,,g4 ,-,'
''''',4::,'=':Aft...,:ci.:4-1 =Failure to See Multi-faceted Disparities
,.„:„.„,.,:„.„:„.„,
_,...:_.„,,,,,..,
,,,,t.,:_,„:„:„ .„,
..„,,,,,,
Source:http://www.childtrends.orq/?publications=are-the-children-well-a-model-and-
recommendations-for-promoting-the-mental-wellness-of-the-nations-young people
32
16
11/23/2015
(F:eading
aaa. YRBS
Reading MS 2013 vs 2015: Mental Health
School
Are you now taking medicine or receiving treatment(tx)from a doctor or other health
professional for any type of behavioral health,mental health condition or emotional problem?
Receiving Tx Receiving Tx by Grade Level
elti
2013 2015 6th 7th 8th
■2013 ■2015
33
Reading
YRBS
New Mental Health Question School
Difficulty concentrating, Perception Differences
remembering or making decisions Amongst Parents
due to physical, mental or
Don't emotional problem In 2013,. about 5% of
know/
not sure■ 14/o children ages 4-17 were
s
11% reported by a parent to
4 have serious difficulties
with emotions,
concentration, behavior,
or being able to get along
with other people."
http://www.childstats.gov/america
schildren/health3.asp
34
17
11/23/2015
Readinlg
Reading MS 2015: Helmet/Seatbelt Middle
School /
Safety
Always wear a helmet Always wear a seatbelt
9 69% 71% 73%
490/0,
59% 60%.,-`,`<>O O;
,
0"
23% 26% 23% 26% 26% 29%
2005 2007 2009 2011 2013 2015 2005 2007 2009 2011 2013 2015
35 '
Reading
YRBS
Reading MS 2015: In car with impaired Middle
School_9
driver (alcohol or drugs)
24%
20% 20%
17% 16%
15%
s
7% 6% 6%
40
Reading MS 2005 Reading MS 2007 Reading MS 2009 Reading MS 2011 Reading MS 2013 Reading MS 2015
Rode in car w/drug impaired driver .Rode in car w/alcohol impaired driver
36 '
18
11/23/2015
�adin�
111.7 YRBS
Big Picture: Tobacco/Nicotine Middle
Ever used Reading Recent
cigarettes cigarette use
Yes
10 year
10% average 1 r
2005 g'
` 9 2015
Reading-2015
10% 7%
5% 3% 3% 3%
Cigarette use Cigar use Smokeless E-vapor
tobacco use
37
Reading
o,e, YRBS
Prevalence of Lifetime Alcohol Use Scho°e
Ever used alcohol
26%
23% 24%
16%
13%
MS Reading MS Reading MS Reading MS Reading MS Reading MS Reading
2005 2007 2009 2011 2013 2015
38
19
11/23/2015
Readin\
■48 YRBS
Underage Drinking Rates
35%
30% 4%
25% a7 4%
q
20% � 1 o
2/o
,
15%
5%
0% ,�
2011 2013 2015
■M.S.Ever Used Alcohol ■M.S.Recent Alcohol Use M.S.Recent Binge Drinking
•
39
•
• /Reading
YRBS
Past 30-day Substance Use \ Middle
Reading MS 2011-2015
10%
•
7% 7%
6% 6%
5%
o
4% 4% 4% 4%
- 2%
r,
Marijuana Alcohol Binge Drinking Rx Drugs
•
2011 2013 2015
40
20
11/23/2015
Reading
aso YRBS
Middle
Marijuana \ Sohool
Reading 10 yr Average Marijuana
5%
5% 5%
•
• synth
synthetic a marijuana marijuana t
use
marijuana
.N15
EYes is No
41
Reading
.,m1 YRBS
Lifetime Prevalence of Substances Middle
Reading MS 2015
2% Rx Stimulants
2% Rx Tranquilizers
3% Rx Drugs
Alcohol
a_;5% OTC medications
-, 5% Synthetic Marijuana
6% tr Marijuana
r;6% t_Cigarettes
6% ni Inhalants
11% •Vapor Products
42
21
11/23/2015
Reading
■se+ YRBS
Perception of Parental Disapproval Sc Middle
Reading MS 2011-2015
99% 98%
97% 97%
96%96%: 96% 96%;
94% I. 94%94%1.
87%
c
Smoking cigarettes Drinking alcohol nearly Smoking marijuana Using Rx not prescribed to
every day you
le Reading 2011 ®Reading 2013 Reading 2015
43
• Reading
pae, YRBS
Perception of Peer Disapproval: Middle
School
New Measure
Reading MS 2015
96%
93%
91% 91%
Smoking cigarettes Drinking alcohol nearly Smoking marijuana Using Rx not prescribed to
every day you
44
22
11/23/2015
Reading
YRBS
2015: Lifetime Prevalence of Sexual Middle
School
Intercourse by Gender and Grade
By Gender By Grade
7% 10%
O
5%
Fl 111
5%
4%
Female Male 6th grade 7th grade 8th grade
45
Reading
YRBS
Middle
Lifetime Prevalence of Sexual Intercourse & school
Condom use
18%
10% °*.
Q 8%
7% 7% 6%
a ❑ ❑
4% 4% `3<a
❑ ❑ ❑
Reading MS 2005 Reading MS 2007 Reading MS 2009 Reading MS 2011 Reading MS 2013 Reading MS 2015
}-Ever had sexual intercourse
Used condom during last sexual intercourse
46
23
11/23/2015
Readin-;\
4.n: YRBS
If reported, age of first sexual intercourse sciholo' /
r-:Age of first reported sexual intercourse
6%
5% 5%
1
3%
1% 1% 1% 1%
w Never Had Sex - Had sex 8 yrs
or 9 years 10 years 11 years 12 years 13 years 14+years
younger
47
�eadin;-\\
YRBS
Gender Differences in MS Reported Behaviors \ Middle
Bullying • Physical Fighting
• Harassed received Weapon Carrying
Unwanted Sexual - • Harassed b!c someone
Comments or Attention Thought You Were Gay,
• Dating Violence Lesbian.Bisexual
Disordered Eating • Misuse of Smokeless
Depression Tobacco.Cigars.
Non-Suicidal Self-Injury • Inhalants.
Difficulty concentrating, • OTC
t r remembering or making • Recent Use of Rx
decisions due to physical, Stimulants
mental or emotional • Marijuana
' problem • Synthetic Marijuana
• Recent Alcohol Use& • Among sexually active
Binge Drinking respondents*had sex with
Lifetime Misuse of Rx 2+people
tranquilizers • Taking meds or receiving
`` Suicidal treatment for behavioral
,- Thoughts/Planning 7 health,mental health
condition,or emotional
i+ problem
98
24
11/23/2015
Reading
WIN- YRBS
Gender Differences in MS/HS Reported Behaviors School
Females � r • Bullying
• Sexual assault
• Feeling unsafe
HIGH I, at school
ril ' 0 ,,,:',:" CHOO • Dating Violence
• Disordered Eating
,
-1 Depression•
�IDDLE Non-Suicidal Self-
-S FOeL ' Bullying Injury
t,'; • Harassed received fi ,
Unwanted Sexual
Comments or 'e .>
r Attention
• Dating Violence ._
Disordered Eating .
. - • Depression ,.
x • Non-Suicidal Self
Injury
49
Reading
YRBS
Gender Differences in MS/HS Reported Behaviors
lll a I es Middle
Fighting
• Weapon Carrying
• Misuse of drugs
_ , HIGH including injection• Physical Fighting SCHOOL drug use
• Weapon Carrying . • Among sexually
MIDDLE • Harassed b/c active respondents:
SCHOOL someone Thought had sex with 2+
You Were Gay, people
Lesbian,Bisexual Injury from a
• Misuse of drugs suicide attempt
• Among sexually
active respondents:
had sex with 2+
people
• Taking meds or
receiving treatment
for behavioral health,
mental health
condition,or
emotional problem
50
25
11/23/2015
Reading
YRBS
Prevention Instruction by Gender Wide
l
7 Bullying \ i HIV/AID `,�L
Female Male Female Male
/Au S >ar.
y�
94/0 • $9/o-
2015(all)
Substance‘\`
�
Female Abuse Male Substance Abuse 114%
JJJJ
HIV/AIDS '. 58%
53% % Bullying 1; 91%
51
RCASA Support
RCASA Assistance Alcohol Use Illegal Drug Use Mental Health
Developed,revised,or assisted in 2007-present 2007-present 2011-present
developing model
policies,policy guidance,or other materials
Coordinated projects or program 2007-present 2007-present 2011-present
improvement initiatives
Provided technical assistance to support 2007-present 2007-present 2014-present
staff and initiate professional development
52
26
11/23/2015
Get in Touch
Reading.
Coalition am Erica McNamara
Against
NIA. Abu eance ' emcnamara @ci.reading.ma.us
n 781.942.6793
•
27