HomeMy WebLinkAbout2021-01-12 Special Education Parent Advisory Council Minutes r :Uczi =
Town of Reading ri ) :f FpK
F Meeting Minutes
2u21lir;l� 1`c Lb
PM 12: 10
Board - Committee - Commission - Council:
Special Education Parents Advisory Council
Date: 2021-01-12 Time: 7 PM
Building: Location:
Address: Session:
Purpose: Version:
Attendees: Members - Present:
Laura Noonan, Board Member
Amy Stewart, Board Member
Alyssa Scaparotti, Board Member
Members - Not Present:
Others Present:
Minutes Respectfully Submitted By: Amy Stewart, Board Member
Topics of Discussion:
January 12, 2021 SEPAC Meeting Minutes (22 attendees, 7 of which were district
administratorststaff)
7:01 PM Business meeting commences and all board members present. Board member Laura
Noonan chairs meeting.
Noonan welcomes attendees and makes the following statement on behalf of the Reading
SEPAC Board: "The Reading SEPAC would like to acknowledge publicly the creativity,
flexibility, dedication and collaborative problem solving that the district, principals, and teachers
have demonstrated in regards to the high needs students. We would like to extend this heartfelt
'thank you'for getting the high needs students back to in-person learning."
Board unanimously approves minutes from the December 8, 2020 business meeting.
Update Student Services Director Jennifer Stys
Director of Student Services Jennifer Stys thanks teachers and paraprofessionals dedication to
families and students in Reading in regards to effort to return high needs students to in person
school. States effort involved honest dialogue with staff about whether they can connect with
students via remote learning. States efforVdialogue was "shining example" of excellent staff and
makes evident that teachers want what is best for students in Reading.
Stys presents on the department's Five Year Plan. Consistency and communication are
overarching themes throughout the plan. How do we move forward together and have honest
and transparent communication with each other? COVID interfered with the plan's development
and caused some delay but progress made notwithstanding COVID. Plan will include vision,
Page I 1
skills, incentives and areas of focus, resources, action plan, and timeline. Plan will identify
what we are working towards and what skills can we develop to get there.
Five Year Plan reflects a complex process involving tools & resources, standards-based,
instructional methodology, assessment, and pacing which all impact and influence the IEP,
programs, and curriculum. Plan will not result in a singular right and final answer because we
need to be fluid and responsive, however, we still need a road map.
Plan's areas of focus include: student services(IEPs, 504, SST, collaborate with
learning/teaching dept.), reading, programs(starts with program descriptions), and technology.
These areas are broken down further.
• Student Services: quality of IEP development, quality of 504 development and
parent partnership
• Reading: Identification and intervention, instructional grouping, progress
monitoring. Development of data binders so data drives HER
• Programs: defining programs and evaluations, staff training, IEP responsive to
the above.
These efforts will build additional capacity with staff, within the organization, and resources/
materials.
The expectation for the 5 Year Plan is that it is a working document. District will flex and
respond to the needs of the students, staff and community input. Stys gave example of how
COVID-19 and remote learning has highlighted the needs of certain students for additional
executive functioning and emotional regulation support. Priorities shift based on students'
needs.
Once 5 Year Plan is completed, the district will post the plan on its website and solicit feedback
from the community. Community also will be notified of the program evaluation cycle (district
wants feedback from staff and families).
Update from Literacy/Reading Subcommittee
Board member Alysia Scaparotti presents on the work of the literacy/reading subcommittee.
Family survey on presentation topics forthcoming. At the last meeting of the Subcommittee
there was general discussion regarding a survey the Subcommittee and the District will be
sending to the Reading community at the end of January. The District is preparing an outline of
proposed presentation topic ideas. The next meeting of the Subcommittee will be in early
February.
Stewart inquires whether reading curriculum utilized in every special education program will be
covered in presentations. Stewart cites to 2007 PCI curriculum used in one of the programs
and questions whether it is out of date with current research. Stewart states review of
curriculum is related to the proposal to employ literacy coach in FY2022 budget. Stys confirms
curriculum in all programs will be addressed.
Michele Sanphy inquires whether each program will offer a curriculum tailored to the individual
students' literacy needs and individual learning styles. Stys confirms this is the approach.
Discussion of future presentation/discussion topics
Data/Progress Report presentation: All board members support parent education presentation
on understanding data and progress reports.
Stys offers that a colleague in the district suggested a presentation on available resources
outside the Reading community. Stewart seconds the idea and recommends a presentation on
available state and community resources.
Page 1 2
Stewart suggests a presentation/discussion on inclusion/co-taught classrooms. Stewart also
suggests a presentation on how to understand DESE's Resource Guide to the MA Curriculum
Frameworks for Students with Disabilities.
Morgan supports data/progress presentation and suggests that parents present. Stewart
suggests a panel of speakers, including parents' perspectives. Scaparotti suggests parent
discussion after district presentation. Morgan supports parent discussion after district
presentation.
Public Comment(Includes continuation of discussion on future presentation/discussion topics)
Noonan reads typed messages in Meeting Chat Box.
At Noonan's invitation, Sanphy reads her January 3, 2021, email addressed to the SEPAC
Board and District leaders.
Maria Morgan makes a statement thanking RPS for its work during the COVID-19 pandemic
and response to high needs students.
Laura Joelson makes a statement thanking RPS for its work during COVID-19 pandemic and
response to high needs students.
Kate Goldlust states her support for a data/progress report presentation. Inquires how data is
collected and how it is used. States her support for a district led presentation followed by a
parent driven discussion. Suggests discussion include tips on prioritizing which parts of the
progress report are most helpful to read.
Sanphy states her support for datalprogress report presentation. States it would be helpful in
understanding some of the terminology and how data is collected. Also states support for
inclusion idea presentation/discussion and suggests it includes "different faces of inclusion," and
how educators are working to create meaningful inclusion opportunities for our students.
Noonan reads Melissa's written comment in chat stating that remote learning is inadequate to
address the social-emotional needs of some students. (Paraphrasing).
8:06 PM Motion to adjourn the meeting was unanimously approved.
Page 1 3