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HomeMy WebLinkAbout1995-11-14 Coolidge School Council Minutes.. COOLIDGE MIDDLE SCHOOL COUNCIL MINUTES: NOVEMBER 14, 1995 rf% C S Members in attendance: John Doherty, Principal Peter Hichborn, Chairman Sue Redgate, Larry Chomsky, Marge Pacino; Roy Welch, John Carpenter, all present. Minutes of previous CMSC meetings October 10 and October 18, 1995 approved and accepted. Literature distributed: - School Fund Raiser possibilities copy of letter to Parents regarding future CMS plans - the Tennessee Study of Class Size in Early School Grades - Phillips Academy Publication on class size as expounded by Ted Sizer On December 5, 1995, the Principal and the Council Chairperson will attend a meeting in the School Administration Offices at 7:30 P.M. Items for discussion will be Similar Topics, School Improvement Plans and The Encouragement of Support for the Schools John Doherty - and Marge Pacino will represent CMS, also, Larry Chomsky may be available to atttend. Superintendent, Harry Harutunian, has notified us that Dennis Richards title is now Associate Superintendent. Sue Redgate reported that the Addison Wesley Co. will be unable to serve on the Council as a Community Representative. The Council made a thorough study of the FY '97 Budget proposal that will be submitted by Principal, John Doherty. Perpupil: $135 increase of $22 per pupil $10 - for additional text books $3500 - total expense of one copy machine $20 - special needs .1, .2 students in addition to regular special $130 special needs .4 students needs 766 budget $71,500 total to be expended for Coolidge $62,000 previous year total. Professional Development and Instructional Supplies comprise 48 %0 'of the Budget. The maintenance phase was divided into basic (must do) and Priority #1 items. A new private phone line will be installed in the Principal's Office. Under New Programs Initiatives, $90,000 will be expended by both schools to promote 7th Grade World Languages - two languages will be offered in Grade 7. Every student must be given the opportunity to study languages. John Carpenter suggested that the community may offer a source of language credit, ex- Hebrew School. All felt that this program extension of Language study is of value and needed." The Council reviewed forms A, B, C, D, E, F of the Budget to be submitted. This particular budget form is a departure from previous years in style - the programs are highlighted. This budget has been realigned to the new Superintendent's requests: Language Arts provisions include Remedial needs. The parent letter for the future needs of CMS improvements was discussed and analysed. This letter will be sent to parents to solicit volunteers for the task of preparing a proposal to solve the space and facilities needs of the Coolidgites. This Committee is the first step to a Feasibility Plan; The Council meeting for November 21 has been cancelled. John Doherty will send out a short memo on his visit with Dr; Harry.. The next meeting is scheduled for December 12 at 7:30 P.M. in the Coolidge Media Center. Minutes Submitted by Marjorie Pacino A.W. Coolidge Middle School Budget Update (As of 12/5/95) On November 20, I had my budget meeting with Harry Harutunian, Dennis Richards, Michael Lombardo, Joanne Testeverde, Jean McGah, and Beth Klepeis. As a result of that meeting, the following items will be proposed in the FY 97 Coolidge Budget: -The entire per pupil allocation $639450 - Additional Textbooks $ 4,580 -Xerox Machine $ 31500 - Additional Staffing $60,000 - Telephone lines $ 1,400 - Replace Lexan Windows $ 19000 - Replacement of Courtyard Doors $ 19500 - Radiators in lavatories $ 780 - Library renovation $ 800 -Fire Lane Painting and Signs $ 500 -30 Student Desks $ 2,100 -50 Student Chairs $ 29500 - Vacuum Cleaner $ 514 -7th Grade World Language Program $459000 Total $1879624 NEW OPPORTUNITIES FOR TEACHER LEADERSHIP IN EDUCATION REFORM The Education Reform Act of 1993 has created many. new opportunities for teachers to serve as agents for change. A number of reform initiatives call for the formation of policy groups or task forces to study various educational issues. Teachers are needed to advise and participate in these groups, so that the policies that emerge rest upon teacher expertise and can count upon teacher support. • Assessment Development Committees. The recently- developed state curriculum frameworks were the. product of a broad -based consensus process, involving over 1500 teachers. The same level of teacher involvement will be needed during the coming year as the state develops a framework for student assessment. Contact: , Jeff Nellhaus or Brenda Thomas at the DOE, (617) 388 -3300, Ext. 327 Principles of Effective Teaching and Administrative Leadership. in July, the Board of Education approved a set of principles for the evaluation of educators based on the approaches and practices of the curriculum frameworks. Teachers are encouraged to contribute their perspectives on the principles in school meetings and public hearings. Teachers can also encourage study groups, committees, and other school groups to become familiar with the principles and suggest ways to incorporate them into in- service and other professional development programs. Contact: your local principal or district administrator • Education Reform Study Groups. Through state and Goals 2000 funding, all Massachusetts districts will receive grants to form several study groups this school year. The study groups will focus on the implementation of the curriculum frameworks, authentic assessment practices, and the principles of effective teaching and administration. Participation in these study groups will enable teachers to shape their district's and school's translation of the frameworks to classroom practice and to expand their own understanding of the principles and approaches of the frameworks. Contact: your local principal and district administrator • Education Reform Institutes. Seventy school districts participated ; in weeklong Education Reform Institutes which will be followed up with 3 full -day sessions this school year. District teams participating in these Institutes are developing district action plans for the implementation of Curriculum Frameworks and other provision of education reform. Teachers played a prominent role as team members and as Curriculum Frameworks resource contacts at the Institutes. Next summer, the Department plans to host institutes for an additional 70 districts. Teachers will again play a prominent role as the Institutes will encourage participating districts to include teachers in their teams. Brochures for these institutes will be available in the Spring Teacher Leaders. Teacher leaders are educators who are interested in taking a leadership role in the implementation of Curriculum Frameworks and the Assessment program. Teacher leaders will develop resource materials for the Curriculum Frameworks and the Assessment program and will assist in Department professional development activities by bringing information and technical assistance to administrators and other teachers in their districts. Contact: Barbara Libby at the DOE, (617) 388 -3300, ext. 273 • School Councils. With the establishment of school councils in each of the state's 1800 schools, teachers have the opportunity to serve as leaders alongside administrators, parents, and other community members in guiding school policy. Contact. your local school council Other reform initiatives call for teachers to serve as leaders by designing or running teacher professional development programs. • Teacher Mentor Program. Massachusetts is one of only nine states to successfully compete for participation in the Dwight D. Eisenhower Initial Teacher Professional Development program. The program, coupled with the Goals 2000 Preservice program, will strengthen teacher preparation programs by promoting partnerships between colleges and school districts. On the district side of the program, teachers can participate by serving as mentors for beginning teachers. Contact. Carol Gilbert or Pam Herrup at the DOE, (617) 388 -3300, Fxt 227 1 • Innovative Professional Development Models. Based on the belief that professional development should be done by teachers rather than something done to them, the Department will award seed money to innovative professional development programs that are designed or 9 r administered by teachers. Contact, Cheryl Ochs or Mary Ann Simensen at the DOE, (617) 388 -3300, Exts. 215 or 302 Another way in which teachers can expand their role and broaden their impact is by encouraging their schools to join one of the many programs participating in the Education Reform Restructuring Network. Programs within the Network link schools together on the basis of a shared philosophy that views teachers as key decision- makers within the school. Network programs include: • Accelerated Schools • Coalition of Essential Schools • High School Restructuring High Schools that Work • Portfolio Assessment • School- College Partnerships • Community Service Learning Programs • High School, Middle School, and Elementary ' School Alliances • For more information, contact Dan French at the DOE, (617) 388 -3300, Ext. 203 The ,growth of the Internet and other communications systems has made it easier than ever for teachers to network together to exchange insights, ideas, and information. The Commonwealth has begun several initiatives under the umbrella "Mass Ed Online" to support teacher access to the Internet and use of instructional technology. Among these are: • Local technology planning services • Free access for 12,000 educators as well as subsidized access at $100 per year for others Publication of Curriculum Frameworks and other support material on the Department's World Wide Web server • Curriculum Framework discussion groups for each subject area • Educational video broadcasts through Massachusetts Educational Television and Mass LearnPike • Innovative partnerships between software publishers and PALMS districts • Supplementing these initiatives, the Governor has recently filed a $60 million Educational Technology Bond that would dramatically increase these and other efforts. 3 DOE is planning a program to recognize and reward distinguished Massachusetts educators and to use them as educational resources around the state. • Teacher involvement needed in the planning of the program. The DOE will be seeking teacher input regarding the qualities a distinguished teacher should embody as well as suggestions on ways in which distinguished teachers might serve the teaching profession and collaborate with the Department on education reform. • Teacher participants needed for the coming year. Teachers with outstanding teaching and leadership skills will be invited to participate in the Distinguished Teacher program. The role of a Distinguished Teacher might include: serving as an ambassador for the teaching profession, supporting the Department's efforts in recruiting new teachers, advising the state on education policy, and participating in professional development initiatives that help teachers to align their practices with the Curriculum Frameworks and otherwise strengthen their teaching repertoire. Contact. Serrin Turner or Barbara Aschheim at the DOE, (617) 388 -3300, Exts. 213 or 728 l 4- MASSACHUSETTS DEPARTMENT OF EDUCATION Update on Education Reform Initiatives October, 1995. Common Core of Learning • The Common Core of Learning has been in place for two years. The Common Core serves as the basis for all Department policies and approaches to strengthening student learning. Curriculum Frameworks • Curriculum Frameworks have been developed in seven content areas: O Arts o English /Language Arts o History and Social Studies o Mathematics o Science and Technology o Social Studies o World Languages • Over 2000 teachers, administrators, parents, business people, and community representatives contributed to their development. In early 1995, drafts of the Frameworks were disseminate for review and feedback. Revised drafts are being presented to the Boa of Education at its October and November meetings. It is expected that the Curriculum Frameworks will be ready for final publication in January, 1996. -• To support schools in the implementation of the Frameworks, the Department will develop a range of resources materials, such as handbooks and videotapes. The Department will also provide information, training, and technical assistance through its upcoming integrated statewide professional development piiogram. Comprehensive Student Assessment • The 1995 -96 school year will mark the final administration of the MEAP. • The Department has recently signed a contract with Advanced Systems of New Hampshire to design an assessment program for the state, the Massachusetts Comprehensive Assessment System (MCAS), which will include: o a state administered test that reflects the philosophy, content standards, and approaches of the curriculum frameworks o initiatives to strengthen classroom instruction and assessment • Preliminary plans for the implementation of the MCAS are as follows: 0 1996 -97 - Individual items from the MCAS will be field- tested. 0 1997 -98 - A trial test will be administered. o 1998 -99 The MCAS will be fully administered. The results will not be "high stakes," i.e., affect student graduation. o At present, it is projected that MCAS results will not affect student graduation until 2001, at the earliest. Principles of Effective Teaching and Administrative Leadership • In July, the Board of Education approved a set of principles to be used in the evaluation of teachers and administrators that are based upon the approaches and practices of the Curriculum Frameworks. • School districts are required to use the Principles as baseline standards for developing evaluation standards that will govern teachers' evaluation. Districts are encouraged to adopt rigorous and comprehensive standards that reflect high expectatons for what educators should know and be able to do. - State regulations require that school superintendents hold public hearings on the performance standards that will be proposed to the school committee. By September, 1996, either performance standards will be agreed upon by the district teachers' association and the school committee or the two parties will i engage in an arbitration process. Districts are also being encouraged to use the Principles as a tool in developing and implementing their professional development programs. Time and Learning During the 1995 -96 school year, the first phase of the state's new time and learning requirements will be put in place across the state. These requirements state that all secondary school students will receive a minimum of 990 hours of instruction. and all elementary school students will receive a minimum of 900 hours of instruction. In this school year, all students will be offered the minimum required student learning time. Next school year, all students will receive the minimum required learning time. Eliminating the General Track Districts must develop plans for eliminating their general track and ensuring that all students are engaged in coursework that provides the skills and experiences that will lead to employment or to post - secondary training or education programs. • Districts submitted plans for eliminating their general tracks to the Department of Education in the Spring, 1995 and have received feedback on these plans. Eleven districts have received grants to implement their general track elimination plan. • The Department is presently engaged in the following activity to support districts' general track planning: O forming guidelines for the elimination of the general track based on the best practices contained in district plans o building school networks to facilitate communication and cooperation throughout the elimination process O receiving recommendations from schools and districts on how the Department can be of assistance during the elimination process Recognition of Distinguished Teachers • The Department is planning a program that will recognize and reward distinguished Massachusetts educators and'draw on them as educational resources for other teachers and school districts around the state. • The roles of Distinguished Teachers might include: serving as ambassadors for the teaching profession, supporting the Department's efforts. in recruiting new teachers, advising the state on education policy, and participating in professional development initiatives that help teachers to align their practices with the Curriculum Frameworks and strengthen teaching and learning in schools. Certification and Recertification • Two new certificates have been developed in response to requests from the teachers: school adjustment counselor /social worker and instructional technology specialist. Proposals for the competencies and requirements for these certificates are currently being reviewed in a period of public comment and will be presented to the Board for final action in January. • The Department has instituted a number of measures that have resulted in improved service to educators requesting information on certification. These measures include improved efficiency and responsiveness regarding phone inquiries about certification and regarding the application process for certification. • The Education Reform Act requires that all educators renew their certificates every , five years, starting in 1999. The Commissioner has announced an incentive system for the early renewal of certificates that will enable educators to renew their certificates before 1999 and have them valid for a five year period starting in 1999. Application materials for recertification have been developed and are awaiting exploration of a range of technological approaches that would expedite the recertification process. These approaches could include bar- coding applications with educators' names and certificate numbers for faster processing of applications, electronic application through Internet, and introducing electronic and bank card methods of payment.