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HomeMy WebLinkAbout2016-10-17 School Committee MinutesHOIq O Town of Reading a e l Meeting Minutes Rfi'Iy� o TOWN CLERK �M oar READING. MASS. Board - Committee - Commission - Council: IUIb OCT28 School Committee 27 P 2 Date: 2016-10-17 Time: 6:30 PM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Session: Open Session Purpose: Version: Final Attendees: Members - Present: Jeanne Borawski, Chuck Robinson, Elaine Webb, Linda Snow Dockser, Gary Nihan Members - Not Present: Julie Joyce Others Present: Superintendent John Doherty, Assistant Superintendent Craig Martin, Director of Finance Gail Dowd, Director of Student Services Carolyn Wilson, Student Representative Alex Nazzaro, Student Representative Mario Cutone, Al Sylvia, Reading Chronicle, Lisa Gibbs, Samantha Gibbs, Town Manager Bob LeLacheur, RTA President Eric Goldstein Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair Topics of Discussion: I. Call to Order Chair Borawski called the School Committee to order at 7:01 p.m. II. Recommended Procedure A. Consent Agenda Mr. Robinson asked the Committee if there were any consent agenda items that they would like removed. There were no requests. Mr. Robinson moved, seconded by Dr. Nihan, to approve the consent agenda as presented. The motion carried 5-0. - Minutes September 26, 2016 - Coolidge Field Trip - NYC B. New Business Buddy Bench Presentation Page 1 1 RMHS freshman Samantha Gibbs presented information on her Girl Scout Silver Award project. Her task was to solve a problem and she chose ways to address developing friendships. As she began her research she spoke to Mrs. Giles and Mrs. Kelley, principals that both had benches at their schools, that suggested the idea of installing Buddy Benches at the elementary schools. Ms. Gibbs task was to present her idea to the building principals and administrators, Town groups and the PTO organizations to ask for support and funding. Ms. Gibbs, with the help of her friends, has produced a video outlining how the Buddy Bench works. These videos can be shown to the students during school meetings. Dr. Nihan asked if the benches are paid for. Ms. Gibbs said they were and are installed at all five elementary schools and RISE. Dr. Dockser asked if the benches are making an impact. Ms. Gibbs said they are and wishes she had a Buddy Bench when she was in elementary school. Char Borawski thanked Samantha and Lisa Gibbs for attending this evening. Oakland Road Property Town Manager Bob LeLacheur provided background on the Oakland Road parcels. Previous action taken by the School Committee on the Oakland Road parcels was incomplete, therefore, he is asking the Committee to vote that the parcels are no longer needed for school purposes. This is a housekeeping issue. Mr. Robinson moved, seconded by Dr. Nihan, that the Reading School Committee determine that the real property shown as "Oakland Road Parcel' on a plan of land entitled "Plan of Land Oakland Road Town of The Committee asked clarifying questions. Mr. LeLacheur indicated that the Selectmen will look at the possible sale of the land. Reading resident Bill Brown provided historical information on the Oakland Road land. The motion carried 5-0. Trauma -Informed Approaches in School: Supoortine Girls of Color and Rethinking Discipline Conference Presentation Dr. Doherty said that in September, Sara Burd, Carolyn Wilson and he represented the Reading Public Schools and the State of Massachusetts at a Conference on Trauma -Informed Approaches in School: Supporting Girls of Color and Rethinking Discipline at the White House. The Conference is being sponsored by The White House Council on Women and Girls (CWG), the U.S. Page 1 2 Department of Education (ED), the Georgetown Law Center on Poverty and Inequality (Center on Poverty), and The National Crittenton Foundation (TNCF). Our district was invited to attend because of the work that we have doing with trauma -sensitive schools, school discipline, and/or health supports (including mental health supports). The conference brought together a number of select states and districts, as well as key researchers and experts in this topic, and nonprofit partners who have demonstrated a strong commitment to improving supports and outcomes for this vulnerable population. There were fourteen states and the District of Columbia represented with 200 attendees. The featured speakers list was rich with experts and policy makers including the US Secretary of Education John King. Although the conference was focused on supporting girls of color, much of the information could be applied to our practices in supporting our students. The Reading team attended breakout sessions to discuss topics such as "What are the leading types of trauma and risk factors that we know our students are experiencing?'; Are schools implementing trauma - informed approaches that can serve as a model for our states? And What are the best practices and lessons learned from these current models of trauma -informed approaches in schools?" Superintendent Doherty referenced a study that was conducted in Southern California in the late nineties where 17,000 HMO members from Southern California receiving physical exams completed surveys regarding childhood experiences and current health status and behaviors. This study was conducted with a highly white, highly educated population studying the effects of adverse childhood experiences (ACEs). ACEs are stressful or traumatic events, including abuse and neglect. They may also include household dysfunction such as witnessing domestic violence or growing up with family members who have substance use disorders. ACEs are strongly related to the development and prevalence of a wide range of health problems throughout a person's lifespan, including those associated with substance abuse. The Superintendent went on to discuss the relationship between ACEs and risk factors. There is a very strong association between adverse childhood experiences and other health conditions. When exposed to stressfiil experiences over and over again, it leads to an increase risk of death. There are biological changes to the brain and nervous system with more exposure to these ongoing stressful experiences. Mrs. Wilson pointed out that adults need to be a buffer for our students. We need to ensure that the adults in our system are in a position to support kids. In offering opportunities such as mindfulness sessions and the restructuring of the TSP/Counseling staff supervision, our staff will learn to effectively support our students. Dr. Doherty reviewed data from the 2015 YRBS survey and related discipline data and the disparity between white students and students of color. We will be looking at our discipline practices. He went on to share some additional thoughts from the conference. Childhood trauma negatively affects student achievement, trauma informed approaches can decrease expulsions and suspensions, exclusionary environments can create a mistrust with students and schools, schools are our best opportunity to provide Page 1 3 safe learning environments, six things that we can incorporate into our lives and our students lives for healthy living include sleep, nutrition, exercise, mental health intervention, mindfulness practices and healthy relationships and finally taking care of staff through mindfulness programs and other trainings so that they can take care of the children will be critical. Schools are opportunities for students who have been ACE impacted to get services. Kids need to be supported and encouraged. Do not lower expectations, raise them. The Reading Public Schools are addressing trauma in our schools through partnerships with Lesley University, National Commission on Social, Emotional, and Academic Development, Safe and Supported School Commission and Trauma and Learning Policy initiative through the Massachusetts Advocates for Children and Harvard Law School and work done as part of the School Transformation Grant. Killam Elementary school is working with Harvard University as part of the Trauma Sensitive School initiative and several staff members have taken the Lesley University Sensitivity Courses. Other ways we are addressing trauma include mindfulness practices with staff, through the elementary Open Circle program and Junior health classes, middle school challenge day activities, Youth Mental Health First Aid training of staff, data collection and review and health education classes. Dr. Doherty feels the district is moving in the right direction. What we are doing is right for our kids. Dr. Nihan feels skills based vs. content based curriculum is the most effective Mrs. Borawski asked about boundaries and the use of data. Dr. Nihan asked about sustainability after the grant funding ends and the use of data. Dr. Doherty said we have worked very hard putting steps in place to minimize negative experiences and creating connections with adults for our students. First Reading of Revised Policy JJF — Student Activities Accounts Mr. Robinson, moved, seconded by Dr. Nihan, to accept the first reading of revised Policy JJF — Student Activity Accounts Ms. Dowd reviewed the policy changes which have been recommended by MASC and as a result of the recent audit. The School Committee asked clarifying questions. The motion carried 5-0. Disposal of Surplus Equipment Ms. Dowd said that the Coolidge phone system has been replaced and is asking the School Committee to declare the 15 -year-old phone system as surplus equipment. Page 14 Mr. Robinson moved, seconded by Mrs. Webb to declare the old Coolidge Phone system as surplus property. The motion carried 5-0 C. Public Input Chair Borawski asked for public input on items not on the agenda. There was none. D. Old Business E. Reports Students Student representative Alex Nazzam reported on the Latin Department's Classics Day coming up on Thursday. There will be crafts and activities throughout the day. The Symphonic Band is going to the Boston Symphony Orchestra, the Drama Club fall production of the "Wedding Singer" will take place on the weekends on November 11' and 18'^. The Robotics team is working on a T-shirt cannon that they hope to debut at an upcoming football game and there will be a Science Expo Day on November 5 at Coolidge. The National Honor Society will be collecting non-perishable foods on Halloween. Student Representative Mario Cutone reported that juniors took the PSAT exams this past Saturday. Liaison's Report Dr. Snow Dockser reported on her experience as a participant at the Coolidge Middle School Challenge Day activity. She said it was an impactful day and she thanked those who provided funding for the event. Mrs. Webb reported on the "In Plain Sight" display that will be on display in the Reading Police Department's Community Room on Tuesday and Wednesday. Chair Borawski provided a Recreation Committee update. John Feudo has left to become the Executive Director at the Burbank YMCA. Jenna Fiorente will assume his responsibilities. She mentioned the upcoming Downtown Trick or Treat on October 26" from 4:00 — 5:30 p.m. The Friends of Reading Recreation had attended the meeting and shared several activities they have held including a Mother/Son flag football game, open gym for families in the field house and the annual Daddy/Daughter dance. The FORR also run a middle school cross country program that has outstanding participation. Page 1 5 Chair Borawski reviewed the School Committee protocols and finally congratulated Superintendent Doherty as the recipient of the Patrick A. Schettini Award presented by the Middlesex Partnership for Youth. Director of Student Services Mrs. Wilson reported that the ELL teachers will be hosting parent coffees with the first one being on October 19ih. She went on to announce that a team chair has been hired for Joshua Eaton and the high school. We have also hired 2 school psychologists for the high school. She went on to update the committee on the status of the reading teacher at the high school. The district will continue to use an agency to provide reading teachers for the special education students at the high school. Through recent professional development 3 of our special education staff have taken the Wilson Reading intro course. Forty teachers recently participated in a workshop presented by the Landmark School providing strategies to use in working with our LLD population. Mrs. Wilson handed out a rubric that she will be using to provide update on the work being done to address the recommendations from the Walker Report. Superintendent's Report Dr. Doherty handed out updated elementary and district enrollment based on the October 1" reporting date. The class sizes at the elementary level are remaining consistent. He next handed out the attendance rate for the recent Jewish holidays. The absentee rate due to the holidays was .9% for the first day of Rosh Hashanah and Yom Kippur. He indicated that there are some parental concerns with the implementation of the religious holiday policy. Dr. Doherty is working with the administrators to ensure the policy is implemented as intended. Dr. Doherty said that the MSBA will be performing walk-throughs in our buildings next week. They have provided a six-page questionnaire and will meet with the principals and Director of Facilities Joe Huggins. The report will be published sometime this summer. III. Routine Matters a. Bills and Payroll (A) Warrant 51714 9.29.16 $164,800.87 Warrant 51715 10.6.16 $106,210.60 Warrant 81716 10.13.16 $94,013.19 Warrant SI716E 10.13.16 $2,840.00 WarrantP1707 9.5.16 $1,549,895.37 WarrantP1708 10.7.16 $1,515,359.56 b. Calendar Page 16 IV. Information V. Future Business VI. Adjournment Adjourn Mrs. Webb moved, seconded by Dr. Nihan, to adjourn. The motion carried 5-0. The meeting adjourned at 9:04 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. J F. Doherty, MD. Handouts: Enrollment Walker Report Recommendation Update rage 1 7 Walker Report Recommendation Update Page Recommendation %Complete Comments 30 The prereferral (student support) process needs to be more uniformly practiced throughout the district and aligned with MTSS. 31 The district needs to decide whether or not MTSS is going to be utilized. 33 Administrative oversight of special education programming, services, and special education personnel needs to be redefined as to the structure within the Department of Special Education. 34 The district needs to further develop and expand existing program options for the special education population. The Reading Public Schools presents with a non-integrated, program based model of supports for students that differs at each grade level and across schools of each level. It is recommended that the district work to align and integrate services with a student focused (not program focused) vision that is built on a consistent and aligned tiered system of support. 39 The district needs to review the current co -teaching and in -classroom support practices and establish a clear and consistent approach to these models across the district. 40 The district should develop an operating manual that addresses all aspects and elements of the co - teaching model. 41 Should the district move toward developing more co -teaching models across the grade levels, there will be a need to maintain a balanced enrollment in co -teaching classes. 42 The district needs to develop a more comprehensive approach to professional development experiences for all school personnel by focusing on regular and special education topics. 46 Transition practices need to be structured in a more sequential and consistent manner between school levels. 47 The district needs to develop effective strategies to improve parental awareness that includes an understanding of their child's disability. 47 There needs to be a thorough review of what data the district is collecting to improve decision making and internal practices. 48 Clear and concise entrance and exit criteria that are well established and followed need to be in place for all special education programs and services. 49 The district has developed and invested in some very successful programs for disabled students in the district. Efforts need to be made to ensure that they continue to meet the needs of the students for which they were developed, and that staff personnel receive the supervision required to remain effective. 51 The district needs to establish the criteria by which a paraprofessional is assigned to a student, a group of students, a program, or a classroom. 52 Serious focus needs to be given to the Life Skills Program at the high school and the development of a pervasive developmentally disabled program at the high school. 53 The Director of Students Services will need to develop a plan for ongoing evaluation of the special education programs, services, and grant funded services. \ � z z . a 0 o� U �" `n o iVi a .7 � P� Fw o N ti GN Rf A -. (V UIC t 9 z 0 0 0 0 0 0 0 0 0 O U) O a � a M Vi M V b N -^ MOON � O O O OO y M 0 e 9 rn M d 3 O M i7 O UWWW.-. t 9 z N'+N 00 N OOOI� O a � a M d a � W b a y, t 9 z