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HomeMy WebLinkAbout2017-09-25 School Committee MinutesK Town of Reading Meeting Minutes 3- .INC RQ�, Board - Committee - Commission - Council: School Committee Date: 2017-09-25 Building: School - Memorial High Address: 82 Oakland Road Purpose: Open Session Attendees: Members - Present: 1011 OCT 23 P 1.: 42' Time: 7:00 PM Location: Superintendent Conference Room Session: Open Session Version: Final Chuck Robinson, Nick Boivin, Linda Snow Dockser, Jeanne Borawski, and Elaine Webb Members - Not Present: Gary Nihan Others Present: Superintendent John Doherty, Director of Finance Gail Dowd, Assistant Superintendent Craig Martin, Student Representative Catie Comounduros, RPS Team Chairs and Bridge program teachers and staff, BOS member John Arena, Director of Facilities Joe Huggins, Assistant Director of Facilities Kevin Cabuzzi, Joshua Eaton principal LisaMarie Ippolito, Chronicle Reporter AI Sylvia Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair Topics of Discussion: I. Call to Order Chair Robinson called the School Committee to order at 7:00 p.m. and reviewed the agenda. II. Recommended Procedure A. Public Comment Marianne Downing felt it was important that the School Committee know that the public appreciates the work they do as a board with the ability to have spirited debates, good discussion and asking the difficult questions. She referenced the recent results of the Selectmen's survey. B. Consent Agenda Mrs. Webb asked if anyone would like to remove any item from the consent agenda. There were no items removed. Consent A eg nda Page 1 1 - Accept a Donation from the RMHS PTO - Accept a Donation to the Wood End School - Approval of RMHS Model United Nations Field Trips - Approval of Parker French Field Trip - Approval of Minutes (September 11, 2017) Mrs. Webb moved, seconded by Mrs. Borawski, to approve the consent agenda as presented. The motion carried 5-0. C. Reports Student Representative Ms. Comounduras reported that Senior Parent Night will be held tomorrow night and the middle school open houses are on Wednesday night. Liaison's Report Mrs. Webb updated the Committee on the RCASA events as Recovery month continues. Members of RCASA attended the recent Chamber of Commerce breakfast discussing what bossiness can do to assist in the battle against substance abuse. There will be a candlelight vigil in front of the Memorial Wall on Tuesday night and the RCASA Annual Meeting will be held on Thursday night in the high school PAC. Mrs. Borawski shared information on an upcoming event hosted by the group "Reading Embraces Diversity" on October 3`d. It is entitled "A Night of Listening and Learning". Dr. Snow Dockser also mentioned that Dr. Anna Ornstein will be presenting at the Reading Embraces Diversity event. She provided an update on the recent SEPAC meeting. She read the following statement: "SCHOOL COMMITTEE LIAISON REPORT for SEPAC Meeting on Thursday, Sept 14rh Reported by Linda Snow Dockser Report presented Sept. 251h, 2017 Packed meeting both around the table and agenda Led by Alicia Williams Carolyn Wilson introduced SPED Leadership — most of whom were sitting around the table. There was time for Q& A as well as a discussion. Last year, a survey was launched that was a collaborative effort between the Student Services Director, staff and SEPAC. it `s goal is to make sure that up-to- date and ongoing feedback is collected to ensure that optimal IEP and SPED services are being provided. A discussion focused on how to engage more parents Page 1 2 in responding to this survey. If you are interested in checking out this survey, its link is given out by IEP Teams and is on the Student Services page. In her role as Director of Student Services, Ms. Wilson is the go to person regarding the RPS curriculum. She discussed the positions which remain open in the district and the outside services that have been contracted to maintain services until permanent staff can be hired. Ms. Wilson said a trend has been noticed across communities related to part time positions and how hard they are to fill but some positions have just been filled and these new staff will be starting shortly. Student Services Director, Carolyn Wilson informed the SEPAC that she will be presenting the DESS Mid Cycle Review at the Sept. 25`h School Committee Meeting Discussion of the source of Professional Development funding which has come from grants and from the Reading Education Foundation since last year's budget needed to cut SPED Prof Development budget in order to invest it in staffing, (The cut in PD was not to fund the BCBA, the .5 BCBA was funded through a restructuring of consultation funds.) Last year, Ms. Wilson was honored as a board member of the International Dyslexia Association. She asked the SEPAC if they would like a membership in order to access professional services and resources for teachers and parents. Staff and parents decided that this would be worthwhile, especially because next year's conference is local. [What is learned at these conferences can be a catalyst for "Training the trainers. "] Discussion of updates to SEPAC bylaws: Katrina Papp will be election Coordinator which will happen on Oct. 4`h. Anyone interested should send their nominations and a brief description of the qualifications of the candidate to Katrina as soon as possible. The address is: SEP,4CElections20l7@gmail.com There were discussions about ways to engage more parents in the SEPAC, as well as a discussion about ways to keep the SC apprised of SEPAC concerns and activities. They asked about the rotation of SC Liaison assignments suggesting that it would be desirable for different SC members to rotate in after a liaison term finishes, rather than having the same liaison renew. The SC Policy is being researched for current protocol. The SEPAC was encouraged to present to the SC, aligned with DES guidelines for SEPACs. They have scheduled a meeting with Ms. Wilson to discuss topics before Oct 4 so that a report can be approved by SEPAC before a public presentation Projects they are working on include many speakers for meetings, as well as a "linked up " or mentoring program that would enable new or transitioning parents of children with Special Needs to buddy up or seek support/ experience from more experienced parents. Upcoming Dates include: Page 1 3 Reading SEPAC 2017-2018 1 MEETING DATES 1014 nae, 7PM SEPAC MEETING NEW BOARD ELECTIONS! (CONFIRMED) 10/11 Basic Rights Hosted by Wakefield SEPAC (CONFIRMED) 10/28 AN IEP FOR MY CHILD (CONFIRMED) 3/20/18 Sara Ward, Executive Function (PENDING) Lots of other opportunities to learn and connect with others are posted on the website which is found on the Student Services Page of the reading. k12. ma. us website THE SEPAC IS CURRENTLYLOOKING FOR ABOARD FOR 2017-2018. Please consider helping Special Education in Readin , move forward. It can't happen without you!-" Dr. Snow Dockser also thanked SEPAC Co -Chair Alicia Williams for all the work she has done for the group. Director of Finance Mrs. Dowd reviewed the memo in the packet regarding the FY 18 Capital Plan and the need to replace the skylights at the Wood End School. Mr. Huggins said that as part of the roof inspections it was discovered that the skylights at Wood End were failing. These skylights are a structural piece of the building. An architect was brought in to provide a report on the condition and recommendations for replacing the skylights. The goal is to go out to bid sometime in November/December with the work being done over the summer. This is a Capital Project and no funds will be taken out of the school's operating budget. Superintendent's Report Superintendent Doherty reported on the recent death of a Reading resident that was attending the Northeast Vocational School and said that thoughts and prayers are with the family. The student had siblings attending Parker. He attended the Barrows Elementary and Parker Middle School. Dr. Doherty commended the staffs at Parker and RMHS for the work done with students during this difficult week. Dr. Doherty announced that the 1" Annual Parent University will be held on October 21St from 8:00 a.m. — 12:15 p.m. at RMHS. The event is being made possible by funding from a grant from Reading Cooperative Bank. He thanked Director of Community Education/Extended Day Sandy Calandrella for putting this together. The Superintendent cleared up some confusion regarding the Veterans Day holiday this year. The Veterans Day Holiday will be celebrated on Saturday November 11th, therefore not a state holiday and school will be in session in Reading. D. Old Business Page 1 4 E. New Business Special Education Update Chair Robinson said the presentation would be in two parts — the Mid -Cycle update and OCR Findings. He asked that questions be held until the end of each presentation. Mrs. Wilson stated that the Mid -Cycle review is part of the Coordinated Program Review (CPR) that was done. Coordinated Program reviews are done every three years. She reviewed the process in which the DESE rescheduled 3 times. The site visits were completed on April 25 and 26, 2017 and were focused on the areas from the CPR which were in non-compliance. The district completed a self- assessment which included record reviews of 6 student records and document review. The Department requested 17 additional records when they came on site. The Department also interviewed 1 special education teacher, 1 Team Chair and the Director of Student Services. Mrs. Wilson went onto review the findings and corrective action being taken. Mr. Robinson asked who was responsible for monitoring the out of district placements. Mrs. Wilson said ultimately it was our responsibility. The out of district caseload is now shared by the team chairs which allows for these families to be more connected to our schools. Mrs. Webb asked about the accountability timeline. She was concerned that if we do not get the information from the programs in a timely manner it will be difficult to meet the deadlines. Mr. Boivin asked that the Committee be updated in advance of the dates we have to report to the DESE and wanted to be sure that the data has been scrubbed to a point where we are comfortable. Mrs. Wilson said she is confident that the data will be updated. She pointed out that our new software will send alerts on errors. Once an IEP is signed off by the parents it will become a read only document. The team chairs have worked hard to establish this process to ensure that once the IEP is finalized the ability to amend is controlled. Mr. Boivin asked about consistent monitoring. Mrs. Wilson is working with the DESE about trigger point alerts to have a conversation regarding compensatory services. He followed up asking if there is a mechanism for parental feedback. Mrs. Wilson indicated that parents should reach out to the building principals. Mrs. Borawski asked about ongoing monitoring. Mrs. Wilson said ultimately, she is responsible. Ms. Comounduras left the meeting at 8:06 p.m. Page 1 5 She is hoping that the team chairs can take over the monitoring process feeling being building based they are able share trends and concerns with the building principals. Mrs. Borawski asked if the IEPs could be sent electronically. Mrs. Wilson indicated there is no secure method to do this. Mrs. Borawski would also like periodic updates. Dr. Snow Dockser asked what was in place to keep staff and parents connected. The connection happens at the building level and how we are supporting the new teaching staff. Our staff need to develop time management skills enabling them to meet our obligation of providing an IEP to parents in 45 days. At that point discussion can take place between parents and the team. Mrs. Webb asked if the eSped software analyzes data. Mrs. Wilson pointed out at this point it provided enough data for the team chairs but she will meet with the team chairs to review what reports could be useful. Mrs. Borawski asked if we are confident that all areas will be addressed in the 3 - year period. Mrs. Wilson said the goal is to have 100% compliance implementation but realistically we are human and time management will play a vital role. She is confident that the district will move forward. She also feels that in a year from now we will be moving forward with our out of district placements. Marianne Downing asked how many eyes are reviewing the documents. We do not have a lot of layers and generally it will be the special education teacher and team chairs reviewing the IEPs. Parker Bridge teacher Jeanne Duran shared that there is a constant struggle with the juggle. She has a job as a teacher and a job with the federal government. Itis often difficult to decide what to put aside. OCR Letter of Finding and Resolution Agreement Mrs. Wilson reviewed the role of the Office of Civil rights and the timeline of the complaint. The district received the complaint on June 9, 2016. We submitted required documentation to the OCR on July 8, 2016. An OCR attorney was on-site to interview and see the classroom space for a day and followed up with phone interviews. OCR requested additional information during the 2016-17 school year and the Letter of Finding and Resolution Agreement was received on August 31, 2017. Mrs. Wilson reviewed the allegations in the complaint: Allegation 1: The classroom space used by the Bridge Program; Allegation 2 (a): The implementation of Student A's IEPs; Allegation 2 (b): The implementation of Student B's IEP. Mrs. Wilson went on to review the Bridge Program Classroom timeline beginning in 2011 when the Superintendent notified the School Committee of elementary and educational space concerns. In 2012 the Locker Report identified elementary Page 1 6 space needs in Reading and made key recommendations. In 2013 space options were reviewed including the possible purchase of the St. Agnes School which led to the formation of the Early Childhood Center Working Group. In 2014 the DESE conducted the Coordinated Program Review in which there were no citations regarding the shared space at Joshua Eaton or concerns about other schools. Town Meeting voted not to support the funding for an Early Childhood Center feasibility study. Following these events Walker Associates, in 2015, completed a program evaluation and made recommendations regarding space. At the Spring Town meeting the purchase of 6 modular classrooms was approved to address our space needs. Two of the modular classrooms arrived at Joshua Eaton in the fall of 2016 allowing kindergarten students to move out of the gym and into classroom space. Between the period on September 2015 and February 2016 discussions were held between the Director of Student Services, the Building Principal and Superintendent regarding space options for special education programs at Joshua Eaton and in the spring of 2016 classroom spaces were identified for the Bridge Classrooms for the 2016-17 school year. Mrs. Wilson reviewed the OCR findings on Bridge Classroom Space pointing out that these finding are based on the 2014-15 and 2015-16 school years. The conclusion was that the students in the Bridge Program classes were more likely than not adversely affected by their shared classroom set up. Inferior to other rooms because of the lack of direct access to the hallway, no door, noise and privacy. Mrs. Wilson went on to review the findings of the implementation of IEPs for Student A & Student B. The OCR found insufficient evidence to suggest the District failed to implement the multi -sensory instruction provisions of the student's IEPs, the District more likely than not failed to fully implement the provisions of the student's IEPs related to providing a non -distracting learning environment and found insufficient evidence to suggest the District failed to implement the provisions of the student's IEPs related to movement breaks. Student A Findings relating to structured reading services to Student A included there was insufficient evidence to suggest that the district failed to implement the structured reading provision from the start of the 2015 school year through October 13, 2015. They also found that from October 14, 2015 through the end of the 2015- 16 school year the district did not take steps to ensure that it faithfully implemented the structured reading services in Student A's IEP after the implementation of the October schedule on October 14, 2015. The OCR found the district failed to properly implement 2 provisions of the Student's IEP; structured reading with a special education teacher and the student should be seated in the most distraction free location when possible. OCR determined that it was more likely than not that Student A's progress was negatively affected ... the District's failure to implement these aspects of Student A's IEP rose to a level of a denial of FAPE. Student B Findings related to additional allegations include that the IEP in effect from January 2016 through May 2016 prohibited the use of Lexia and the Special Page 1 7 Education teacher and paraprofessional were using this program with Student B. There was insufficient evidence to show the District failed to implement the structured reading services from January 2016 to May 24, 2016 and the district failed to implement the structured reading provisions in Student B's IEP from May 25, 2016 through the end of the 2015-16 academic year. It was also determined that there was insufficient evidence to suggest that the District failed to implement the provisions in Student B's IEP related to allowing him to use a variety of work locations and/or positions. The OCR found the district failed to properly implement 3 provisions of Student B's IEP; The prohibition of Lexia, structured reading with a special education teacher May 25 through the end of the school year — June 21, 2016, and decrease environmental and visual distractions, when possible. OCR determined that it was more likely than not that Student B's progress was negatively affected ... the District's failure to implement these aspects of Student B's IEP rose to a level of a denial of FAPE. Mrs. Wilson went on to review the Resolution Agreement which commits the district to take specific steps to address the areas of non-compliance, OCR will monitor the district, the OCR investigation has concluded and the district has begun the implementation of the Resolution Agreement. Action steps taken by the district from the summer of 2015 to October 2017 include consultation work with the Landmark School, vertical professional learning communities have begun to allow the special education teachers in the Bridge Program to work collaboratively on a monthly basis, modular classrooms were added, a full time team chair was hired at Joshua Eaton to monitor implementation and compliance, the new team chair and Director of Student Services reviewed all service delivery grids and teacher schedules, a new special education teacher was hired at Joshua Eaton, the Joshua Eaton principal has reviewed all IEPs and service delivery for the students in the Bridge Program, new rug was installed in the Bridge Classroom for 4/5 students and the team chair and Director of Student Services will continue to review IEPs and teacher schedules. As part of the Agreement the district must offer compensatory services for all Bridge students that were in the program at Joshua Eaton during the 2014-15 and 2015-16 school years. Mrs., Wilson sent a letter out to all families affected in early September outlining the services Mr. Boivin asked if midyear changes are being communicated. Mrs. Webb said we need to increase the ability to support teachers with coaching, observation and communication. She feels the team chairs are working too hard. School Committee needs to ensure the resources are available. Mrs. Wilson pointed out that 15 students were identified for compensatory services as a result of the Settlement Agreement. Mr. Robinson reminded the community that there is no guarantee of financial resources and asked if we were out of compliance. Mrs. Wilson said we were in compliance and have hired the additional special education teacher and resolved the dedicated classroom space issues. Parent Lauren Bennett said that there are other students affected, pointing out the School Committee knew about this situation in 2014 and didn't react. Page 1 8 Mrs. Webb responded that between 1999 — 2003 the administration pitted special education and regular education parents against each other. We had space concerns then and we need to be better in reacting and solving these matters. Mrs. Bennett feels the parents are at odds with the School Committee. Mrs. Webb encouraged the community to use the SEPAC as a means to relay information. Mrs. Bennett requested that the School Committee consider meeting with the parents of the students in the Bridge program and read a statement from parents of students with dyslexia. She went on to ask that a task force be established. "By: A group of Reading parents whose children have dyslexia We are speaking to the Reading Public School Administrators and School Committee Board Members as parents of children with dyslexia. Children who have struggled, been bullied, witnessed bullying, and/or have been denied effective progress, discriminated against, and had their civil rights violated for far too long. Parents just like us have been constructively criticizing how RPS educates and identifies our children, or lack thereof, since the early 2000s. Our children's disabilities are invisible but they are real and they need equality. We understand that there are many different learning disabilities and health issues that qualify a child for special education. We also care about those students, but for tonight, we speak, specifically, about the children in this district with a language -based learning disability. It's the largest percentage of students who comprise IEPs and 504s. It's also the group of students who need to be identified early and provided intensive remediation based on science. Science tells us if our children get appropriate intensive reading instruction taught with fidelity in the younger elementary school years, their brains will actually change and respond. If you wait or provide subpar or incorrect remediation, they lose that crucial time and will require more expensive instruction repeated for years, their social emotional health plummets, and they fall further and further behind in all subject areas across the curriculum. Thus significantly increasing the costs needed to properly educated these children. It has taken the Federal Office of Civil Rights to investigate and find that RPS violated and discriminated against a group of children for you to finally listen. At least, we hope you are finally listening because these are our children. These are our youngest residents of Reading. Children, who are placed in the Bridge Program, are likely removed from their neighborhood schools away from their siblings, their friends, their neighbors, and everything they know because their parents are told they would receive intensive reading remediation in a quiet environment with few distractions. OCR's investigation proved otherwise and determined that FAPE was denied. It is reasonable to assume that if two Bridge students' structured reading was not provided then all of the Bridge student's structured reading was not provided correctly. This has happened year after year. We have the schedules and IEP service delivery grids to prove it. As the Walker Report stated in 2014, the students are forced to fit the program and OCR confirmed this. Page 1 9 With that being said, these kids don't need a tiered system of support or the wait to fail approach. They don't need RPS telling their parents that they will catch up in time or given the wrong interventions until they fail. And what about the other students with dyslexia whose disability is acknowledged by RPS but are not placed in the Bridge and not "typical" enough to access grade level material in their neighborhood schools? Those kids also need intensive structured reading designed for those with dyslexia and taught with fidelity. Instead they are given the wrong interventions and the same wait to fail approach. The one thing that all parents of children with dyslexia have in common in this district is watching their children live in educational purgatory. It's the space between RPS not identifying or providing an explicit, multi -sensory program or intensive phonemic awareness program taught with fidelity and RPS not placing these children in appropriate educational programs. Educational purgatory is where parents often witness their children fall apart, develop anxiety, school avoidance, visit the nurse with somatic complaints, tell them they are stupid, and refuse to do homework. It's the place where your above average intelligent 415th grade child is reading Fly Guy and frustrated. It's the place where parents become that angry parent who keeps emailing the district and bringing their advocate to meetings. It's where they shell out thousands of dollars to bring educational specialists to team meetings to be laughed at and told their PhD level knowledge is wrong. Statistics show a direct correlation between reading impairment and decline of self-esteem leading to alcohol and drug use in high school or dropping out. Approximately 70-80% of the prison population can't read proficiently. When our kids don't get the educational services they are required to get by law, parents must fight the statistics. How? They refinance their homes, cash in their retirement, or work extra jobs to pay legal fees, neurospych reports, observations, private tutors, and private school tuition. They bring their children to tutors or therapists after a long day of school in which they are exhausted. If they can't afford to do those things, they sit along their children in educational purgatory. The entire family feels the struggle. Parents who can afford to are forced to get their child out of district. Our children deserve to be educated in town with their peers. They deserve to get an education at their home schools in the least restrictive environment. There is no reason why this can't happen. The space behind the partition where hate lives in this town must be evicted by RPS. How can RPS change and fulfill its legal and ethical responsibilities while also taking into account limited resources? We propose the school committee establish a language -based learning disability task force. The task force should consist of Carolyn Wilson, Principals of the schools with Bridge Programs (JE, Parker, and RMHS), Rise Director, a SPL, a school psychologist experienced in learning profiles of students with dyslexia, past parents of Bridge Program children, current parents of Bridge Program students, a representative from each of the levels of school familiar with general ed curriculum, and a representative of each of the levels of school familiar with special education for students with dyslexia preferably OG -certified. This task force needs to develop a blue print for identifying and educating children with dyslexia and develop entrance and exit criteria based on objective data for the Bridge program as recommended by the Walker report. This task force should report to the SC and always include a Page 1 10 parent while meeting. There are dozens of private observations of students with dyslexia that can be redacted and reviewed by the task force, there are basic lines of communication that need to be developed, and there are staffing needs that should be determined. This task force is free and will consist of members already in RPS. It's time to say enough and to finally do what's right. " Alicia Williams said that she has had meetings with Mrs. Wilson to discuss concerns that parents have and read the following statement: "I am here tonight to express my utter disbelief both as a parent and as one of the 3 SEPAC co-chairs. While I am on the SEPAC board, I speak tonight as a parent. At a time when people regularly spout hate and discrimination our very own special education students were the unnecessary victims of discrimination that was first made known to Reading in 2015 in the Walker Report. My husband and I did not join the complainants but the voters and citizens of Reading should know that a larger audience of children were effected. I am still waiting for a response from the School Committee and the Human Relation Advisory Committee as to what has happen to our own students. This discrimination is no different from that due to gender, national origin or religious affiliation. Reading failed to observe the civil rights of our children and was aware of these deficiency's, and over that ensuing time the schools seemingly, did nothing to correct it. Not once was I made aware of any attempt to fix my sons classroom. Why were the deficiency identified in the walker report not addressed prior to the complaint being filed to the office of civil rights? By my account these violations went on for two years. Its unacceptable that the Reading Public schools choose to address problems only at the point that compliance failures are noted by State or Federal agencies. In the 2015 walker Report pages 28, 29 and 36 detail a series of deficiencies. Which ironically are the ones noted by the OCR complaint. On page 28 it states "Many program spaces and classrooms across the district were either too small or partitioned off and located in less than desirable locations. " and it also states that many recommendations from previous special evaluation reports remain in need of actions. On page 29 it states The district is lacking in professional development program that addresses how general ed staff members assume ownership of student IFPS. Again, another violation cited in the repot. And on page 36, the comments were made "Program space is lacking in some schools and the location of some classes is less than desirable. Special Education programs should be provided in classrooms and are equal in scope and size to general education classrooms. Areas of special education deficiencies need to be addressed. It can no longer wait. How many more violations are out there? Where parents addressed areas that need to be fixed, but have no other option but to file with PQA or OCR. Page 1 11 The new DESE mid cycle reviewed tonight shows deficiency in Basics of IEPs deliverables. The legal document that dictates our children's educational plan. In closing, I'd like the school committee to take a look at any report that Reading has had done, weather voluntary or involuntary. There needs to be a running list with action items. The special education community relies on issues raised in reports and they need to be addressed in a timely fashion. We all need to do better, these are our children. Thank you. " Melissa Pucci if the DLC program had dedicated space outside of the classroom for direct teaching. Mrs. Wilson responded by saying that the program is fully inclusive and students are taken out for services such as speech. Mrs. Pucci thought that Coolidge had shared classrooms for ELA/Math which is separated by a rolling blackboard. Mrs. Wilson will look into that. Sarah McLaughlin asked who was receiving the Landmark training. Mrs. Wilson said at this point only the Bridge program staff. She continued by saying that we will look at specific programs and how we provide services to students not in programs. Marianne Downing asked about the timeline regarding the need to have full day kindergarten lotteries and the Joshua Eaton Level 3 designation. Dr. Doherty there have been competing priorities that have contributed to the space issues including the fact that we have increased the number of special education programs in district that require space. He does not dispute what was done in the past but much has been done over the past 2 years to improve our special education programs. Dr. Snow Dockser feels that we have been transparent in what we have been doing. Mrs. Williams asked the School Committee to work to ensure that the district is in compliance. Mr. Boivin supports the formation of a task force and feels work needs to be done to identify and address concerns and look at the resources we need to do this. He would like to see an agenda item on a future meeting. Mr. Robinson stated that he and the Vice -Chair will meet with the Superintendent and Director of Student Services to determine a direction. Dr. Doherty said that support to the classroom versus increased clerical support will be part of the budget discussions. We do not have the resources to do what is necessary to support teachers. Page 1 12 Parker Bridge teacher Jeanne Duran said that in her tenure she has had 5 Special education directors and Mrs. Wilson is her best so far. She appreciates the work done and the professional development opportunities available. Mr. Boivin asked that all handouts and slides be posted on the website. III. Routine Matters a. Bills and Payroll (A) Warrant S 1811 9.14.17 $323,131.45 Warrant S 1812 9.21.17 $144,460.33 Warrant P1805 8.21.17 $1,382,068.16 Warrant P1806 9.22.17 $1,497,812.80 b. Calendar IV. Information/Correspondence V. Future Business VI. Adjournment Adjourn Mrs. Webb moved, seconded by Mrs. Borawski, to adjourn. The motion carried 5 — 0. The meeting adjourned at 9.55 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. tpnF. Doherty, Ed. D. Page 1 13