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MANCHESTER
BOARD OF EDUCATION
REGULAR MEETING THURSDAY, OCTOBER 6, 2005 |
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M
I N U T E S
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7:31
p.m.
Lincoln Center |
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PRESENT: Edwards, Golas, Hackett, Lok, O'Neill, Rizzo, Robinson, Thresher ABSENT: Huyler ALSO
Mr. Robinson called the meeting to order at 7:31 p.m. Mr. Robinson led in the Pledge of Allegiance. Minutes of September 26, 2005 Mr. Robinson asked for a motion on the minutes of September 26, 2005. Ms. Lok asked that the September 26, 2005 minutes be amended to reflect that there were technical difficulties with the audio. MOTION:
Hackett/Rizzo s.v. The Board of Education adopts the minutes of the
Minutes of January 31, 2005 Mr. Robinson asked for a motion on the minutes of January 31, 2005. MOTION:
Hackett/Rizzo s.v. The Board of Education adopts the minutes of the
B. SUPERINTENDENT'S REPORT - Part I B1.
Highland Park Elementary School - World's Longest Letter Project Ms. Cion and her students told the Board that Highland Park School was chosen as the only school in Connecticut to participate in a country-wide program, sponsored by Pilot Pen Corporation of America, to write The World's Longest Letter. The letters, written by 3rd and 4th graders, were about their aspirations and concerns for the future of our country, and were included in a half-mile long scroll, comprised of nearly 4,000 letters from across the country. The letter was unrolled at a public ceremony at the National Mall in Washington, D.C. on September 15, 2005. As thanks for its participation, Highland Park School received a donation of 500 pens, compliments of Pilot Pen. C. PUBLIC
COMMENTS D. PTA COUNCIL REPORT Stephanie
Knybel gave this report in Merrill Kidd's absence. Ms. Knybel mentioned
that the PTA's main goal is to encourage membership. At their last meeting,
they discussed the do's and don'ts on fund-raising. She mentioned there
would be a Candidates' Forum on Oct. 24, 2005 that the PTA Council and
the Town Council are sponsoring. She also mentioned that the PTA's goal
is to reach out to the community with programs on substance abuse, to
be run by Ginger Kats, and will be offered at the middle schools and
the high school. They are looking into funding for this program. Ms.
Knybel informed the Board that the PTA President has been receiving
calls from parents saying some of the buses are running late and some
buses are numbered incorrectly. She mentioned that the next PTA Council
meeting is scheduled for October 26, 2005, to be held at Washington
Elementary School. David Kohn to be a Middle School Teacher at Bentley Alternative School. Mr. Kohn received his master's degree at the University of Connecticut. James Morey to be a Special Education Teacher at Manchester High School. Mr. Morey received his master's degree at the University of Hartford. Duncan Sabean to be a Mathematics Teacher at Illing Middle School. Mr. Sabean received his bachelor's degree at Tufts University. The Superintendent welcomed the new teachers to the Manchester Board of Education. LEAVE
OF ABSENCE Jill Kilgus, grade 2 teacher, at Highland Park School, has requested a maternity leave of absence from approximately February 16, 2006 through approximately May 1, 2006. Ms. Kilgus has been with Manchester Public Schools since August 28, 1997. Karen Maxwell, grade 3 teacher, at Bowers School, has requested a maternity leave of absence from approximately December 1, 2005 through approximately February 3, 2006. Ms. Maxwell has been with Manchester Public Schools since August 24, 2004. It is recommended that her request be approved. The Superintendent wished these teachers the best with their new families.
E3. Extended
Field Trip Request - Manchester High School Student Activities E4. Extended
Field Trip Request - Manchester High School Student Activities MOTION:
Hackett/Rizzo s.v. The Board of Education moves to adopt the Items on
F1. Strategic Plan Update - Goal II - Equal Access to Resources - Carol Burgess The Superintendent
explained that at the last Board of Education meeting, on September
26th, Ms. Burgess presented an evaluation of the Strategic Plan, and
started with Goal I, and that her intention is to present one goal per
Board meeting. Goal II, Part A: Students, staff, school: adequate access to resources and programs. Action
1: Action
Needs: Action
2: Action
3: Goal
II, Part B: Improve student access to academic and support programs,
through expanded programs and improved communication. Action
1: Action: Increase parent education, support Action: Transportation for support programs and after school initiatives Action: Progress toward flexible work hours to enable support staff to work with parents Action: Expand counseling services: elementary & alternative education Action
2: Improve student access to specific academic program Action 3: Develop parent/community partnerships to ensure students' equal access Action 4: Expand technology and instructional resources, use for all families, including at home, community. Action: Expand teacher access to and use of telecommunications: phone calls, email, and School Notes use - to increase parent communication Action:
Smart Boards in classrooms Ms. Hackett
commented that this type of presentation is a good way to keep the Board
mindful of what the goals are. She mentioned that she has heard complaints
about the attendance system at the high school, and supports better
technology in this area to let parents know about their child's attendance.
She supports whatever we can do to have an accountable and informative
way to let parents know whether their child is, or is not, at school.
She asked that the Board be kept apprised of this specific initiative. Ms. Hackett commented on the PROBE program, that it had been done away with due to budget restraints, and if it is to be brought back we should be careful as to why were are reinstating it. Ms. Burgess said the PROBE program would offer enrichment to all students. Ms. Hackett asked that more information be shared at a future Curriculum and Instruction Committee meeting. F2.
Enrollment Update - Joan Libby Bennet Middle School to Illing Middle School. Attorney Libby presented her report to the Board. Attorney
Libby stated that the Board had asked for some additional information
about the class sizes at Illing, and that the data she is presenting
is based on information in mid-September, when the information was requested.
Attorney Libby's report is as follows: The October
1 enrollment at Illing and Bennet is: The most current information from Illing now shows 29 classes with more than 25 students.
Only 8 of the 29 large classes are co-taught
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Course
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Class
size
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#
of Special Education students
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Math
7
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28
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9
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Lang.
Arts 7
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28
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13
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Lang.
Arts 7
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26
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9
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Science
7
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27
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8
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Science
6
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26
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5
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Science
6
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28
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9
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Reading
6
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26
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8
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Lang.
Arts. 6
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27
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10
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There are another 16 classes that are co-taught, but they have 25 students or less. Ms. Lok stated that she was confused by the meaning of co-taught. Attorney Libby explained that the Manchester Board of Education has been under a mandate from the State Department of Education, and also our own directives, in terms of looking at our special education programs and determining that most of our special education students will be included in regular education classes. Because of this inclusion, there has been a situation where there are classes with more than 26 students, where there are a number of special education students in those classes, and the approach that has been taken throughout all grade levels, particularly at the secondary grade level, is where we co-teach classes between a regular education teacher and a special education teacher. The special education teacher is there to assist the special education students who might need more help and direction. The regular education teacher is the primary teacher in charge in presenting the subject matter. The Superintendent clarified that co-teaching is not just for classes with special education students. The model is used as a help in both types of classes, as a support system, and is a negotiating process between the two teachers. Ms. Lok asked who determines if a class should be co-taught. Superintendent Ouellette responded saying the master schedule is looked at on how best to teach students, and that the scheduling is done through the administration and special education coordinators. Ms. Lok asked about the Unified Arts' class sizes and if they were looked into. Attorney Libby answered that they have not been looked into at this point, but they anticipate looking into how the schedule is set up to see if they are smaller, and how they accommodate the students. Mr. Rizzo asked why we have 21 large classes that are not co-taught, even though they have over 25 students in them, when we have classes with less than 25 students that are co-taught. Attorney Libby answered saying that in many cases it is the make up of the class, in terms of the numbers of special education students and their type of disabilities, which would lead to a situation where the administration of the school said, here is a class where we need to have a special education teacher in there to handle the differentiation of education. So, we may have a class where there are only one or two special education students in there, and perhaps with a para, and the administration may have determined that there is no need to have a special education teacher in that classroom for the co-teaching. Mr. Rizzo asked if the classes are co-taught by two teachers or a teacher and a para. Attorney Libby answered saying that it is always two teachers, and that a para is definitely not teaching. Mr. Rizzo asked how many students, that were transferred from Bennet Middle School, were special education. Superintendent Ouellette responded saying that most of the special education students remained at Bennet Middle School. Mr. Rizzo stated that he is very concerned about how instruction is delivered to our middle school students, and that he is also concerned about the class sizes at Illing Middle School. He feels there is probably a large disparity between the class sizes at the two middle schools, and would like the administration to research this more and come back to the Board at a later time. Superintendent Ouellette said that a model of co-teaching has been implemented seamlessly, and that there is a lot of dialog between the teachers. The teachers make a good team with a tremendous amount of cooperation, which makes this an effective tool. Mr. Edwards mentioned that his daughter is a sixth grader at Illing Middle School, and she is in a class that is co-taught. His daughter feels that she is being challenged even more by the special education teacher, and that her assignments are more challenging. Mr. Edwards said he was concerned about the large class sizes, and if we are constrained by staff or classrooms. His concern is that Illing's population could approach 1000 students, and will we have an issue that has not been anticipated for the reconfiguration of grades. Superintendent Ouellette commented that the projects from the Downes Group, shows that we can easily accommodate the expected enrollment for the 7th /8th grade model for the new Illing Middle School design. Ms. O'Neill mentioned that she has heard from teachers that they enjoy co-teaching, that they learn from each other and that the students seem less bored. There was further discussion regarding nursing staff at Illing Middle School, and Ms. O'Neill asked about cafeteria lines and the time spent waiting in line. She asked that the Superintendent check with the principal about this issue.
G1. Board of Education Budget Workshop Schedule Superintendent Ouellette explained that this item was brought before the Board as New Business at the September 26 Board of Education meeting. It is on this meeting's agenda under Old Business, with her recommendation that the Board accept the following Budget Workshop dates: Thursday,
January 19, 2006 (snow date - Tuesday, January 24, 2006) The
Superintendent mentioned that the fourth date has been added, if it
is needed, and the She further explained that each year, the Board of Education, by policy, schedules at least three workshops to allow the community to address the Superintendent of Schools' recommended budget, and to make specific recommendations to the Board of Education before it adopts its recommended budget. MOTION: Hackett/Rizzo s.v. The Board of Education moved to approve the above-mentioned Budget Workshop dates. 8/0/0 Ms. Lok asked that the workshops be looked at as workshops, and to make sure they are less formal so the public feels they are part of the process and more comfortable being involved. H. NEW BUSINESS H1.
Board Policy - To Reduce Racial Ethnic and Economic Isolation - Joan
Libby Attorney Libby mentioned that other district's policies have been looked at, and that we need to state our goals and intent, and to submit it to the Commissioner of Education. She read the following proposed Racial Balance Policy into the record: Racial Balance in the Manchester Public Schools The
Manchester Board of Education is committed to maintaining racial balance
within all its schools and programs and is determined to provide quality
education and equal educational opportunities for all students regardless
of their race, ethnic background or economic backgrounds, in accordance
with State and Federal laws. The overriding focus is to reduce racial,
ethnic and economic isolation. Ms. Lok asked for a clearer understanding of what the last sentence of this policy means. Attorney Libby explained that some of the plans that they have looked at, or considered, to have a racial balance in the Manchester Public Schools, would be to redistrict an area, moving one neighborhood where the primary impact of moving those students to different schools, might reflect a particular racial or ethnic group, and therefore, balancing the schools by moving one particular group and giving you greater overall balance.
Superintendent Ouellette explained that she and the Central Office team have spent many hours researching, discussing, and planning a reasonable, sound racial balance plan for the Manchester Public Schools. She is pleased that Dr. Tognalli and Diane Kearney have constructed a plan that was based on discussion with the Central Office team, with a consultant group that conducted our impact studies back in February, and also with the State Department of Education top officials. She mentioned that it is important to note that the information presented is based on data received from the impact studies, currently, as well as data and trends that we have seen over the last ten years. She felt it was important for the public to note that this plan is a two part plan: one is an immediate solution to racially balance Buckley Elementary School; the second part of the plan shows a plan to plan, a four-year plan to address the six other impending racial imbalances in our elementary schools. It is a long-term plan that will sustain balance over the many years ahead. She felt it is important that the public note that in the next couple of years, the community will be invited to have a conversation and share their input, and be part of the solution as to what is the best way to balance our elementary schools. Superintendent Ouellette introduced Dr. Tognalli and Ms. Kearney to present the plan, as well as a timeline, to address racial balance in the Manchester Public Schools. Dr. Tognalli explained that a school is racially imbalanced if the percent of minority population falls outside of a range from 25 percentage points less to 25 percentage points more than the comparable proportion for the applicable grade configurations. A school is deemed to have impending racial imbalance if the percent of minority students falls between 15 and 25 percentage points different than the grade configuration of the relevant schools (in this case, K-5 and pre K-5). As a further example, the high school is in racial balance because we only have one high school. He mentioned that we have one school that is imbalanced, being Buckley Elementary School, as of October 1, 2004 counts. We are required by the State to immediately address that, and over the summer various configurations were looked at, and a temporary plan was found, moving a Head Start class from Bentley to Buckley Elementary School. He mentioned, that based on October 1, 2005 counts, we will still be impending balance at Buckley, but that we have solved the racial imbalance problem there. He mentioned that this will have to be looked at for the next two or three years, and keep tabs on students at Buckley in terms of racial minority, and continue to adjust as necessary to make sure it doesn't become racially imbalanced. Dr. Tognalli stated that the plan before the Board is a four-year plan. Year one begins this year, in terms of just discussion, and moves into year two with further discussions and a decision as to how we would racially balance all ten elementary schools; year three will be a planning stage, with year four being the start of the 2008-09 school year, which will be the implementation year. Dr.
Tognalli explained that there are three options to this plan: In option 2, the "sister" schools concept pairs a Title I school with a neighboring non-Title I school. Through this plan, the Board of Education has established timelines to realize racial balance in each of its schools. Mr. Edwards commended Dr. Tognalli for this plan. Ms. Lok said that she was happy that this item was back on the table, and that she favors a "sister" school choice. Ms. Hackett thanked them for their effort on this plan and with this report. She asked if free and reduced lunch enters into this, and Dr. Tognalli responded saying that this is based strictly on race. Mr. Robinson thanked them for rectifying the imbalance, and that the Board is committed to keeping racial imbalance from returning. He is glad that the community is being invited to have a "community conversation" on this. Ms. O'Neill asked about correspondence from the State Department of Education on the final say of the plan. Dr. Tognalli explained that he had a conversation with the person at the State that will review the plan when it is submitted, and that person thought it was thorough and that the time lines over the next 4 years were reasonable. She believes it will be approved when we submit it to the State. Ms. O'Neill asked what would happen if we are sited again. Dr. Tognalli explained that we would be careful to look at our numbers, so if we see a school that we believe will be imbalanced, then we would try to find some short term solutions so that it is not imbalanced. The plan addresses that, and the State understands that. We also have the opportunity each year to review the plan and refine it; if we have unexpected or unexplained circumstances come our way. Ms. Hackett asked that the plan be put on the Board's website. Superintendent Ouellette recommended that the plan be put on after it is adopted by the Board later in October, but would consider putting it on marked as a draft, so that the community knows it is a working document. Mr. Robinson told the public that the draft document would be provided to them if they contact the Superintendent's office. Mr. Edwards stated that this is a big issue and that he had prepared a written statement, which he read into the record: "Manchester has had a long history of racial balance problems, and a long history of trying to fix them. Over the last 15 years, Manchester has used many novel approaches to attempt to solve the problem. In 1990, Manchester created its first magnet school program at Nathan Hale. In 1996, after much research, Manchester created its voluntary choice program. This was perhaps Manchester's most innovative attempt to solve the problem, and yet was also its least politically risky plan. It counted on Manchester parents to voluntarily integrate our schools, and created schools with focus that would appeal to differing families and students. During the tight budget years since the year 2000, the program was systematically dismantled due to its transportation costs and its failure to effectively fix our racial balance problem. Since the year 2000, Manchester has applied solutions that are best described as band-aids. Washington Elementary was reorganized to a magnet program, and while it has enjoyed success in educating students, it remains a school with impending imbalance. Likewise, when Highland Park school was found to be imbalanced, a Head Start class was relocated there, temporarily solving the problem. We are likely going to apply a similar band-aid to Buckley Elementary as well. As a result, Manchester has run out of "Get Out Of Jail Free" cards when it comes to satisfying the State Education Department on our ability to seriously solve the racial balance problem that Manchester now faces. Frankly speaking, Manchester is out of simple, easy solutions to the problem. As a result, we are looking at 3 options, none of which will be popular with the community. To one degree or another, each solution chips away at Manchester's traditional desire and support of neighborhood elementary schools. The solutions will undoubtedly raise further turmoil in a community already suffering from poor race relations. Manchester's citizens are now going to be challenged to debate these issues. My hope is that our neighbors will participate in the community conversations that are to come. My hope is that they will speak out, and more importantly, that they will listen. My hope is that everyone will be made comfortable enough to talk about these issues with respect for one another, and with a frankness and honesty that allows us to make serious progress not just on our racial balance issue, but on our race issues in general. Those are my hopes. I will save my fears for another day. But there is another concept that I feel MUST be addressed from the outset. The problems with racial balance, with the achievement gap, and with our racial issues in general ARE able to be solved. Communities and schools have already solved them. Witness the Amistad Academy in New Haven. This is a school with close to 85% students of color. The 6th graders that enter that school perform poorly on the CMT tests, under performing by almost every measure. Two years later, in 8th grade, these same students perform with over 80% proficiency - a statistic that makes me envious. Indeed, it should make gold coast communities like Westport envious, as Amistad's scores exceed even that district's proficiency rates. The key to solving Manchester's racial balance problem, indeed to make it a non-issue altogether, is to bring Manchester's schools to this level of performance. If your community is full of high performing students, it will not make a lick of difference to the vast majority of students and parents what color their neighbor's skin is. People of all colors and creeds will flock to this community to be a part of it. We as a community now have to decide if Manchester is worth the effort that it takes to make that goal a reality."
Mr. Edwards gave a Buildings and Sites Committee Report stating that at their meeting on October 3, 2005 they discussed the Racial Balance Plan, as well as a request for use of Bailey Auditorium by a private citizen, which was considered. The citizen indicated that they did not have an insurance policy to cover the event in question, and the Committee provided feedback to the administration, indicating its reluctance to accept the liability to the school district. J. COMMUNICATIONS Ms. O'Neill mentioned that she received a letter to look at providing textbooks to private schools, and she directed that request to the Superintendent of Schools. K. PUBLIC COMMENTS 1) Shelly Pellitier, 145 Park Street. Ms. Pellitier addressed a concern regarding Ms. Burgess's Equal Access Report and a recent school administrator's comments. She stated that is was very disconcerting when a member of the public hears of hiring being defined by culture, race, and sex. She mentioned that with public concerns regarding educational performance and results, she stated that the Board needs to emphasize that diversity factors are also being considered, along with content of character and qualifications. She said she is personally concerned based on recent observations within the public schools, where a school administrator, before interviewing a candidate for a position, made a comment to another staff member, that the candidate would be hired because they fit into the school's culture, based on the person's appearance. She mentioned that she supports the Board's efforts to train for cultural sensitivity, but maybe we need to start with the administrators at the schools. She wants the Board and Superintendent to review and enforce the dress code that was established under Mr. Beitman's tenure, and pass this on to the administrators at the schools. Ms. Pellitier also mentioned that we need to promote and add all qualified, disabled teachers to our list of cultural diversity hiring goals. She would like the Board to look into the matter. 2. Tom Stringfellow, 183 Hillstown Road. Mr. Stringfellow stated that he supports the Strategic Plan Goal II, as well as the Board's proposed policy to reduce racial, ethnic, and economic isolation. He asked that we remember Mr. Lou Irvin, who passed away five years ago, and mentioned an article in Time Magazine called, The Battle Over Gay Teens. L. ITEMS FOR FUTURE AGENDAS Ms. Lok asked for a report on safety checks of school buses by our bus company, as well as further information on the developmental, instructional, and fiscal benefits to the "sister" school plan. She also asked for more specific class size numbers for Unified Arts, World Language, and Music at Illing Middle School. Ms. Hackett asked for more information on buses running late and not being well marked, as well as a report on the attendance system at the high school, and how we could enhance it through the use of technology. Ms. O'Neill asked about the suggestion last year about painting different stripes in the hallways at Manchester High School to help the freshman orientate them more easily. She asked for an update on the status of it, and if it ever was completed. MOTION: Hackett/Rizzo s.v. The Board of Education moved to adjourn -9:45p.m. Respectfully submitted, Margaret
Hackett, Secretary |
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