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MANCHESTER
BOARD OF EDUCATION
REGULAR MEETING MONDAY, MARCH 28, 2005 |
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I N U T E S
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7:30
p.m.
Lincoln Center |
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A. OPENING PRESENT: Edwards, Hackett, Huyler*, Golas, Lok, O'Neill*, Rizzo, Robinson, Thresher ABSENT: None ALSO ABSENT: None *arrived after minutes were adopted. Mr. Robinson called the meeting to order at 7:30 p.m. Mr. Robinson led in the Pledge of Allegiance. Minutes of March 14, 2005 Mr. Robinson asked for a motion on the minutes of March 14, 2005. MOTION: Hackett/Rizzo s.v. The Board of Education adopts the minutes of the March 14, 2005 meeting. (6/0/1 - Hackett) B. SUPERINTENDENT'S
REPORT - PART 1 2. Recognition
Award - Ileanette Colon C. PUBLIC
COMMENTS 2. Tom Stringfellow, 183 Hillstown Road. He stated that on April 9, it is the 140th anniversary of the end of the Civil War. He recommended two magazines, "Civil War Times" and a special magazine about the assassination of Abraham Lincoln. It is Women's History Month, and he mentioned Clara Barton who helped found the Red Cross; Wengari Maathi who won the Nobel Peace Prize last fall for environmentalism and business; and Dolores Huerta who was active with the United Farm Workers Union. He congratulated Ms. Colon on her artwork. Regarding testing, he recommended articles from Education Digest, March 2005: Losing High School Students to High Stakes Testing and Sharpen Kid's Memory to Raise Test Scores. He spoke about safety and bullying in the school, and mentioned there is a national program regarding bullying by Dr. Ethel Fried. He stated that there would be a program on the upcoming Friday produced by the Latino Club, including dinner and student dance performances. 3. Eileen Sweeney, 86 Hawthorne Street. She agrees that everyone should keep in mind that a smile and kind word goes a long way in school everyday. She saw the presentation by the Downes Group regarding the proposed sixth grade academy and the seventh and eighth grade at Illing. She supports this plan and hopes the Board will move forward at this meeting to move it to the Board of Directors for a spring referendum. She heard that the boilers were being proposed for the basement of the Rec building. She stated that the boilers in the Cheney building are the most efficient in town. She suggested looking into this before the final decision is made. She feels that if the sixth graders are brought together and move forward together, it will help them emotionally and academically to feel more comfortable to be able to achieve. 4. Leslie Frey, 30 Florence Street. She stated every school option has been discussed for the past year. In the past few months, it seems clear that the most logical choice is to go with the sixth grade academy at Bennet and have seventh and eighth at Illing. It also seems most practical to keep the sixth graders in their home elementary schools while Bennet is being renovated. She feels this could be accomplished by placing a few portable classrooms at each of the elementary schools throughout town. The cost is much less than originally estimated. The current locations of existing schools are in prime locations. Crossing guards could be added if necessary for street crossing. She is glad to see that the pool at Bennet is being judged as worthy for renovation. She stated she against any possible demolition of the Cheney building, the power plant building, or any of the nine homes behind Bennet, as the town will lose a lot of its history. 5. Rita McFarland, Nutmeg Drive. She also recommended sixth grade at Bennet as discussed in the past. Her concern is the Cheney building, as she would like it to remain. She feels the building should be renovated for office space for administrative offices for the time being. This could also be used in the future for educational purposes. D. STUDENT
REPRESENTATIVE'S REPORT E. CONSENT
CALENDAR 1) Personnel Action Tenure Eva Beermann, Illing Middle School; Therese Doherty, Robertson School; Sharon Kovacs, Washington School; Elizabeth Winterhalter, BMS/IMS Resignations Leave
of Absence Jennifer Louis approved for a childrearing leave of absence effective for the 2005-2006 school year. Ms. Louis has been with Manchester Public Schools since January 3, 2000. Non-Renewal
of Teachers 2) Permission
to Apply for Education Special Projects - $9,994 3) Permission
to Apply for Education Special Projects - $20,210 4) Increase
in Appropriation for Education Special Projects - $212 Mr. Robinson asked for a motion on the Consent Calendar. MOTION: Hackett/Rizzo s.v. The Board of Education adopts the items listed on the Consent Calendar. (9/0/0) F. SUPERINTENDENT'S
REPORT - Part II G. OLD
BUSINESS MOTION: Edwards/Lok s.v. The Board of Education recommend that the Manchester Board of Directors place a bond referendum question in front of the voters that Bennet Middle School be renovated to serve as a town-wide sixth grade academy, and that Illing Middle School be renovated to serve as a town-wide seventh and eighth grade school. (9/0/0) Roll Call - O'Neill - yes; Edwards - yes; Rizzo - yes; Hackett - yes; Lok - yes; Huyler - yes; Golas - yes; Thresher - yes; Robinson - yes. Mr. Edwards stated that it is plain to see that Manchester has collectively wrung its hands over the issue of the current condition of Bennet Middle School. He feels for far too long, students have had to content with substandard buildings, grounds and facilities at that school. He hopes that this motion is the end of the question of what to do about Bennet. He feels the most important consideration is what is best for the students of Manchester. He believes that from an educational perspective, a new facility would be the best answer to that question; however, he does not feel this is in Manchester's immediate future. He formally proposed this idea in November 2004. His hope was to provide a solution that a broad segment of the population could support and one that would be an educationally sound alternative to building new. Based on the work done by the educational subcommittee and analysis by school and town administration, he is more confident that this solution is workable and highly desirable from a facilities and educational perspective. The sixth grade academy provides many benefits to the students of Manchester: it allows students to come together as a class in the sixth grade rather than in the ninth grade; it provides a small learning community for the sixth graders; the physically linking of the main campus buildings make sure students are safer. Housing grades seven and eight at Illing Middle Schools gives many educational opportunities: consideration of looping for seventh and eighth grade teams, as well any many initiatives outlined by the Superintendent. From a facilities standing, advantages include: renovation of both buildings allows keeping both schools in a densely populated area of town minimizing busing concerns; the plan fully utilizes the Illing facility; allows renovation of historic buildings at Bennet; allows reclaiming of indoor facilities such as the indoor pool at Bennet for school and community use; acquisition of adjacent properties will provide outdoor athletic facilities adjacent to the school; acquisitions will also provide with a safer alternative by bus and parent pick up and drop off. He believes the plan meets the educational needs of the students while at the same time makes the most of the existing facilities. He urged the Board to support the motion. He thanked Deputy Mayor Josh Howroyd who added to this proposal and for his dedication. Mrs. Lok stated she supported the motion after a long, thorough contemplation. She originally supported building new, and using the Bennet complex for some other useful purpose in town. She now supports the motion made in its entirety. She feels that sixth grade is a better time for transition for students. She feels that a new school would be ideal for all students; however, something needs to be done to support the physical plant needs and academic needs at Bennet Middle School. She feels that the motion outlines a realistic plan at this time for this community. Mr. Rizzo had asked at the last meeting for information from the administrators, particularly the middle school principals. Ms. Ouellette confirmed that at the last meeting the Board of Education made a motion to instruct the Superintendent of Schools to gather additional educational impact research data and best practices regarding grade configuration for middle schools, and she asked both middle school principals to join this meeting to share their viewpoints and opinions, as well as Mrs. Gejda, the interim Assistant Superintendent, and Diane Kearney, the K-12 Equity Supervisor. She asked them all to come forward to address questions. Mrs. Gejda explained to the Board members and the community that she spent 18 years of her educational career teaching at a nationally recognized middle school. The district she worked for worked closely the Association for Supervision of Curriculum Development on performance based learning and assessment. She also presented locally and regionally for the New England League of Middle Schools and the National School Association on interdisciplinary instruction and performance based learning and assessment. She reiterated the Superintendent's words that there is no conclusive evidence that one grade configuration for middle schools is better than another. She gave a presentation entitled "Academic Achievement in the Middle Grades: What Does Research Tell Us?" put together by the Southern Regional Education Board which is a consortium of sixteen states. The middle school model was introduced in the 1970's. The Best Practices that support student achievement at the middle level also supports student achievement at all levels. The Best Practices include accelerated and rich core curriculum; high expectations, supportive climate, extra time and help for students; engaging students in hands-on assignments that require them to practice new skills, incorporate their interests and relate to life outside of school; discussions between home and school; connect learning across the curriculum; coordinating the curriculum, sharing data between schools, preparing students for success in high school; and assigning highly qualified teachers to every classroom. She stated that this study looks at several areas including curriculum, academic climate, engagement, parent involvement, school size and classroom structure, transition in high school, and teacher quality. She addressed a few items on this list. Curriculum addresses accelerated instruction. Evidence shows that a demanding curriculum has intellectual and practical benefits for students of all backgrounds, races and ethnicities. Another study reviewed is the National Education Longitudinal Study of 1988, which looked at a cohort of eighth grade students over time. In surveying these students, most said they were going to attend college, yet only 29% planned to take college preparatory courses in high school. Additionally, only 20% enrolled in algebra and 28% in pre-algebra. This information shows that there is a disconnect between what students want and how they are positioned to be successful. A follow-up study was only done, and they surveyed over 3000 eighth grade students who expect to graduate from college. Of these students, 54% enrolled in college prep math in grade 9; 20% enrolled in college prep English; and 11% enrolled in college prep science. There has been a great deal of emphasis in student enrollment in math at the middle school level. Algebra has been called the gatekeeper to college or advancement. Students who take algebra by eighth or ninth grade are more likely to take calculus in high schools and pursue a higher education. Additionally, taking algebra seems to produce almost as much achievement gain for low achieving students as for their high achieving peers. Looking at the statistics, 14% of first generation college students took algebra in eighth grade as compared to 34% of students whose parents were college graduates. Manchester currently has an algebra pilot at Bennet, and its original intent was to allow more students to have access to algebra topics before they enter the high school level. The engagement piece of this study cited that middle school students begin to question the value of what they are expected to learn. By connecting to work outside of school, reformers believe that students can find meaning and motivation to do well in school. Curriculum has to be accessible to students and relevant to their lives. The extent to which students' own interests are incorporated into the school program appears to be significantly related to their academic success. Authentic instruction strongly predicts middle school engagement and indirectly, achievement. Regarding authentic instruction has three pieces: construction of knowledge - learner has an active role and involves the form of discourse, products, or performances; disciplined inquiry - prior knowledge, in-depth understanding, integration and use of information in new ways; and, value beyond school - audience outside the classroom. The summary of this particular report for increased student achievement suggests authentic instruction; assessment strategies that help teachers reflect on goals and methods; and adopting student-centered qualities of differentiated instruction. When looking at this research, and trying to solve the issue at hand, some specific student needs came to mind. One solution was the 8th Grade Academy. They looked at some of the advantages, including: providing more accelerated courses; supporting authentic instruction; encouraging more connections to community; and focusing efforts to ease transition to high school. She commented that some of this could also fall into a sixth grade academy as well. Regarding the high school transition, the considerations noted were flexible scheduling; flexible grouping; counseling; and communication between 8th and 9th grade teachers. The Manchester Strategic Plan has several goals they felt lent well to an academy approach. Goal 1 is accountability structure for success for every student. Within this goal, student failure is not an option. An action step to this goal is to increase articulation among levels. Another part of this goal is to use data to determine student needs, including during transition from year to year. Specifically, high school graduation requirements increase the academic rigor in general studies and post secondary prep course. The third part of this goal is to increase the percentage of diverse students in high-level courses. This will accelerate vertical student achievement by improving middle school grouping practices and encouraging advanced level courses. She stated that although the research does not point in a specific direction, middle school students cannot wait for the perfect study or series of studies. They need to be prepared for high school and beyond using the best evidence currently available. Mr. Rizzo thanked Mrs. Gejda for the presentation as it provided a lot of important educational information to look at. He asked if there is a grade configuration that lends itself better to accomplish some of the things that were presented in the report. He stated he was interested in applying this report to either a sixth or eighth grade academy. Mrs. Gejda stated that they are working very hard at improving student success at the ninth grade level. She feels there is a great opportunity in the eighth grade academy to work with students in a certain way to finalize the jump to the high school. It also gives an opportunity to provide accelerated courses and programming. At the sixth grade level, the opportunities for acceleration are probably not as great. She feels the courses that sixth and seventh grade students take are more similar and less specialized. Mr. Rizzo asked how the sixth graders presently weather the transition to the middle school. Mr. Cuprak, principal of Illing Middle School, stated the students do very well, and have been for years. Transition begins towards the end of grade five to make sure students are ready for the middle school. Sixth grade is almost like an elementary setting where there are four teams. The students are isolated from the other two grades. Mr. Rizzo asked if there is a problem in mingling sixth and seventh grade students. Mr. Cuprak stated there is a definite difference between sixth/seventh and eighth grader students. Grades six and seven pass each other in the hallways going to lunch or to their classes. The eighth graders are more on their own and have more of a high school mentality. Mr. Rizzo asked Ms. Richardson for her opinion of a sixth or eighth grade academy. Ms. Richardson stated that her experience is wide range both as a principal as well as working with teams of people to help students grow and achieve. She stated she has a couple of concerns about a sixth grade academy. She looks at the growth and development of students at this age, and typically the transition is a very trying time for students. Middle school age ranges from 10-14 years of age. Sixth graders are at average 12 years old, and being placed in an isolated situation. Many of them are slightly above elementary level. She would recommend looking at the eighth grade academy, as the students are ready for high school. They need extra support in development and achievement as far as opportunities for algebra. Looking at the demographics of Manchester, the information points towards a concern that many of the students are leaving after elementary school, before they hit middle school, and then returning for high school. If the town had an eighth grade academy, this would present an opportunity to attract students back at an earlier age. Mr. Rizzo stated that one of the configurations he had looked at was the 5/6 and 7/8 model. The concept of teaming and looping intrigued him within this configuration. He asked if it is possible to do teaming and looping with grades six and seven. Ms. Richardson stated it is possible and provides a supportive foundation for students. This occurred at her previous school and it worked very effectively. Mr. Rizzo asked Mr. Cuprak as to his preference for the sixth or eighth grade academy. Mr. Cuprak stated that their preference is to have a 6/7/8 school. He stated that middle school is a time when students are going through some of the greatest transitions and changes in their life. Therefore, having the three grades provides continuity and a community for them. Given the circumstances at hand, a new school is not a possibility. By increasing the number of levels, transportation and start times are greatly affected. The eighth grade academy separates the students and helps with transition into high school. He commented that looping also causes some certification concerns. Mr. Rizzo asked Mrs. Skerker, science chairperson at the high school, for her perceptions. Mrs. Skerker stated the primary goal is to protect the students, which becomes part of the grade configuration consideration. She commented that middle schools across the country include grades 4-8, a reason that the research is soft. She stated the two most difficult years for students are grades four and nine in terms of academic, emotion and social standards. She feels ninth grade is a critical year for all students. She feels that students need to be prepared for ninth grade in an eighth grade academy. She feels this will address the social, emotional and academic needs of every student. It will also be able to address students and their ability to read and write on level to be able to succeed in high school and beyond. She also believes the counseling portion to give students more opportunities for college level classes are extremely important. Mr. Rizzo asked Mrs. Kearney about her thoughts on the options. Ms. Kearney stated that if she had to choose between a sixth grade or eighth grade academy, she would choose an eighth grade academy. She also believes it is an opportunity for students. Currently at Bentley, where the students are most at risk, there is a waiting list of 55 students. She feels there is a need for alternative education to expand. Of the 55 students, 30 are ninth grade students who need an alternative placement because something is not working for them at the high school. It is a national trend that ninth grade students are most at risk. There were 200 students out of 677 grade nine students who are failing two or more courses. This is a great concern. This also includes 113 ninth grade repeaters. This year, the numbers have come down but it is still a great concern. There are still 100 ninth grade repeaters. She believes the district should be helping students transition into grade nine more effectively. Devorah Donnell stated that she thinks it's a shame to have to consider grades isolated. It worked very well for her to go from a small elementary school, to a larger middle school, and then to an even larger high school. Throughout each of them, there is an opportunity to interact with all ages of peers. She feels this interaction is also a learning experience and crucial for the development of a student. Considering the options, she feels grouping 5/6 and 7/8 is the best model, as it does not isolate any group of students. In terms of the academy, she strongly feels that students are more prepared for this model at the eighth grade level and therefore a much better option. She hopes that there could be some interaction between the eighth grade academy and the ninth grade at the high school as a way to transition into the high school. She also likes the benefit of accelerate classes at the eighth grade level as it provides more opportunity at the high school level. She hopes that whatever option is chosen, that the isolated grade be either connected to the elementary school or the high school. Mrs. Lok stated given Manchester's history of grade configurations, she asked if anyone could disagree with the statement that sixth grade students and their curriculum differs a great deal from grades seven and eight. It seems that the seventh and eighth grade curriculum is more closely aligned with each other. Although sixth grade was brought into the middle school environment, she believes not much was done to change the curriculum. Mr. Cuprak stated that when the sixth grade came to the middle school, they were more like the elementary school that separated them from the rest of the school. As time has evolved, both the sixth and seventh grades have become more alike and the eighth grade step forward and branch out. Mrs. Lok asked about teacher certifications in regarding to the looping concept, and if the sixth grade academy and 7/8 grade middle school configuration worked better for looping. She stated that certifications usually were K-6 and 7-12. Ms. Richardson stated that teachers are achieving middle level certification, covering grades four through eight. This gives the district more opportunities and believes there are several teachers who currently have that certification. Mrs. Lok asked if it was safe to say that the majority of teachers have K-6 or secondary certification. Ms. Richardson stated that this was probably true; however, it is about half and half at Bennet as there are not a lot of veteran teachers. Mrs. Lok stated there are a lot of great ideas pointed at an eighth grade academy. She feels she can also point them towards a sixth grade academy. She stated that the interaction between grades eight and nine would be better if grade eight was located at Illing, which is in close proximity to the high school. Mrs. Gejda feels that it is most important to consider the students needs, and feels that the greatest need is in transition from grade eight to nine. She also mentioned that with a sixth grade academy, these students would have to make two transitions: fifth to sixth and then sixth to seventh. In the eighth grade academy, there is only the transition to high school. She also feels that eighth grade students would be more appropriate to utilize the space at Bennet Middle School. With regard to looping, she feels it is a practice that is shown to be very objective. Certification and scheduling concerns become a part of looping. Mrs. Lok stated they seem to be focusing on whether there should be a sixth grade academy or an eighth grade academy. She hopes that this does not become the focus of a referendum. She would like to move towards two academies, one with two grades. She feels the resources will be the deciding factor. While she supports the sixth grade academy motion, she could easily be supportive of an eighth grade academy. Mr. Edwards asked about the certification issue on looping. If looping were to be implemented currently, he asked if certification would be an impediment to this in a sixth/seventh school or a seventh/eighth school. Ms. Richardson responded that certification is always an issue; however, the middle level certification presents an opportunity, which was not available before. This would make a sixth/seventh grade looping situation possible. Attorney Libby stated there are certifications K-6, 7-12 and 4-8. At least half of Bennet staff have a 4-8 certification. However, just a year or so ago, the State Department of Education said that people with secondary certifications can teach down two years, making those with certifications of 7-12 can actually teach grades five and six. This becomes very flexible in the middle school level. There is a relatively small percentage of people in the two middle schools with a K-6 certification. Mr. Edwards stated the Board has not discussed unified arts classes. It has been his perception that the sixth grade curriculum is oriented towards elementary school, although it may not be the case anymore. If there is a sixth grade school, he asked what would be needed for unified arts. He also asked how the situation would work for the eighth grade students. Ms. Ouellette stated the sixth/seventh combination shows their courses align better and tend to be more generic than the eighth grade courses. She noted that when she was a principal at Bennet, it was very difficult to schedule looping. With the currently curriculum, all students have the opportunity to take art, music, physical education, family consumer science, etc. She would like to see that by the eighth grade, students know their direction and where their strengths and interests lie. Currently, there are no specialized unified arts for any grade. Mr. Cuprak confirmed that there is a natural progression of the unified arts courses. He stated there is also a tie-in with the academic teachers. There is a lot of cross the curriculum work that occurs which includes the unified arts staff and courses. Mr. Edwards referred to the two transitions and how it would be difficult on the sixth grade students. He asked if transitioning is a stressful thing, then how would the ninth grade students handle it, especially at a time where they struggle to pass courses. Ms. Ouellette stated that sixth grade students are transitioning in from ten different elementary schools. She feels that the stress occurs when students are coming from all different directions. She feels the transition into an eighth grade academy would be smoother, coupled with the benefit of being offered accelerated classes. She believes it would also help with the transition into high school. Mr. Edwards commented that the advanced courses could be offered to eighth grade students if they are housed with the seventh grade students as well. He does not hear that these can only be offered if the eighth grade students are in a building by themselves. Mrs. O'Neill commented that the trend has been that the fourth grade scores have been pretty decent, slipping in sixth and eighth grade. She stated that having an eighth grade academy might be too late. She feels students need to be brought all together in sixth grade and she supports this model. She feels having eighth grade students at Illing would promote them to taking accelerated courses at the high school because of the proximity to each other. Ms. Ouellette commented that she would have some concerns about eighth grade students leaving campus to enroll in Manchester High School courses. She also feels that eighth grade students are ready to understand abstract concepts and develop in advanced course levels. Ms. Richardson applauds the Board for having such an in-depth conversation on what's good for kids. Mr. Golas stated that he has received a lot of information, and all of the configurations. He asked if he could poll the administrators to see how the options rank. Assuming 6/7/8 is number one, he asked if 5/6 and 7/8 would be the next desirable option, and after that, either the sixth or eighth grade academy. It was determined that the administrators would rank an eighth grade academy as second, with 5/6 and 7/8 next, with a sixth grade academy last. He stated that he does not understand how students would be able to catch up in grade eight in order to be prepared to pass into grade nine. He does not feel one year is enough time to prepare these students. Mrs. Skerker noted that grade eight students need the preparation because they have no concept of credit, quality points, and class rank. At the middle school, students are more nurtured. She believes an eighth grade academy is not just a place to save them from their shortcomings, but also a time to help them realize that the next step is serious. Mrs. Huyler stated that this is an exciting time for Manchester, and she is glad she has the opportunity to be on the Board at this time. She agrees with Mrs. Lok in hoping this referendum does not come down to a sixth grade versus an eighth grade academy. She stressed that more time cannot be wasted and that the Board needs to move ahead with this issue quickly. She has a very strong feeling about the sixth grade academy. It has been interesting to hear the new research, but she believes the sixth grade students are at a perfect age to "isolate" them and get them ready to build a foundation for academic success. Regarding accelerated learning, she believes that it could start in sixth grade with the momentum building in the higher grades. She feels the flexible scheduling can also be done in a sixth grade academy. Mrs. Hackett asked what other data the district has that speaks to failure, and not necessarily academic failure, but maybe a high rate of absenteeism or tardiness. She is trying to focus on the weak link the district has had for many years between eighth and ninth grade. The high school is tracking attendance, expulsions, suspensions, and discipline as well in every grade at every level. Mr. Gasper stated that he has been doing some analysis, which really narrows the issue at a national level, which relates to the importance of reading. Reading is the skill to improve success in every subject. That research really tracks with Manchester statistics. Mr. Rizzo thanked everyone who attended the meeting at his request. He believes there is a rare opportunity as a Board of Education. He states there are two opportunities for a solution: the urgent need to repair and renovate Bennet; and, to improve the delivery of instruction to the middle school students. The process has begun to address the problems of the eighth grade transition to high school, with some success. The high school staff has focused on conveying the importance of attendance to students this past year. The freshmen only first day of school has also taken some steps in addressing the transition problem. He believes there is more work that needs to be done, as well as work that the Board can do. He does not believe the high school staff should have to get students ready for high school, as that is the work of the middle school. He believes the Board can do more to assist the middle schools with that task. Any grade configuration can work because of a qualified staff, administration and Board. However, he believes there is a grade configuration that will make that task easier. He believes the Board needs to commit to not just the transition activities to Manchester High School, but the overall quality and achievement level of those sent from middle school to high school. He noted that everyone has their favorite remedy, and he believes the community will not see any new schools built at any level. He credits Mr. Edwards for coming up with the academy concept, as it gives everyone something that they like. He believes the Board is on the right track, but he sees the problem being in the eighth grade rather than the sixth grade. He feels the eighth grade students should be isolated with the focus on preparing them for high school. He stated that Bennet would still be a campus type setting with connected buildings. He believes eighth grade students can better navigate this type of campus. He feels the eighth grade academy can also be looked at as a pre-high school, allowing students to take more advanced courses. He feels there is a better chance of success in remediating eighth grade students if they are all together for one year. He offered an amendment to the motion. AMENDMENT: Rizzo/Hackett s.v. The Board of Education recommend that the Manchester Board of Directors place a bond referendum questions in front of the voters that Bennet Middle School be renovated to serve as a town-wide eighth grade academy, and that Illing Middle School be renovated to serve as a town-wide sixth and seventh grade school. (3/6/0) Roll Call: O'Neill - no; Edwards - no; Rizzo - yes; Hackett - yes; Lok - no; Huyler - no; Golas - no; Thresher - yes; Robinson - no. Mrs. Hackett stated that the Board knows that grade configuration in and of itself is not as important as the teaching and learning that takes places within each grade. Additionally, based on the work of the education subcommittee, the Board is contemplating adding a transition to the life of the students. But most important, the Board is an educational policy maker that needs to look to the administration for recommendations they think will improve learning and teaching in Manchester and keep the district on a continued path ensuring students are performing at grade level and that they thrive from academic success. She stated she takes the administrations recommendation coupled with what she has learned over the years. She looks most closely at where the greatest need is and where the greatest deficiencies are in the system, and where the Board can make the greatest impact. How does the Board add a transition efficiently so that the students reap the benefit of the transition? She believes an eighth grade academy will meet this goal. She feels there is a weak or broken link between eighth grade and ninth grade, as noted over the past four or five years. There are also staggering failure rates among freshmen, even though they have decreased somewhat through some smart initiatives at the high school. She does not believe this is enough. Some students are just beginning their academic issues in eighth grade. There is also a dropout rate problem. She feels that the data states students are not being served moving from grade eight to grade nine. She questions if students are engaged when they move to grade nine. She credited Josh Howroyd and Steve Edwards in coming up with this idea. She also looked at the Strategic Plan and notes that a lot of the language talks about goals and efforts made on behalf of all of the students to succeed. She believes this is an opportunity to align with these goals. Mrs. Lok quoted a comment made by Mrs. O'Neill where the eighth grade may be too late, and that it's important to catch students in sixth grade to refine what is taught to them. Additionally, she feels the issues between grades eight and nine have been addressed in developing a ninth grade wing at the high school. She stated she has nothing against an eighth grade academy, however, she sees more support for a sixth grade academy. She would like to see two academies. She stated the Board needs to endorse a plan that is doable and the community can stand behind. Mr. Edwards stated that he struggled with sixth versus eighth grade academies. He asked if the Board is overly focused on how big the problem is at the eighth grade level and how important it is to isolate them when determining the success of transitioning into high school. He would support both academies, but believes the sixth grade choice is better as it gives students a strong foundation to continue through middle and high school. He noted that configurations can be re-evaluated at any time and changes can be made. Mr. Robinson stated he appreciated all of the professional staff that attended the meeting. He believes that not only educational issues need to be considered, but also at what the community will support and invest in. The opportunity is to restore Bennet to a facility that will be educationally sound and central to the community. He has not heard any negatives to the Edwards/Howroyd proposal and has seen a great deal of support for it. He believes a referendum should be held in the spring to be able to move forward. He is not convinced that the isolation of one class versus the other will solve all of the problems. He gathered that all of the administrators preferred to have all three grades together, but the isolation of the eighth grade is preferable to the isolation of the sixth grade. He did not hear anything compelling that would prevent the eighth grade to have access to anything proposed if the seventh grade was also in the building. He is optimistic that progress can be made this spring. He stated he would oppose the amendment, as he believes what has been proposed is sound and the preferred route. A vote was taken on the amendment and it failed. Mrs. O'Neill commented that she would be glad to support the motion on the table, as she believes it is educationally sound and the voters will endorse it. This addresses her long held belief that Bennet should be renovated and used as a main part of the school system. She hopes that this question can pass in June. Mr. Golas stated he supports renovating Bennet and using it as a sixth grade academy. He urges support for this motion. Mrs. Hackett stated that despite the fact that she supports and eighth grade academy, she would also support the sixth grade academy reluctantly. She feels it still lacks compelling data and she still has some questions about it; however, it allows the Board to move on. A vote was taken on the original motion and it passed. Mrs. Lok stated an additional motion. MOTION: Lok/Edwards s.v. The Board of Education sends a clear message to the Board of Directors expressing its preference for a June referendum. (9/0/0) Mrs. Lok stated that should this referendum be postponed until November, it is a year postponement for any work being done at Bennet Middle School. Mr. Edwards stated he would support the motion. He stated he had some reservations as to voter turnout. He asked if there was a minimum amount of voters in order for the referendum to be legal. Mr. Robinson stated there is an issue with this and that they would try to get an answer. Mr. Edwards introduced another motion. MOTION: Edwards/Rizzo s.v. The Board of Education recommends to the Board of Directors that when costs and plans are drawn up for this project, that they assume students will be moved out of Bennet completely, and that the Board would not move forward with a building by building renovation. (9/0/0) H. COMMUNICATIONS I. PUBLIC
COMMENTS 2. Eileen
Sweeney, 86 Hawthorne Street. She thanked the Board for their decision
on the sixth grade academy. She believes the improvement needs to happen
at the ninth grade level and not at the eighth grade level. She stated
her family has shared concerns very actively with every level in the
educational system, and noted that hitting ninth grade was a very tough
year even for a good student. She feels that MHS needs to be more nurturing
at the ninth grade level. She stated that new absence policy is a problem.
She has shared this with the principal and Steve Armstrong at the beginning
of the year. There are no excused absences, and students are being encouraged
to go to school when they are sick. With Capturing Kids Hearts, teachers
are being encouraged to shake kid's hands, but cautions that this spreads
sickness. Additionally, if students go to school when they are sick,
it creates a greater and more lengthy and serious illness, which causes
more absenteeism. Regarding reading, her children have been great readers.
However, reading is so dissected in high school that it kills the enjoyment
of reading. With the amount of homework and assignments, it leaves no
time to read. J. ITEMS
FOR FUTURE AGENDAS Mrs. O'Neill asked if the Math and Chemistry Team could be honored as well. MOTION: Edwards/Lok s.v. The Board of Education adjourned 10:50 p.m. |
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